Sentences with phrase «teaching of legal research»

Kasting seeks advice on how to refocus the teaching of legal research to get students to focus more on analysis and how to attack a question rather than bulk gathering of information.

Not exact matches

Columns include national education issues, research and development, innovation, thoughts on teaching, legal issues, a variety of international writers, and editorial opinion.

His teaching is primarily in the fields of Aboriginal law and legal theory, and his research work is entirely concerned with these two realms (and their intersection).

She exclaimed, «While law school does an excellent job of teaching you how to research the law and find answers to legal questions, it does not teach you how to interact with other attorneys, judges and clients.»

The law school's Tarlton Law Library convened the conference, Teaching the Teachers: Effective Instruction in Legal Research, largely in response to the National Conference of Bar Examiners» announcement last year that it would explore an add - on to the bar exam that would test legal - research skLegal Research, largely in response to the National Conference of Bar Examiners» announcement last year that it would explore an add - on to the bar exam that would test legal - researchResearch, largely in response to the National Conference of Bar Examiners» announcement last year that it would explore an add - on to the bar exam that would test legal - research sklegal - researchresearch skills.

«While law school does an excellent job of teaching you how to research the law and find answers to legal questions, it does not teach you how to interact with other attorneys, judges and clients.»

She also teaches legal research and writing to international students and is the executive director of Scribes — The American Society of Legal Wrilegal research and writing to international students and is the executive director of Scribes — The American Society of Legal WriLegal Writers.

It is where they teach practice - oriented material such as research and writing, which has become a substantial aspect of many legal programs.

My skepticism arises from a number of things including the columnists» lack of evidence or investigation, my own approach to teaching, my research and writing on legal education (both for scholarship and as chair of our curriculum reform committee), and what I see my colleagues at the U of C and in the legal ethics community doing for their students.

The week features a mix of reflective pieces on the nature of legal research and writing and the teaching and learning of the same in legal education, and substantive posts students wrote about their major memo legal research.

One of the goals of the curricular overhaul was to strengthen the required legal analysis, writing, and research components of the curriculum.20 After discussing a number of ways to do so, the committee recommended that the required curriculum be changed by replacing first - semester Legal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - year colegal analysis, writing, and research components of the curriculum.20 After discussing a number of ways to do so, the committee recommended that the required curriculum be changed by replacing first - semester Legal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - yearresearch components of the curriculum.20 After discussing a number of ways to do so, the committee recommended that the required curriculum be changed by replacing first - semester Legal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - year coLegal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - year coLegal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - yearResearch (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - year course.

Therefore, as we go forward, in addition to teaching the key information literacy necessary for legal research, we need to make sure students are aware of their audience.

... AI work in the legal context is focused on understanding certain key aspects of legal reasoning and building IT systems useful for legal practice, teaching, or research.»

In fact, you don't even need a citation to retrieve a published case these days.33 And beyond the obvious benefits of ease and convenience, this is excellent news for legal research professors; we no longer need to teach the nuts and bolts of navigating arcane legal sources.

To celebrate publishing the first digital volume of Legal Writing: The Journal of the Legal Writing Institute, the Board of Editors invited a distinguished group of librarians, textbook authors and research scholars to contribute essays addressing the changes that new electronic technology has brought to legal research, libraries, publishing and teaching legal reseLegal Writing: The Journal of the Legal Writing Institute, the Board of Editors invited a distinguished group of librarians, textbook authors and research scholars to contribute essays addressing the changes that new electronic technology has brought to legal research, libraries, publishing and teaching legal reseLegal Writing Institute, the Board of Editors invited a distinguished group of librarians, textbook authors and research scholars to contribute essays addressing the changes that new electronic technology has brought to legal research, libraries, publishing and teaching legal reselegal research, libraries, publishing and teaching legal reselegal research.

Our teaching methods need to get students out of the glass cockpit so that they actually think while doing legal research.

Kenneth Swift of the University of Houston Law Center notes that, in teaching legal research and writing, his students make extensive use of laptops in class, but he, too, controls device use by having an absolute ban on mobile phone use.

Topics to be taught will include, but are not limited to, an introduction to the legal community, a practical and intensive primer on depositions and discovery, an introduction to practicing in court (court appearances, legal writing and research, pet peeves of the bench, etc.), transition into practice (dealing with clients, how to successfully participate in ADR, relations with other attorneys, case management, etc.) and an introduction to law practice management.

We are in the midst of a major paradigm shift in legal research — both how it is done and how it should be taught.

This program will teach you how to use a multitude of free online resources to complete your legal and legislative research.

And if we teach legal research with an emphasis on information gathering, then we inadvertently feed into this dangerous line of thinking.

While legal research platforms are becoming increasingly easy to use, they are simultaneously making it more difficult for novice researchers to understand and analyze the results that they provide.31 Thus legal research teaching should leave the method and means of information gathering to the researcher, focusing instead on the foundational knowledge necessary to accurately categorize the information and assess its completeness.

No doubt about it; we are teaching a generation of students who have done no significant research (of any kind) in print.57 Because other online research seems so easy, they generally underestimate the effort involved in conducting thorough legal research.

Shawn G. Nevers teaches legal research and is head of reference services at the Howard W. Hunter Law Library at Brigham Young University.

Beth Hirschfelder Wilensky is a clinical assistant professor at the University of Michigan Law School, where she has taught legal analysis, research, writing, and communication since 2003.

She received her J.D. from the University of Montana in 2006 where she was a member of the National Moot Court Team and a legal research and writing teaching assistant.

The idea of teaching legal research and writing strikes me as somewhere between the 4th and 6th circle of hell, but you never know.

All of this has, of course, got me excited and thinking even more about how these concepts should be applied to our work, whether it be administrating a law firm, a law library, a law faculty, or teaching legal research.

A law graduate, he teaches legal research methods at both the Faculty of Law and the Faculty of Information at U of T.

The courses are taught by a faculty of well - known legal professionals, such as Ken Adams of Adams Drafting, Ross Fishman of Fishman Marketing, George Washington University legal research and writing professor Christy Hallam DeSanctis, and Charles H. Rose III, director of the Center for Excellence in Advocacy at Stetson Law School.

Would legal writing and legal research be taught by law librarians (who, at Canadian universities, are themselves faculty with little or no experience of legal practice), or would the responsibility be given to adjunct faculty from the practising bar, with hands - on experience of research in practice?

This finding comes out of research performed by Susan Nevelow Mart, director of the law library and associate professor at the University of Colorado Law School, where she teaches advanced legal research and analysis and environmental legal research.

Professor Ogbogu's teaching and research interests include health law, law and bioethics, law and biotechnology, and the legal history of biomedicine, public health and health care policies.

These practices — legal citation and casebooks — are but two among many that would encourage a re-evaluation of our legal information processes and the way we teach and practice legal research at the institutional level in light of methods that are not only fairer and more accessible but perhaps even more responsive to and reflective of the realities of legal education and practice, and that address the needs of a public hungry for legal information.

This discussion is an important reminder that students must be prepared to expect a very different level of online database access once they leave law school, and academic law librarians and legal research educators must teach to that end.

Do we teach research methods that encourage effective and confident use of alternative approaches to and resources for legal research?

As most readers will know, with works of «criticism, comment, news reporting, teaching, scholarship, and research,» to use the example of the U.S. legal system, authors can in the name of fair use reasonably cite others» published work without violating copyright.

Alternate Hearing Committee Member, District of Columbia Board of Professional Responsibility Co-chair, Foreign Activities of U.S. Taxpayers Young Lawyers Subcommittee, American Bar Association Member, Taxation Section, American Bar Association Member, Taxation Section, District of Columbia Bar Association Former Teaching Assistant, Legal Research and Writing, Washington University School of Law Member, Pathfinder Program, Leadership Council on Legal Diversity

This is undoubtedly a challenge shared by other peer - edited academic journals, but teaching legal research and writing in particular is notoriously labor intensive to say nothing of everyone's obligations outside the classroom or, for example, time spent stressing over whether one's contract would be renewed.

Southwestern Law School, for example, has incorporated empirical research on lawyers» careers into a class in its mandatory first - year curriculum: «Professionalism explicitly grounds the course through the introduction of case studies of lawyers» careers that have been drawn from empirical research...» 23 Indiana University's Mauer School of Law has introduced a four - credit first - year course on the Legal Profession that similarly involves students in learning about lawyers» careers using empirical research and discussions with practicing lawyers.24 Interestingly, in both cases, the deans of the law schools themselves are part of the professor team teaching these new first - year courses.

Jim Milles, director of the Law Library at the University of Buffalo Law School, is teaching a course this spring entitled Teaching Legal Rteaching a course this spring entitled Teaching Legal RTeaching Legal Research.

These two haystack comments make me think of teaching legal research.

Lindy also served as President of both the Board of Student Advocates and the Golf Club, and was a Legal Research and Writing teaching assistant.

While I believe that both factors — the informality of e-mail and lack of quality teaching — have contributed to the decline of legal writing skills today, I think the main problem is the easy availability of low - cost, computerized legal research tools.

I think part of the difficulty with teaching Advanced Legal Research to today's law students is their superficial facility with online search tools, such as Google.

Gillian Calder is an associate professor of law teaching constitutional law and family law at the University of Victoria Faculty of Law and doing research on critical legal pedagogy.

Law school rather teaches students to think like law professors — the extent to which this is valuable in the real world can be debated; (5) Legal research and writing courses tend to be a bit of an afterthought at most law schools, despite the fact that one of the main demands of law practice is well developed legal research and writing skLegal research and writing courses tend to be a bit of an afterthought at most law schools, despite the fact that one of the main demands of law practice is well developed legal research and writing sklegal research and writing skills.

Rebecca Johnson is a professor of law teaching criminal law, business associations, and legal theory at UVic law and doing research on Inuit law and film.

From that point, the committee dug in for a great deal of research: looking at accreditation standards in other fields of professional education, studying the work of regional and national accreditation commissions outside legal education, and reviewing submissions by groups such as the Society for the Advancement of Law Teaching.

He was also a member of the Hastings International and Comparative Law Review and served as a teaching assistant for Legal Writing and Research.