Teaching Institutes | Copyright Policy |Class Recording Policy |Teaching Resources Bibliography | Electronic Teaching Aids | List Serves | Helping Students Write and Publish | Privacy/FERPA | New Course Proposal Form | Curriculum Committee Schedule
Find a wealth of teaching resources through the Gonzaga Teaching Institute sponsored by Gonzaga University School of Law or the Balance in Legal Education network sponsored by the AALS. Other faculty resources can be found at the WashLaw Law Professors Links and The Law Professor Blogs Network.
Sample Course Syllabus
This sample course syllabus has been prepared for your review and use. Also available here is the June 2017 Policy and Procedure Guide for Awarding Class Credit.
Copyright Policy for Course Materials
Please remember that the law school has guidelines regarding use of copyrighted material in 1) course materials – either photocopied, distributed electronically, or put on library reserve; and 2) media presentations.
The general guidelines suggest that, even when materials appear to fall under the Fair Use Doctrine, materials routinely copied for repeated class use require copyright permission, as do electronic media materials not distributed through a password protected medium.
Your faculty assistant has detailed instructions on the process to secure copyright permissions and you are encouraged to work with them to prepare class materials. We maintain a budget line that has funds available to pay for permissions that incur a fee, so this does not come out of your research and materials budget.
The library has compiled Open Education Resources (OER) to help faculty locate affordable and open access course materials to supplement or replace traditional casebooks.
Class Recording Policy
a) Class Recording
The law school automatically makes a recording of each class (except for clinics and those in Seminar A, which lacks the necessary equipment). Professors now choose from three options on how these recordings are distributed to students:
- Default - all students enrolled in your class will receive a link to the recording;
- OR you may choose to have no students receive the link (with the exception of students with ADA accommodations);
- OR you may choose to have the link sent directly to you to distribute to individual students per your stated policy. If you choose this option you will need to screen requests and handle distribution on your own, as faculty legal assistants no longer distribute class recordings.
If you teach a clinic, your classes will NOT be recorded unless you specifically request a recording. If a student requests a recording for ADA purposes, the Associate Dean of Student Affairs will consult with you about that request.
If you would like to choose a class recording option other than the default, contact Rita Martinez, Director of Faculty Services (email@example.com) and let her know your class recording preference.
b) Guest Speakers
In order to authorize the recording of a guest speaker’s class, your guest must fill out a Speaker Release Form. Your faculty legal assistant can coordinate this process. If your guest speaker chooses not to be recorded, your legal assistant will make sure the students, even those with special accommodations, do not receive the recording for the class. You must provide sufficient advance notice to enable the school to obtain note takers for students with special accommodations.
The full Class Recording Policy is available here.
Teaching Resources Bibliography
There are a number of materials available to assist in strengthening your classroom skills. You will find a list of recommended titles below. Many of these texts are available in the Legal Writing Conference Room in Wood Hall. Note that these links are accessible only if you are on the Lewis & Clark network.
Resources for New Law Teachers
* Douglas K. Newell, Ten Survival Suggestions for Rookie Law Teachers, 33 J. Legal Educ. 693 (1983)
* Kent D. Syverud, Taking Students Seriously: A Guide for New Law Teachers, 43 J. Legal Educ. 247 (1993)
* Douglas J. Whaley, Teaching Law: Advice for the New Professor, 43 Ohio St. L.J. 125 (1982)
Improving Use of Socratic Method & Lecture
Roger Baron, Providing a Dynamic Classroom Experience, 61 S.D. L. Rev. 3 (2016)
Jamie R. Abrams, Reframing the Socratic Method, 64 J. Legal Educ. 562 (2015)
* Donald Bligh, WHAT’S THE USE OF LECTURES, Jossey Bass Higher and Adult Education Series (2000) [available at Boley Law Library: Treatise—LC6515 .B55 2000]
Michael Hunter Schwartz, Teaching Students to be Self-Regulated Learners, 2003 Mich. St. DCL L. Rev. 447 (2003)
Tips for Seminars & Group Work Generally
* Philip C. Kissam, Seminar Papers, 40 J. Legal Educ 339 (1990)
Connections Between Law School & Practice
* Lawrence S. Krieger, What We’re Not Telling Law Students - And Lawyers - That They Really Need to Know: Some Thoughts-in-Action Towards Revitalizing the Profession From Its Roots, 13 J.L.H. 1 (1998)
* Catherine A. Lemmer, Using Competitive Intelligence Instruction to Develop Practice-Ready Legal Professionals, 34 Legal Reference Services Quarterly 268 (2015)
* Beth Hirschfelder Wilensky, Assignments with Intrinsic Lessons on Professionalism (Or, Teaching Students to Act like Adults Without Sounding like a Parent), 65 J. Legal Educ. 622 (2016)
Legal Education Generally
Gerald F. Hess & Sophie M. Sparrow, What Helps Law Professors Develop as Teachers?—An Empirical Study, 14 Widener L. Rev. 149 (2008)
Michael Hunter Schwartz, Improving Legal Education by Improving Casebooks: Fourteen Things Casebooks Can Do to Produce Better and More Learning, 3 Elon L. Rev. 27 (2011)
Carole Silver, Amy Garver, & Lindsay Watkins, Unpacking the Apprenticeship of Professional Identity and Purpose: Insights from the Law School Survey of Student Engagement, 17 Legal Writing: J. Legal Writing Inst. 373 (2011)
Carole Silver, Louis Rocconi, Heather Haeger, and Lindsay Watkins, Gaining from the System: Lessons from the Law School Survey of Student Engagement About Student Development in Law School, 10 U. St. Thomas L.J. 286 (2012)
Symposium, Seven Principles for Good Practice in Legal Education, 49 J. Legal Educ. 367-466 (1999):
- Susan B. Apel, Principle 1: Good Practice Encourages Student-Faculty Contact, 49 J. Legal Educ. 371
- David Dominguez, Principle 2: Good Practice Encourages Cooperation among Students, 49 J. Legal Educ. 386
- Gerald F. Hess, Principle 3: Good Practice Encourages Active Learning, 49 J. Legal Educ. 401
- Terri LeClercq, Principle 4: Good Practice Gives Prompt Feecback, 49 J. Legal Educ. 418
- Lawrence R. Dessem, Principle 5: Good Practice Emphpasizes Time on Task, 49 J. Legal Educ. 430
- Christian Okianer Dark, Principle 6: Good Practice Communicates High Expectations, 49 J. Legal Educ. 441
- Paula Lustbader, Principle 7: Good Practice Respects Diverse Talents and Ways of Learning, 49 J. Legal Educ. 448
- Paula Lustbader, Conclusion: Adapting the Seven Principles to Legal Education
- [no author] Faculty Inventories, 49 J. Legal Educ. 462
Teaching Methods & Learning Theory Generally
Jennifer M. Cooper, Smarter Law Learning: Using Cognitive Science to Maximize Law Learning, 44 Cap. U. L. Rev. 551 (2016)
Brenda D. Gibson, Grading Rubrics: Their Creation and Their Many Benefits to Professors and Students, 38 N.C. Cent. L. Rev. 41 (2015)
Andrea A. Curcio, Gregory Todd Jones, & Tanya M. Washington, Does Practice Make Perfect? An Empirical Examination of the Impact of Practice Essays on Essay Exam Performance, 35 Fla. St. U. L. Rev. 271 (2008)
Jack Mezirow, Edward W. Taylor, et. al., TRANSFORMATIVE LEARNING IN PRACTICE: INSIGHTS FROM COMMUNITY (Wiley 2009) [online access through Boley Law Library catalogue]
Wilbert McKeachie and Barbara K. Hofer, TEACHING TIPS: STRATEGIES, RESEARCH AND THEORY FOR COLLEGE AND UNIVERSITY TEACHERS (Houghton Mifflin Company, College Teaching Series 2006) [available at Watzek Library – Stacks LB1738 .M35 2006]
Michael Hunter Schwartz, Teaching Law by Design: How Learning Theory and Instructional Design Can Inform and Reform Law Teaching, 38 San Diego L. Rev. 347 (2001)
Michael Hunter Schwartz, Gerald Hess, & Sophie Sparrow, WHAT THE BEST LAW TEACHERS DO (Harvard Univ. Press 2013) [available at Boley Law Library in hard copy (K100 .S39 2013) and through online (http://site.ebrary.com/lib/lclark/detail.action?docID=10756145)
Sophie M. Sparrow, Describing the Ball: Improve Teaching by Using Rubrics—Explicit Grading Criteria, 2004 Mich. St. L. Rev. 1 (2004)
Non-traditional Techniques in Podium Classes
Andrea A. Curcio, Gregory Todd Jones, & Tanya M. Washington, Developing an Empirical Model to Test Whether Required Writing Exercises or Other Changes in Large-Section Law Class Teaching Methodologies Result in Improved Exam Performance, 57 J. Legal Educ. 195 (2007)
Heather Garretson, Tonya Krause-Phelan, Jane Siegel, & Kara Zech Thelen, The Value of Variety in Teaching: A Professor’s Guide, 64 J. Legal Educ. 65 (2014)
Carolyn Grose, Outcomes-Based Education One Course at a Time: My Experiment with Estates and Trusts, 62 J. Legal Educ. 336 (2012)
Barbara Glesner Fines, Out of the Shadows: What Legal Research Instruction Reveals About Incorporating Skills Throughout the Curriculum, 2013 J. Disp. Resol. 159 (2013)
Steven J. Mulroy, Law School Lifelines: A Game Show-Themed Review Exercise, 63 J. Legal Educ. 341 (2013)
Joseph William Singer & Todd D. Rakoff, Problem Solving for First-year Law Students, 7 Elon L. Rev. 413 (2015)
Using Groups and Teaching Teamwork
Sophie M. Sparrow, Can They Work Well on a Team? Assessing Students’ Collaborative Skills, 38 Wm. Mitchell L. Rev. 1162 (2012)
Sophie M. Sparrow & Margaret Sova McCabe, Team-Based Learning in Law, 18 Legal Writing: J. Legal Writing Inst. 153 (2012)
Janet Weinstein, Linda Morton, Howard Taras, and Vivian Reznik, Teaching Teamwork to Law Students, 63 J. Legal Educ. 36 (2013)
Assessment and Learning Measurements
Anthony Niedwiecki, Prepared for Practice? Developing a Comprehensive Assessment Plan for a Law School Professional Skills Program, 2 USF L. Rev. 245 (2016)
Elizabeth Ruiz Frost, Feedback Distortion: The Shortcomings of Model Answers as Formative Feedback, 65 J. Legal Educ. 938 (2016)
Roberto L. Corrada, Formative Assessment in Doctrinal Classes: Rethinking Grade Appeals, 63 J. Legal Educ. 317 (2013)
Mary Crossley & Lu-in Wang, Learning by Doing: An Experience with Outcomes Assessment, 41 U. Toledo L. Rev. 269 (2010)
Andrea A. Curcio, Assessing Differently and Using Empirical Studies to See if it Makes a Difference: Can Law Schools Do It Better?, 27 Quinnipiac L. Rev. 899 (2009)
Andrea A. Curcio, Teresa E. Ward, & Nisha Dogra, A Survey Instrument to Develop, Tailor, and Help Measure Law Student Cultural Diversity Education Learning Outcomes, 38 Nova L. Rev. 177 (2014)
Andrea A. Curcio, Moving in the Direction of Best Practices and the Carnegie Report: Reflections on Using Multiple Assessments in a Large-section Doctrinal Course, 19 Widener L.J. 159 (2009)
Amy Driscoll & Swarup Wood, DEVELOPING OUTCOMES-BASED ASSESSMENT FOR LEARNER-CENTERED EDUCATION: A FACULTY INTRODUCTION (Stylus 2007)
Lori E. Shaw and Victoria L. VanZandt, STUDENT LEARNING OUTCOMES AND LAW SCHOOL ASSESSMENT: A PRACTICAL GUIDE TO MEASURING INSTITUTIONAL EFFECTIVENESS (Carolina Academic Press 2015)
Sophie M. Sparrow, Using Individual and Group Multiple-Choice Quizzes to Deepen Students’ Learning, 3 Elon L. Rev. 1 (2011)
Carol Springer Sargent & Andrea A. Curcio, Empirical Evidence that Formative Assessments Improve Final Exams, 61 J. Legal Educ. 379 (2012)
AALS WORKSHOP ON MEASURING LEARNING GAINS, June, 2015: access to materials—click “view program” at https://memberaccess.aals.org/eweb//DynamicPage.aspx?WebKey=EC4821F4-2FF5-4D7D-8751-4253D9E4F921&
Use of Educational Technology—And The Challenge Of Online Classes
Barbara Glesner Fines, Lessons Learned About Classroom Teaching from Authoring Computer-Assisted Instruction Lessons, 38 Wm. Mitchell L. Rev. 2094 (2012)
Michele Pistone, Law Schools and Technology: Where We Are and Where We Are Heading, 64 J. Legal Educ. 586 (2015)
Michele R. Pistone & John J. Hoeffner, No Path But One: Law School Survival in an Age of Disruptive Technology, 59 Wayne L. Rev. 193 (2013)
William R. Slomanson, Blended Learning: A Flipped Classroom Experiment at the Lectern, 64 J. Legal Educ. 93 (2014)
Debora Threedy & Aaron Dewald, Re-Conceptualizing Doctrinal Teaching: Blending Online Videos with In-Class Problem-Solving, 64 J. Legal Educ. 605 (2015)
Legal Writing & Research
* Eugene Volokh, ACADEMIC LEGAL WRITING, Foundation Press, 2nd Edition (2005).
Specially Useful For Adjunct Professors
Sophie Sparrow, TEACHING LAW BY DESIGN FOR ADJUNCTS (Carolina Academic Press 2010) [Available at Boley Law Library: Treatise – K1000 .S68 2010)
Electronic Teaching Aids
Read this quick reference on how to use TWEN in the classroom.
Another electronic course management system is MOODLE, a tool supported by Lewis & Clark College.
Access the home page for CALI (Computer Assisted Legal Instruction).
Links to Outside List Serves
Interested in sharing your experiences and receiving others’ wisdom? Join one of the many designated listserves provided by Chicago-Kent Law School.
Helping Students Write and Publish
Many of our faculty prepare writing guidelines for student papers. Click on the listed faculty name to view a copy of their student writing guidelines (pdf). Blumm, Chin, Mandiberg, Neuman, Steverson, Wold.
Publishing isn’t just for faculty! When you are supervising good student papers in a class, independent research project, or for law review, encourage your students to send the papers out to law reviews or another appropriate forum. You can help students publish in several ways: (1) by giving plenty of detailed, substantive feedback on both content and style; (2) by offering to write a cover letter urging publication to go with the paper (or by having the student draft a letter for you to sign); (3) by working with the student to expand a paper to become a co-authored piece after the paper has been graded for class purposes; or (4) by recognizing significant contributions by research fellows or research assistants with co-author status.
Confidentiality regarding students’ records is explicitly spelled out in the Family Educational Rights Privacy Act of 1974, commonly known as FERPA, or the Buckley Amendment. FERPA protects student educational records including grades, official transcripts of academic work, and files in the Academic Dean and Registrar’s Offices. The Law School’s policies relating to confidentiality are contained in the student handbook “What’s What.”
New Course Proposal Form
New Course Proposal for Adjunct and Visiting Faculty form is available here.
New Course Proposal for Lewis & Clark Law Faculty form is available here.