Long Program Rocky Mtn 2013 - Colorado Law
Long Program2013 Rocky MountainLegal Writing ConferenceFriday, March 2211:30 am–12:45 pmMain Lobby (First floor)12:45–1:55 pmCourtroom 101 (First Floor)Dean Phil WeiserOpening RemarksRegistrationConsecutive opening presentationsMary Beth Beazley,Pamela Lysaght,J. Lyn Entrikin,Richard K.NeumannEmerging Theories in Normative Transgression, Etymology of NarcissisticPhenotypes and Infantilism, and the Psychopathology of Thuggery andAuthoritarianism Within Scholarly Discourse CommunitiesKen ChestekSurveyThis presentation continues the Emerging Theories series that began at the 2011Rocky Mountain Conference and continued at the 2012 Conference. Don’t pay anyattention to the panel title. We don’t know what it means, or at least we say we don’t.We’ll talk about subjects that have never previously been discussed in any panelpresentation and are too incendiary to publish in the conference program. Nohandouts will be distributed. If any other evidence is found during the presentation,it’ll be destroyed in a controlled explosion. Everyone in the room will take the cone-ofsilence oath.What is an effective Preliminary Statement to open a brief? Help Prof. Ken Chestekdesign an empirical study to help answer that question by participating in a 15minute experiment.2:00–2:25 pmMark K. Osbeck(Michigan)Concurrent 25-minute presentationsThe Predictive Legal Memorandum: Striking the Proper Balance Between Usefulnessand CautionRoom 205Traditionally, students writing legal memoranda learn to apply the law to the facts in afairly mechanical manner in order to predict what a court will do when confrontedwith a hypothetical factual scenario. However, for a number of reasons, predictions ofthis sort are often quite unreliable. Dealing with this uncertainty can be difficult forstudents, and pedagogically it can be difficult for instructors to teach students how tostrike an appropriate balance between unwarranted predictions, on the one hand, andindecisiveness on the other. This presentation will encourage participants to thinkabout how best to help our students avoid the horns of this dilemma.Barbara E. Wilson(UMKC)Secrets from the Crayon Box: Using Colors and Blocks to Connect Students to IRACRoom 206Long ProgramA new twist on IRAC/CRAC that provides a visual foundation for students to use asthey develop their legal analysis skills. This presentation will provide the color chartsthat set out the foundation, and discuss how the foundation can be used by studentsto self-evaluate the organization and content of their legal analyses.Thirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 1 of 13
Tracy Turner(Southwestern)Room 207Adapting IRAC to Meet the Challenges of PracticeIRAC is a great tool but is not always the best organizational choice for every type ofanalysis. This presentation will provide some alternative organizational models thathope to balance flexibility with the structural guidance that novice legal writers need.The alternatives include, for example, the strategic deconstruction of large “R” blocks,the use of narratives to make an analysis more engaging, and an abbreviated form ofproof appropriate for uncontested points of law.2:30–2:55 pmKaren Mika(ClevelandMarshall)Room 204Maggie Tsavaris &Deborah McGregor(Indiana)Room 205Concurrent 25-minute presentationsMemo Writing in TechnicolorVisuals have become commonplace in the classroom, most prominently in LegalWriting and Research classes. This presentation will discuss the use of visuals,particularly color enhancement, in teaching the legal analytical format for a memo.Although highlighting various parts of a memo is not a new teaching methodology, theexistence of word processors (and electronic highlighting tools) has enabled teachersto take this tool to a new level. The presentation would demonstrate how the use ofcolor highlighting comparing well-constructed material to poorly-constructed materialenhances the ability of students to recognize structural flaws in their own work, and,hopefully remedy the flaws.Bringing out Effective Storytellers in our Students by Teaching with PathosPathos applies not only to our writing and analysis but also to our pedagogy. Thispresentation focuses on introducing concepts and creating exercises that invite ourstudents to be passionate about what they are learning. We will explore a variety ofways to engage our students with special attention to inspiring our studentsthrough inspirational video and “Quotes of the Day” and establishing a deeperconnection to the hypothetical c l i e n t through storytelling exercises.Leslie Culver(Cal. Western)De-mystifying Legal Research: Using strategic tools designed to create order fromseeming chaos, maximizing skill retention and increasing confidenceRoom 206This practical presentation instructs professors on the creation and effective use ofthree research tools designed to de-mystify the process of legal research for first yearlaw students: (1) Research Outline, (2) Legal Research 101: Flowcharts, and (3)Advanced Research Techniques. The Research Outline provides students perspectiveon how to capture their research in a manageable and flexible record, after which, theFlowcharts provide students strategic steps in performing their initial research.Finally, the Advanced Research Techniques provides students with opportunities toboth refine their research skills and prepare their legal memorandums.Katrina June Lee(Ohio State)Beyond Memos and Briefs: Journaling and Reflection in the 1L Legal Writing ClassRoom 207Long ProgramThis presentation explores the advantages and challenges of incorporating journalinginto the 1L legal writing class, and offers best practices for doing so. Journaling canhelp reduce stress, jumpstart creative thinking, and give perspective and focus.Journal entry assignments help students learn to increase overall fulfillment and avoidburnout in their legal careers; give students space to write without the restrictions ofcitation form or IRAC; encourage reflection on issues of professionalism; and, as willbe explained, promote the goals of a 1L legal writing class. Sample journalassignments will be provided and discussed.Thirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 2 of 13
3:00–3:50 pmDeborah Gordon,Lisa McElroy &Emily Zimmerman(Drexel)Room 204Deanne Lawrence,Nancy Costello &Jennifer Rosa(Michigan State)Room 205Judith Popper &Wanda M. Temm(UMKC)Room 206Corie Rosen Felder(Colorado)Room 207Concurrent 50-minute presentationsScholarship Teaching Scholarship: How Teaching and Scholarship Inform andImprove Each OtherThis panel presentation will explore how a legal writing professor’s scholarship caninform and enhance the teaching of legal writing and, conversely, how classroomexperiences can contribute to a robust academic writing agenda. From three differentperspectives (junior/pre-tenure, mid-level/pre-tenure, tenured), the presenters willdescribe various ways that the legal methods courses they teach have evolved as aresult of their respective academic interests and writing projects. The presenters willthen open discussion to attendees, focusing on the cyclical, symbiotic relationshipbetween the legal writing classroom and scholarship.Taking it to the Streets: Bringing Legal Writing Problems to LifeLegal writing professors at Michigan State University College of Law bring legal writingassignments to life by using techniques like staging the problem in a real setting orpulling their students out of the classroom and into the streets. Legal writing studentsstudy an accident scene that resulted in a claim of negligent infliction of emotionaldistress or view the scene of a burglary. They stroll the streets of Detroit retracing thesteps of Eminem in a Chrysler automobile commercial to study copyrightinfringement. MSU professors will give tips on how to make legal writing real.Experiment Away! Cross-Curricular Professional SkillsTraining in the First YearThis presentation describes a cross-curriculum innovation that emphasizes skillstraining. All first year faculty stop holding their regular classes and spend one weekworking their way through problems based on a core set of facts. Students experiencehow each topic area can spring from the same set of facts, how the doctrinal topicsinterrelate in order to effectively reach the client’s goals, and how various professionalskills are needed. This presentation will demonstrate how this cross-curricular,professional skills training was developed and implemented.You Can Do That! Giving Motivational Feedback That WorksGiving students motivational feedback without obscuring their writing problemspresents significant challenges. Do only one, and students’ achievement will suffer.But doing both at the same time can be difficult. In this interactive presentation,participants will learn how to give students feedback that both addressesshortcomings and motivates students to succeed. Participants will leave with a newlanguage for understanding and addressing the way students think about criticism,feedback, and success.3:50–4:00 pmLong ProgramBreakThirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 3 of 13
4:00–4:50 pmAmy Langenfeld(ASU)Room 204Concurrent 50-minute presentationsLegislative Drafting Manuals: “America’s Test Kitchen” of Drafting AdviceLegislative drafting manuals have many uses in the law school classroom: as examplesand explanations of how (and how not to draft), as free online style reference sourcesfor novice drafters, and as entry points for the legal research that supports all gooddrafting. This presentation will introduce legislative drafting manuals assupplementary texts in upper-level courses and name the top five legislative draftingmanuals nation-wide.Terry JeanSeligman & KarlOkamoto (Drexel)Vanilla, Chocolate, and Cherry Garcia -- Legal Research in 26 Flavors: UsingLawMeets Online Technology to Learn and Practice Legal Research andCommunication Skills Within the First Year CurriculumRoom 205In an integrated research and writing curriculum, it is a challenge to transfer learningand reinforce legal research and communications skills through multiple practiceopportunities. Professor Seligmann and other Legal Methods Professors piloted aseries of legal research problems using LawMeets that engage students throughvideo, and ask them to research efficiently, give clients practical advice, participate inpeer review, and debrief with expert advice. By using LawMeets , which is beingdeveloped by Professor Okamoto with funding from the National Science Foundation,this was done easily for large numbers of students, at low cost, and withoutdemanding technical skills by the Professor. See how LawMeets work, and try oneduring the session.Suzanne Rabe(Arizona) & TerrillPollman (UNLV)A Cold Wind Blows: Speech in the Legal Writing CommunityRoom 206Jacob M. Carpenter(Marquette) &Allison Ortlieb(DePaul)Room 207Let’s talk about what we’re not allowed to talk about. We will begin this presentationwith a discussion of the top-ten things that may ruin your career if you dare say themon the legal writing listserv. We will then moderate a free-ranging discussion aboutwhether there are unspoken norms in the legal writing community that chill speech onthe listserv and elsewhere.Podcasts, Videos, and Buzzer Beaters: Beating Bluebook BoredomThis presentation will offer legal writing professors new ways to help overcome twocommon problems of teaching the Bluebook: (1) it takes up valuable class time, and(2) it bores students. First, Professor Ortlieb will show attendees how they can createtheir own Bluebook instructional videos and podcasts that students can accessanytime, buying back precious in-class instructional time. Next, Professor Carpenterwill demonstrate (and make available) a Bluebook tournament that engages tiredstudents by providing a competitive, fun experience while serving as an effective,year-end Bluebook review. The tournament, which has been used in both smallsections and across an entire 350 student 1L class, has a basketball theme (includingthree point shots, free throws, steals, a shot clock, etc., run through a sophisticatedPowerPoint program) and runs simultaneously with the NCAA Basketball MarchMadness tournament, culminating in a championship game with prizes. Finally, bothpresenters will discuss how these techniques can be used for other topics in a legalwriting class.4:50–5:00 pmLong ProgramBreakThirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 4 of 13
5:00–5:25 pmJudy Stinson &Susan Chesler(ASU)Room 204Christine Kelton(Whittier)Room 205Concurrent 25-minute presentationsDeveloping Cohesive Outcomes for Upper-Level Writing CoursesIn light of the move toward outcome measures and curricular improvement in general,many writing faculty and writing programs have developed expected outcomes for thefirst-year, mandatory writing course or courses. Developing outcomes for upper-levelwriting courses can also be beneficial; it helps identify both student and institutionalgoals and provides a means of evaluating the effectiveness of the courses in achievingthese goals. However, generating these outcomes for diverse upper-level courses canpresent significant challenges. This session will: 1) discuss the reasons to developoutcomes for upper-level writing courses and the difficulties with doing so; and 2)explore some methods to successfully develop cohesive upper-level outcomes.Internalizing the Rubric: Teaching Students to Effectively Self-AssessSome students become so dependent on a rubric that it is difficult for them to evaluatetheir own work independent of the rubric. Instead of relying on a rubric created bysomeone else, students need to develop the skill of “internalizing” their own rubric.This presentation suggests techniques to teach students to effectively self-assess.Nantiya Ruan(Denver)First Year “Malpractice”: Unauthorized Practice of Law in the First Year HybridClassroomRoom 206As part of the most recent legal education reforms, faculty across the law school areleaving their silos and collaborating with one another to provide experiential learningopportunities that incorporate real clients into the learning of the class. This includeslegal research and writing faculty, clinical faculty, and non-profit lawyers workingtogether to offer students exposure to “real life” clients in the first year of law school,as well as advanced courses in particular substantive area. This presentationaddresses one of the ethical risks associated with implementing these “collaborativeclassrooms”: the rules surrounding the unauthorized practice of law.Hether C.Macfarlane(McGeorge)Learning How Civil Law Students Reason to Help Them Reason DifferentlyRoom 207Andrew Crouse(Hamline)Room 202The biggest challenge in teaching international LL.M. students is helping them movefrom civil law reasoning to common law reasoning. Because my only “legal” languageis English, I have begun studying translated cases involving the U.N. Convention onthe International Sale of Goods in order to gain a better understanding of civil lawlegal reasoning so I can better help my international students learn common lawreasoning. This presentation is a preliminary report on what I have learned fromanalyzing those cases.Teaching CREAC for Macro-OrganizationCREAC is a useful device for teaching students how to organize individual arguments.Many students, however, struggle with how to organize the argument section as awhole, especially when there are several issues and sub-issues. With a fewadaptations, CREAC can also serve as a useful device for teaching students how toapproach overall organization. Learn how to adapt CREAC to overall organization, andsee examples of in-class activities that reinforce this new skill.5:45 pmWelcoming receptionStudent Commons (Second Floor)Long ProgramSponsored by WestlawThirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 5 of 13
Saturday, March 238:30–9:00 amBreakfastStudent Commons (Second Floor)9:00–9:25 amRobert Anderson(Denver)Room 204Nancy Soonpaa(Texas Tech)Room 205Sponsored by AspenConcurrent 25-minute presentationsHow to use a Flipped Classroom to Teach Legal WritingThis presentation will offer how-tos and share lessons learned from “flipping” a firstyear legal research and writing class. In the “flipped classroom,” what is traditionallydone outside the class is flipped with what is traditionally done in class. Studentsabsorb skill-building concepts outside of class via short instructor-created videolectures, and work in class on instructor-guided exercises or class assignmentsthrough which they apply the skill-building concepts utting the Apron Strings and Pushing the Baby Bird from the Nest: How ParentingPhilosophies Support a Pedagogically Sound Sequence of Developmental Exercisesand Structured AssignmentsJust as students come to our classrooms with many of the tools they need to succeed inlaw school based on their life experiences, many of their law professors similarly cometo the classroom with the tools they need to teach successfully and effectively. Theaphorisms we grew up with (and, perhaps, parent with) can guide an effective andpedagogically sound teaching approach as we “grow” novice law students intosomething closer to expert. Developmental exercises and structured assignments canencourage an awareness of the learning and writing process, develop self-directedlearning, and build confidence in our student learners. This presentation will offerpedagogical theories that support this approach and specific examples and exercisesthat demonstrate how to apply it.Jeremy Francis(Michigan State)Room 206Carolyn Bach(Lexis)Room 207Long ProgramConducting Informal Educational Inquiry in the Legal Writing ClassroomSome legal writing professors might be intimidated by the prospect of conductingformal educational research. This presentation aims to re-frame the idea of inquiry asa less formal, but equally valuable, tool to help improve our practice and pedagogy.This presentation will survey informal educational inquiry methods, includingquestion formation, data collection, data analysis, ethical and human subjectsconsiderations, and publication or presentation of findings. The presenter will alsodiscuss past inquiry projects conducted at his home institution.Educate Students on Law Firm Research Rates & Cost RecoveryProvide students with up to date information on what they can expect in theworkplace related to legal research access and billing. Learn more about cost recoverytrends, how new research platforms like Lexis Advance are priced, and key costeffective features.Thirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 6 of 13
9:30–10:25 amMimi Wesson(Colorado)Courtroom 101Plenary speechWriting the Hillmon Case: An Instance of the Legal Storyteller’s PredicamentMarianne Wesson, known as Mimi to her friends, holds the position of Professor ofLaw and Schaden Chair in Experiential Learning at the University of Colorado, whereshe has also been designated a President’s Teaching Scholar. In former times she hasbeen a federal prosecutor, university administrator, and novelist. Three of her novelshave been national bestsellers. Her newest book, a work of creative nonfiction called ADEATH AT CROOKED CREEK: THE CASE OF THE COWBOY, THE CIGARMAKER, ANDTHE LOVE LETTER, will be published in spring 2013. It reconsiders the origins andsignificance of the Supreme Court’s famous 1892 decision in Mutual Life InsuranceCompany v. Hillmon. When not at work, Mimi lives in Larimer County, Colorado, withher husband, fifteen llamas, assorted dogs and cats, and visiting wildlife.10:30–10:55 amConcurrent 25-minute presentationsDavid R. Cleveland(Valparasio)Student Generated Rubrics: A Tool for Metacognition and Building StudentConfidenceRoom 204While rubrics are often something we present to students as a checklist or useourselves as a grading guide, a student-generated rubric can be a powerful tool forstudent learning. The rubric creation process forces students to consider what isimportant about what they have been taught and what they are being asked toproduce. It can also increase students’ confidence in their own work and in yourevaluation of that work. This presentation will offer ideas and exercises to helpstudents generate rubrics to direct their efforts and evaluate their success.Tamara Herrera &Kimberly Holst(ASU)Facing the Fears of a Faculty TalkRoom 205Lisa Mazzie(Marquette)Room 206Karen D. Thornton(GeorgeWashington)Room 207Long ProgramGiving a presentation to a law school faculty—your own or for a job talk—is a stressfulendeavor. This presentation will attempt to de-mystify the faculty talk experience,provide helpful tips and guidance regarding the talk itself, and suggest methods forhandling questions arising from the talk. Finally, we’ll discuss ideas for follow-up afterthe talk to maximize the success or impact of the talk.Creating Legal Writing Problems that Work (And What to Do if They Don’t)Learn how to come up with an idea for a memo or brief problem and how to make thatidea a reality. In this presentation, we will discuss how to come up with an idea for aproblem, set the parameters for that problem, determine what information to give thestudents, decide whether to recycle or retire a problem, and learn ways to handle theunexpected. The presentation will include samples of problems, including one thatdid not work well and how that problem was salvaged, so that you can see differentideas and different ways of presenting problems.Let Discipline Set You Free: Teaching Upper Level Writers How to Organize & Outlinefor SuccessWhen students write an upper level writing paper they often skip the organizing stagethat should occur between the researching and drafting phases of writing. Assupervisors of upper level writing projects, we tend to overlook that stage because it isdifficult to teach. I have developed a one hour class devoted to teaching students howto develop a research chart and then turn that research chart into a "living" outlinethat illustrates the connections among ideas developed during the research phase andreadies the student to start writing. In this presentation I will share my lesson planand teaching materials for that class.Thirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 7 of 13
Jeff Brandimarte(Westlaw)Room 202Exploring the NEXT Frontier of Legal Research: WestlawNext in the ClassroomAn overview of how LRW faculty may introduce the WestlawNext platform to theirstudents, with discussion of new features, cross-over elements between WestlawClassic and WestlawNext, and the WestSearch algorithm.11:00–11:25 amBrenda Tofte(Qatar)Room 204Jo Ann Ragazzo &Rebecca Rich(Duke)Room 205Kevin Shelley(Gonzaga), JosephM. Hnylka (Nova) &M. Lisa Bradley(Gonzaga)Room 206Susan SmithBakhshian &Aimee Dudovitz(Loyola–LA)Room 20711:30–11:55 amSuzanna K. Moran(Denver)Room 204Long ProgramConcurrent 25-minute presentations’Hi Ho, Hi Ho’—teaching students to mine cases for relevant law and factsNew law students are often overwhelmed by the prospect of writing their first CREACparadigm. Even students who do a good job briefing cases are unsure how to translatetheir understanding of precedent into useful information to include in a “legal writingproduct.” To help students learn to extract all the relevant information out of cases, Ihave them work in small groups to mine a case for the law and facts they will usewhen they write their first CREAC paradigm. In this presentation, I will introduce theworksheet that students use for this exercise, explain how we “do” this exercise inclass, and explain how students can use the finished product when they write theirfirst CREAC legal analysis of an issue.Anatomy of Two Upper-level Writing SeminarsProf. Jo Ann Ragazzo will share the challenges of creating and implementing practiceoriented upper-level writing experiences to better prepare students for law practice.Participants will receive sample course documents from two seminar courses (LegalWriting in Civil Practice and Writing: Electronic Discovery) including syllabi,assignments, class exercises, and peer review guides.Reduce, Reuse, Recycle, Relax: Breathing New Life into Old AssignmentsThink it’s obsolete? Outdated? Garbage? Think again! It’s time to brush off those oldwriting assignments and turn them into new, exciting exercises to challenge yourstudents! Reusing writing assignments and problems is an excellent time-savingteaching tool. It allows you to develop familiarity with the law, the authorities, and themishaps common to student writing.Low Tech Teaching in a High Tech World: No Clicker? No ProblemI love using technology, but it is not the only way to teach. This proposal includes fivelow tech ideas that involve using a 3x5 note card instead of technology. Whether it isbecause you don’t have the latest technology, you don’t want to use it, or you are tiredof using it and want to mix it up more, this proposal covers easy teaching ideas that donot require any prep time. These tips help students build proofreading and selfassessment skills and increase students ownership of their written work.Concurrent 25-minute presentationsAre You a Good Witch or a Bad Witch?This presentation will briefly describe the increasing focus on concepts ofprofessionalism and professional identity development in law school, including someof the definitional problems associated with the terms. It will then discuss someexplicit and implicit methods of bringing these concepts into the classroom so thatteachers can assess students’ performance in these areas of increasing concern.Thirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 8 of 13
Samantha Moppett& Lisa Healy(Suffolk)Room 205From Watching Paint Dry to Painting a Masterpiece: Exercises and Ideas forTeaching (Boring) Subject MatterYou know the classes and subjects that elicit groans (both from you and yourstudents): Citation. Editing. Updating the Law. Professionalism. This presentation willfeature fun and effective alternatives to pure lecture. Join us for a citation relay game,a snapshot of a semester-long class competition, a research scavenger hunt, and othernew ways to teach traditionally boring or lecture-heavy topics.Laura Reilly(Buffalo)Fun, engaging, and interactive ideas to help students teach themselves necessaryLAWR skillsRoom 206I will demonstrate and explain some of my innovative teaching tricks and ideas. Learnsome tips for effectively showing your students how to teach themselves necessarylegal writing and analysis skills in a creative, fun (yes, fun!) way. I will share fivetechniques I have honed after ten years of teaching, including how to introducecitation, peer editing, articulating arguments from both sides, maximizing studentconference time, and learning how to write professional e-mails. I will distribute mystudent handouts for your use.Andrea SusnirFunk & PatriciaLeary (Whittier)Essential Skills Law Students Can Learn from Extreme Cliff CampingRoom 207Using real world images from extreme cliff camping (i.e., pitching tents on the side offormidable cliff faces), we will explore the essential skills from this activity that can betransferred to surviving -- and even thriving in -- law school. Among such skills are theability to problem solve, to self-assess, and, more generally, to "trust the process" oflegal education. We have a handout to share with attendees that addresses all three ofthese key skills.12:00 pm–1:15 pmLunchStudent Commons (Second Floor)1:15–1:40 pmSponsored by LexisConcurrent 25-minute presentationsJim Dimitri(Indiana)Hitting the “Send” Button: Translating the Traditional Objective Memorandum into aLess Formal E-mail MemorandumRoom 204In today's law practice, lawyers frequently use e-mail to convey legal advice to others,and most of today's law students prefer to communicate electronically. However, manystudents have little or no experience in the professionalism and ethics required ofwriters who draft business-related documents. This presentation will discuss how lawprofessors may take a traditional, long-form memorandum that their students havewritten and have the students translate that memo into a concise, informal e-mailmemorandum. Through this process, students will learn how to conciselycommunicate a legal analysis through a commonly-used medium and how toprofessionally use that medium.Long ProgramThirteenth Annual Rocky Mountain Legal Writing Conference (Colorado 2013)Page 9 of 13
Aaron M. House(UMKC)Room 205hey prof, like i didn’t know the memo was due last week, lol!!! Professionalism andthe “LOL” Generation: An Updated Approach to Incorporating Professionalism SkillsInto First-Year Legal Research and Writing CoursesEnsuring that we meet employers’ demands that law schools produce practice-readystudents requires that we teach students how to act professionally. But teachingprofessionalism raises unique challenges because many students have never workedin a professional business setting. To better equip our students, we have institutedProfessionalism Expectations in our Introduction to Law courses, which are designedto mirror the realities new lawyers face in practice and to help students avoid mistakesoften made by new lawyers, like using emoticons in professional email. Thispresentation will provide an overview of our professionalism guidelines, along with acopy of the Professionalism Expectations, and it will explain how professionalismskills are integrated into our courses.Sheila Miller(Dayton)Room 206Jeff Brandimarte(Westlaw)Room 207Teaching a Blended (Partially Online) LRW ClassThis past fall, I taught a “blended class” in which part of my first semester LegalResearch and Writing class wa
Visuals have become commonplace in the classroom, most prominently in Legal Writing and Research classes. This presentation will discuss the use of visuals, particularly color enhancement, in teaching the legal analytical format for a memo. Although highlighting various parts of a mem
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