Sentences with phrase «teaching doctrinal courses»

In addition, the program supports inter-curricular faculty work by having traditional «doctrinal» faculty teach LA&W while at the same time traditional «legal writing» faculty teach a doctrinal course, with members of both groups working together in regularly scheduled teaching meetings and in less formal settings.

In the past two decades, the field of legal writing has made great strides within the academy.51 The course is now a required part of the law school curriculum, pursuant to the ABA's Standards for Approval of Law Schools.52 It is taught, most often, by full - time faculty who specialize in teaching legal writing, and who, increasingly, have similar titles, benefits, and rights to participate in school governance as faculty who teach doctrinal courses.53

[2] ABA data suggest that 90 % of law faculty who primarily teach doctrinal courses (i.e., all 2013 full - time «teaching resources» minus clinical, legal writing, and skills teachers) are tenured or on tenure track.

Not exact matches

A Church That Can and Can not Change: The Development of Catholic Moral Teaching by john t. noonan, jr. university of notre dame press, 280 pp., $ 30 Doctrinal development follows a different course in social ethics than in the realm of revelation.

Which is why the Church has always been in a position of preserving a doctrinal heritage, not trying to invent one, unlike Protestanism, which has as a matter of course divided the rock of Christian faith into 30000 separate pebbles of our Lord's teachings in the mere matter of 500 years.

Not only do the lines between different types of faculty members become blurred, the lines between the subjects of writing and the connected doctrinal course become blurred as well, both in terms of program design and the various ways in which the connected courses are taught together.

By integrating writing and doctrine in the first semester, we are sending a message to our students, at outset of their legal education, that there is no real divide between analyzing legal doctrine and the writing that communicates that analysis.54 By writing within a doctrinal context, students are able to see the ways in which the law and how it is structured influence their writing choices.55 Moreover, students tend to develop a deeper understanding of the connected doctrinal course because of the writing that occurs in that doctrinal area.56 Thus a number of the benefits that result from integrating the two courses arise from the synergies that come from teaching both courses together.57 What follows are some specific synergies that I have observed in teaching the integrated LA&W and Introduction to Torts courses.

When I began my teaching career, at Georgetown, I taught a traditional legal writing course with writing assignments drawn from a variety of doctrinal areas, paying more attention to skills I wanted to teach — e.g. analyzing statutes, using elements tests, analogizing and distinguishing cases, synthesizing case and statutory law, etc. — than to integrating any particular area of doctrine.

A number of well - written articles chronicle at least some of the history of legal writing in the law school curriculum.1 However, those articles were written with a different purpose in mind: the authors sought to employ history to show the pedigree of legal writing and argue for an equal place in the curriculum with doctrinal courses and an equal position for its teachers with other «case - book» faculty.2 Because of this purpose, they understandably focused a large part of their historical narrative on legal writing in the «modern law - school,» an entity that has existed only since the late 1800s.3 The articles paid considerably less attention to the era that preceded it, beyond brief mentions of the Inns of Court in England, apprenticeship in America, and the private law schools and early attempts at law teaching that preceded Langdell's introduction of the case method.4

Davis and Withers analyze how «a transnational perspective might enhance the teaching of sexual and reproductive health in all of the law school course and doctrinal settings in which this topic [is] treated.»

Looking Ahead: Balancing the Use of Technology with Traditional Teaching Method A. Use of Technology in Doctrinal Classes B. Technology in Applied Learning Courses C.

Now in 2010, I work as a tenured professor with colleagues on the tenure track; teach 30 students in the legal writing courses and others in doctrinal classes and seminars; have a «chair» attached to my job title; and am paid on an equal scale with other faculty.4

Immediately before joining the School of Law's faculty, she was a Visiting Clinical Professor of Law at Florida International University's College of Law, where she taught in - house clinics in the areas of immigration and human rights and a doctrinal course on immigration law.

Since I began teaching in the doctrinal classroom six years ago, I have been committed to developing practical lawyering materials for each of my courses (Legislation and Statutory Interpretation, Civil Procedure, Constitutional Law II, Administrative Law, and Education Law and Policy).

Similarly, the endless navel - gazing discussions about teaching pedagogy, exam writing and exam - taking advice, practical credentials for doctrinal faculty, curricular reform, law school rankings, and the very identity and purpose of a law school and its relationship to lawyering would benefit from some thought and understanding about the role of the LRW course.

All first year doctrinal courses, and some upper year courses (in the winter term), will be taught in shorter (10 week) terms with longer class times to allow professors to use innovative and interactive teaching methods.