Appellate Advocacy for Moot Court (Writing Course)
from Larry Cunningham’s Blog, https://lawschoolassessment.org/2016/08/18/syllabus-examples/, posted on August 18, 2016
By the end of the course, you should be able to:
Erin Lain – Bar Prep syllabus
Learning Objectives
1. Review content of the 11 topics tested on the uniform bar exam.
2. Identify areas of the law in which you will need to spend additional time learning while preparing for the bar exam.
3. Understand and be able to utilize techniques for answering multiple choice and essay questions.
4. Understand and become familiar with types of question asked on the bar exam
5. Develop a personal strategy for passing the bar exam
C. Reid Flinn, Fall 2016 Legal Fundamentals syllabus, George Mason Law School https://www.law.gmu.edu/assets/files/academics/schedule/2016/spring/Flinn_178-S.pdf
LEARNING OUTCOMES
1. Students will understand the format, administration, scoring, and substantive coverage of
the Virginia Bar Examination.
2. Students will learn the most-tested rules of law on the MBE and the Essay Exam.
3. Students will become familiar with MBE and Essay Exam questions and will improve
their ability to reason to a correct answer.
4. Students will learn to manage weekly assignments within a limited time budget.
5. Students will quantify their progress over the semester, both individually and vs. peers.
6. Students will understand how to make optimal use of their time during Bar Exam review.
7. Students will understand how to use their course materials to augment their commercial
Bar review materials.
8. Students will identify specific areas for individual improvement.
Liebmann, Fall 2016 Youth Advocacy Clinic Syllabus, Hofstra Law School http://law.hofstra.edu/currentstudents/academics/academicresources/readingassignmentsandsyllabi/2016-17/fall/upperdivision/youthadvocacyclinic/liebmann/syllabus.pdf
LEARNING OUTCOMES:
Through your participation in the Youth Advocacy Clinic you will be working toward the following Law School Learning Outcomes:
You will develop your ability to write analytically and persuasively, and to draft legal documents.
You will demonstrate proficiency in the following:
• extracting rules and policy from cases, statutes, and administrative regulations and analyzing, interpreting and arguing differing interpretations of rules and statutes;
• conducting investigation of facts and constructing a coherent narrative based on that investigation;
• identifying legal issues in facts and applying rules and policy to facts;
• weighing evidence to reach factual inferences;
• constructing arguments and identifying flaws in an argument;
• performing comprehensive legal research;
• presenting analysis orally and arguing orally; and,
• using policy to analyze and persuade;
• strategic planning;
• problem solving in light of a client’s objectives;
• counseling clients;
• interviewing;
• using procedural tools such as motions and discovery;
• working collaboratively;
• learning from experience through self-critique;
• managing projects within time and resource limitations;
• presenting orally outside of litigation;
You will learn how to:
• present written and oral communications and conduct yourself in professional settings in a
manner that meets the standards of the legal profession;
• conduct yourself in accordance with standards of professional conduct;
• fulfill a lawyer’s commitment to competence, integrity, accountability, and social responsibility;
• apply the principles and policies reflected in the law governing lawyers, including a lawyer’s
duty of loyalty to clients, fiduciary duties, and obligation of zealous representation.
David Oppenheimer, Comparative Equality & Anti-Discrimination Law, UC Berkeley Law School https://cole2.uconline.edu/courses/46295/files/27679472/download?verifier=6Py2wPQH64o1rpAEo4JkYTJufsST413Ys9M1UtSQ&wrap=1
Week 1 -- Introduction -- What is Equality?
Learning objectives:
At the conclusion of week 1, students will be able to:
Weeks 2 & 3 -- Employment Discrimination
Learning objectives:
At the conclusion of week 3, students will be able to:
Weeks 4 & 5 -- Affirmative Action
Learning objectives:
At the conclusion of week 5, students will be able to:
Week 6 -- Same-Sex Marriage
Learning objectives:
At the conclusion of week 6, students will be able to:
Weeks 7 & 8 -- Secularism and Freedom of Religion
Learning objectives:
At the conclusion of these three classes, students will be able to:
Week 8 (second ½) -- Hate Speech
Learning objectives:
At the conclusion of week 8, students will be able to:
Robin Charlow, Fall 2016 Constitutional Law I syllabus, Hofstra Law School http://law.hofstra.edu/currentstudents/academics/academicresources/readingassignmentsandsyllabi/2016-17/fall/upperdivision/constitutionallaw1/charlow/syllabus.pdf
Learning Objectives:
By the end of this course, students should:
• have acquired a knowledge of the basic rules, doctrines, and policies used by courts to
enforce the federal Constitution in the areas covered;
• have perfected their ability to extract rules and rationales from cases, particularly U.S.
Supreme Court cases;
• understand how to read, analyze, interpret, and argue for different interpretations of the
constitutional provisions studied, and appreciate how courts (especially the U.S. Supreme
Court) do this;
• recognize the roles that various institutions and constituencies play in the understanding
and development of federal constitutional law;
• appreciate how and why our understanding of constitutional principles may seem to
change over time;
• be able to identify legal issues in facts; apply rules, doctrines, and policy to facts; and
weigh evidence to reach factual inferences and conclusions;
• be able to construct legal arguments and identify flaws in an argument;
• be able to present analysis orally and argue orally;
• know how to use policy to analyze and persuade.
Patricia A. Broussard, Fall 2016 Constitutional Law II syllabus, Florida A&M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Con-Law-II-Syllabus-Prof.-Broussard-Fall-2016.pdf
By the end of this course students should:
1. Be able to read and brief a US Supreme Court Case.
2. Be able to analyze a Supreme Court case using context rules, history, public policy, and politics.
3. Be conversant, generally, with the US Constitution.
4. Demonstrate knowledge of Equal Protection.
5. Demonstrate knowledge of Due Process.
6. Demonstrate an understanding of the 14th Amendment of the US Constitution.
7. Be able to demonstrate the skills enumerated in the “course description.”
8. Be able to apply rules and concepts to new scenarios.
9. Demonstrate the ability to work in a group.
Ronald Colombo, Fall 2016 Contracts I syllabus, Hofstra Law School http://law.hofstra.edu/currentstudents/academics/academicresources/readingassignmentsandsyllabi/2016-17/fall/firstyear/contracts1/colombo/syllabus.pdf
Learning Objectives
By the end of this course, students should:
• Have acquired a knowledge of the essential elements of contract formation
• Appreciate the challenge of balancing several important and, at times, competing
values within a coherent legal framework
• Know how to extract rules and policy from judicial opinions
• Be able to identify issues and holdings in judicial opinions
• Recognize the various sides of a given legal issue, and effectively articulate the
strengths and weaknesses of each
• Distinguish or harmonize, as appropriate, cases on the basis of law and/or fact
from Larry Cunningham’s Blog, https://lawschoolassessment.org/2016/08/18/syllabus-examples/, posted on August 18, 2016
By the end of the course, you should be able to:
Charles Weisselberg, Spring 2015 Criminal Procedure – Investigation, UC Berkeley Law School
Learning Objectives
Here are some learning objectives in addition to simply understanding doctrine.
By the end of the semester, students should be able to:
from Larry Cunningham’s Blog, https://lawschoolassessment.org/2016/08/18/syllabus-examples/, posted on August 18, 2016
By the end of the course, you should be able to:
Roxann Ryan – Domestic Violence syllabus
COURSE OBJECTIVES
their family and coworkers, and those in the justice system.
targets of abuse.
race, ethnicity, citizenship status, and gender.
the improvement of the justice system.
Steven Friedland, Fall 2008 Evidence syllabus, Elon University School of Law http://www.elon.edu/docs/e-web/law/cell/evidence-friedland-f2008.docx
COURSE GOALS and LEARNING OUTCOMES
A. GOALS
1. To understand and apply the rules of evidence.
2. To learn associated trial and lawyering skills.
3. To develop an ethical approach to lawyering.
4. To have fun.
B. LEARNING OUTCOMES
1. To develop a deep understanding of the individual Federal Rules of Evidence
2. To be able to synthesize the rules and use them in the context of a trial or other proceeding.
3. To be able to apply the rules of evidence to a wide variety of fact situations.
4. To use the Protocols: (1) Rule/Meaning, Exception/Meaning; and (2)
Rule/Application
5. To develop competent advocacy skills relating to evidence issues.
William A. Schroeder, Fall 2012 Semester in Practice: Criminal Practice syllabus, Southern Illinois University School of Law http://www.law.siu.edu/%20common/documents/courses/fa12-syllabi/semester-criminal.pdf
Course Objectives: During this class, students will:
1. Improve lawyering skills, including writing, research and legal analysis.
2. Demonstrate professional behavior and general job-related skills, including job knowledge, organization, interpersonal skills, and courtroom skills and etiquette.
3. Reflect on the values and obligations of the legal profession as they apply to the court, to one’s
clients and to the public.
4. Learn how the criminal justice system operates and, more specifically, how courts deal with
criminal cases.
5. Observe and reflect upon the work of judges and attorneys practicing before the court.
Rhoda Pierre Cato, Fall 2016 Family Law syllabus, Florida A & M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Family-Law-Syllabus-Fall-2016-R.-Cato.pdf
Upon completing the course you will be able to address and answer complex issues and important questions such as:
· What is a “family”? This theme will recur throughout this course as we examine how the definition of “family” varies according to the context, reflecting society’s values and policy goals.
· How does and how should family law address nontraditional families?
· What is the appropriate balance between family autonomy and state regulation?
· How do race, gender, and class affect family law?
· How does family law address questions of religious freedom?
Additionally, you will acquire the following practical skills for family law practice:
· Analytical skills
· Ability to interview and advise a client on a family law matter
· Ability to determine whether to seek temporary relief.
· Prepare marriage dissolution documents.
· Observe a family law proceeding.
· Observe a juvenile dependency hearing.
· Collaborate with peers on case strategy.
· Prepare and present a professional demonstration on a family law matter.
Baylen J. Linnekin, Fall 2016 Food Law & Policy Seminar, George Mason Law School http://www.law.gmu.edu/assets/files/academics/schedule/2016/fall/Linnekin%20481-S.pdf
Class Learning Objectives
•Understand the past, present, and future of the field of Food Law & Policy
•Comprehend both the interplay and independence of federal, state, and local food laws and
policies
•Develop and display critical thinking skills pertaining to the field
• Participate in thoughtful discussions about a variety of important issues in the field
•Use evidence from the field (and, where appropriate, from other fields and disciplines) to develop
arguments and counterarguments
•Research, organize, and write an article (“Final Research Paper”) of publishable quality
Denise Hill – Health Law Ethics syllabus
At the conclusion of this course, you will be able to:
1. Analyze the impact of key legal constitutional principles, statues, case law, and regulations on health care scenarios;
2. Utilize professional codes of ethics and analyze health care ethical dilemmas by applying a principle-based ethical framework to recommend a decision;
4. Recognize the impact of the Patient Protection and Affordable Care Act on patient access and decision-making;
5. Assess whether there is a legal or ethical duty to provide treatment to a person in a given situation;
6. Explain the process of establishing and limiting the scope of a patient relationship;
7. Identify primary legal and ethical duties in the patient / provider relationship and ethical obligations to provide informed consent and honor refusal of care in specific situations;
8. Recognize and respond to medical records concerns and privacy issues that arise when delivering patient-care;
9. Describe the primary legal and ethical duties providers have to follow the standard of care and related liability for negligence;
10. Apply the lessons learned about human reproduction from identified laws and court cases to current events;
11. Describe the role of advanced directives and the primary legal and ethical duties of providers to honor them;
12. Analyze the impact of historical events and human subject protections on contemporary health care policy and practice;
13. Develop recommendations to address complex legal and ethical issues in a given scenario; and
14. Assess team members' participation in a learning community
Barbara Colombo and Sheri Beck, Summer 2016 HIPAA Privacy & Security syllabus, Mitchell-Hamline School of Law http://mitchellhamline.edu/health-law-institute/wp-content/uploads/sites/19/2015/10/HIPAA-Syllabus-Summer-2016.pdf
Session One: Introduction to HIPAA & Key Terms
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Describe the purpose and underlying philosophy of HIPAA;
2. Recognize the basic HIPAA rule and key terms; and
3. Identify and explain who is required to protect Protected Health Information (PHI)
under HIPAA.
Session Two: Authorization and Exceptions
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Identify the elements of a HIPAA authorization form;
2. Describe when authorization is not required; and
3. Describe special applications relating to uses and disclosures.
Session Three: Individual Rights
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Describe how HIPAA protects individual privacy rights; and
2. Apply the HIPAA requirements related to a notice of privacy practices through review and analysis of a notice of privacy practices.
Session Four: Preemption Analysis
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Explain the general rule of federal preemption analysis under HIPAA, and determine the types of exceptions that allow states to craft more stringent privacy laws in the health care setting; and
2. Describe specific examples of state laws that fall within the preemption exceptions due to the laws being more protective of health information than HIPAA.
Session Five: HIPAA Security Rule and Compliance
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Differentiate between the purposes of the security rule and the privacy rule;
2. Describe and provide examples of the security rule safeguards and summarize how to conduct a security assessment;
3. Understand how privacy relates to compliance activities for Covered Entities and Business Associates; and
4. Understand the basics of a compliance program, including the 7 elements of an effective compliance program.
Session Six: HIPAA Security Rule and Mobile Device Challenges
Learning Outcomes:
Upon completion of this session, the student should be able to:
1. Identify the general HIPAA security standards and implementation specifications applicable to Covered Entities and their Business Associates; and
2. Recognize how the HIPAA standards and implementation specifications meet the challenges posed by the pervasive use of mobile devices, such as laptops, tablets and smart phones.
Session Seven: Privacy Breaches
Learning Outcomes:
Upon completion of this session, the student should be able to:
1. Describe key terms, including unsecured protected health information and breach;
2. Explain the risk assessment process used for determining whether a breach has occurred; and
3. Differentiate breach notification under HIPAA and state law.
Session Eight: HIPAA Enforcement
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Describe how HIPAA is enforced through state activity, the Office of Civil Rights, and civil and criminal penalties;
2. Recognize 21st Century innovations and, therefore, challenges related to enforcement; and
3. Relate the incentive program used to increase the use of electronic health records, and identify unintended consequences of the program.
Session Nine: How to Respond to a Data Breach
Learning Outcomes:
Upon completion of this session, the student will have gained insight into:
1. Setting-up a proper response plan and team to address a data breach in the healthcare sector;
2. Detecting and containing a breach when it occurs;
3. Managing communications effectively during a breach; and
4. Using lessons learned from a breach in order to improve data security and privacy.
Session Ten: HIPAA – Security of Electronic Information and Cybercrime
Learning Outcomes: Upon completion of this session, the student should be able to:
1. Identify security threats due to the use of electronic devices;
2. Recognize the general types of information that can be recovered from deleted information and how to avoid a security threat when discarding used electronic devices; and
3. Review ethical considerations related to non-traditional evidence sources of information.
Katie Keith & Jennifer Mishory, Spring 2016 Affordable Care Act: Law and Policy Governing Private Health Insurance syllabus, Georgetown Law School https://www.law.georgetown.edu/academics/academic-programs/graduate-programs/current-students/upload/The-Affordable-Care-Act-Law-and-Policy-Governing-Private-Health-Insurance-Keith-Mishory.pdf
Course Learning Objectives: The primary objective of the course is to teach students about the regulation of private health insurance at the federal and state level, with the rare opportunity to witness real-time changes to this complex system as a result of the Affordable Care Act. Through this course, students will gain practical experience in identifying and analyzing federal and state laws, regulations, and administrative materials. Students will also gain a broader understanding of the concept of regulatory advocacy, its significance in administrative law, and how it affects Affordable Care Act implementation as well as improve critical thinking and analytic skills by identifying regulatory challenges in the Affordable Care Act and its implementing regulations. By the end of the course, students will be able to describe how private health insurance is regulated at the federal and state level, the major reforms ushered in by the Affordable Care Act, federal and state progress in Affordable Care Act implementation, and areas where future reforms may be necessary.
Jamie Olson and Thaddeus Pope, Summer 2016 Medical Marijuana Law syllabus, Mitchell-Hamline School of Law http://mitchellhamline.edu/health-law-institute/wp-content/uploads/sites/19/2015/10/Olson-Pope-MMJ-Syllabus.pdf
Course Objectives
Upon completion of this course, students will have:
A. A basic systematic understanding of:
1. How and when a state law is preempted by a federal law
2. How preemption jurisprudence may be applied to medical marijuana laws
3. How common legal issues are further complicated when applied to
medical marijuana patients, manufacturers, and health care providers
4. Public policy behind medical marijuana laws and the legal and policy
differences between the varying models applied by states
B. Further honed legal analysis and writing abilities, through:
1. Exposure to and critique of legal arguments in judicial opinions,
legislative reports, and scholarly writing
2. Participation in discussion boards
3. Completion of, and feedback on, weekly problems
4. Completion of, and feedback on, a written final examination
C. Integration of material learned in other classes, such as: constitutional law, tax,
criminal law, and employment law.
Shontavia Johnson – Intellectual Property syllabus
COURSE OBJECTIVES
I. Affective Goal
a. The professor and student will have an enjoyable and challenging learning
experience.
II. Values
a. Students will:
i. Demonstrate respect for students, faculty and staff;
ii. Develop an attitude of cooperation with students, faculty, clients,
attorneys and judges;
iii. Understand the multiple roles of an intellectual property attorney; and
iv. Demonstrate honesty, reliability, responsibility, judgment, self-motivation,
hard work, and critical self-reflection.
III. Skills
a. Given a set of facts either: (1) about one party’s quest for intellectual property
protection or (2) between two or more parties relating to an intellectual
property dispute:
i. Be able to identify the intellectual property issues raised by the client
and facts;
ii. Be able to explain why something is or is not entitled to protection;
iii. Be able to develop the arguments reasonable attorneys would make
with respect to the dispute;
iv. Be able to predict how a judicial body or agency would evaluate those
applications or arguments;
v. Be able to draft correspondence to legal clients; and
vi. Gain experience reading and reviewing legal documents.
b. Be able to effectively self-regulate your learning in the course.
IV. Content Goals
a. Students will know, with a high degree of accuracy, the rules that govern:
i. Copyrights;
ii. Trademarks;
iii. Patents;
iv. Trade Secrets (if time permits); and
v. Rights of Publicity (if time permits).
Nise Guzman Nekheba, Fall 2016 Advanced Topics in Law & Religion syllabus, Florida A&M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Law-and-Religion-Syllabus-2016%20Nekheba.pdf
COURSE OBJECTIVES
* To gain a firm understanding of the nexus between law and religion in the United States.
* To understand the role of the Supreme Court, Congress, state counterparts, religious
institutions, interest groups and individuals in the development of the jurisprudence of law and
religion.
* To grapple with the meaning of religious freedom in the context of neo-patriotism, and
pluralism.
Upon completing this course, students will be able to address and answer complex issues and
important questions such as:
• What is the legal and social history of the term "religion"
• How have courts defined religious conduct?
• How did religion impact our legal history?
• What is legal positivism within the context of law and religion?
• What are the leading 19th, 20th and 21st century cases and laws that impacted the construction
of the free exercise of religion?
• What are the leading 19th, 20th and 21st century cases and laws that impacted the construction
of a state's entanglement with religion?
• How did these laws impact U.S. notions for democracy, pluralism and diversity?
• How did these laws impact popular, social and political notions of religion?
• Did September 11th change the traditional, constitutional construction of the Free Exercise and
Establishment Clauses?
• How might we legally contextualize and interpret current political rhetoric and proposals to
ban Muslims from migrating here?
• How can we interpret proposed religious freedom statutes regarding employing gays?
SKILLS OBJECTIVES
Upon completing this course, students will acquire the following practical skills:
·Ability to legally analyze a cause of action pertinent to religion and law.
·Ability to interview a client on a religion and law matter.
·Ability to prioritize issues in a religion and law matter.
·Ability to determine whether to seek relief.
·Ability to collaborate with peers on case strategy.
·Ability to prepare and present a professional presentation on a religion and the law matter.
Karen Wallace and Rebecca Lutkenhaus – Advanced Legal Research: Iowa Law syllabus
COURSE OBJECTIVES AND EXAMPLES OF LEARNING OUTCOMES:
Students will create and implement effective, efficient research strategies.
Students will:
Students will effectively use information and sources.
Students will:
Students will apply information effectively to resolve a specific issue or need.
Students will:
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Minimum Competencies for Legal Writing and Appellate Advocacy (Weresh) By the end of the first year course in legal analysis, research, writing, and appellate advocacy, students will do the following: |
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Learning Outcomes |
Performance Criteria |
Assessment Tools |
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LO 1: Identify and apply concepts relating to the legal system of the United States
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PC 1-1:Students will recognize and apply basic concepts of federalism and the three branches of government.
PC 1-2:Students will recognize, differentiate between, and apply concepts related to sources of law, and explain and/or apply how each is applied and enforced, and how they relate to one another.
PC 1-3:Students will identify and apply concepts related to the basic structure and function of the American court system.
PC 1-4:Students will recognize and apply basic concepts regarding jurisdiction, hierarchy, and weight of authority.
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Clickers quiz; In-Class exercises; Writing assignments: Objective memos, Appellate Brief
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LO 2: Analyze facts, issues, and legal authorities |
PC 2-1: Students will appreciate the importance of, and obligation to, gather facts relevant to key legal issues and will employ strategies to gather such facts.
PC 2-2:Students will synthesize authorities into legal principles with elements, factors, or conditions, as appropriate.
PC 2-3:Students will strategize legal analysis by taking into account the hierarchy and relative weight of authority as appropriate for the jurisdiction and the client’s particular issue.
PC 2-4:Students will apply synthesized legal principles to the client’s factual scenario, analogizing and distinguishing legal sources to the client’s facts, as appropriate.
PC 2-5:Students will identify, discriminate between, and select appropriate and conventional frameworks for legal analysis, including text-based, analogical, narrative, and policy-based reasoning.
PC 2-6:Students will recognize the range of possible outcomes/solutions for client problems, including reasonable arguments and counterarguments, and will produce reasonable predictions as to the resolution of a client matter, including available alternative courses of action.
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Student conferences; Skills exercises; Clickers quiz; In-Class exercises; Writing assignments: Objective memos, E-mail assignment, Appellate Brief, Client letter, Petition, Answer; Class Participation |
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LO 3: Conduct legal research efficiently in print and electronic sources |
PC 3-1:Students will be able to locate, discriminate between, and use basic sources of legal authority, including primary and secondary authority, to select legally relevant and factually relevant sources for a particular issue.
PC 3-2:Students will employ and document effective and efficient research strategies, including the production of research plans and research trails.
PC 3-3:Students will recognize the obligation, and employ appropriate strategies, to update and validate sources.
PC 3-4:Students will determine when research has been exhaustive in the jurisdiction, and when it has been exhaustive beyond the jurisdiction, given the time and financial limitations of law practice.
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Student conferences; Research exercises; Writing assignments: Objective memos, Appellate Brief, Client letter, Petition, Answer, Drafting Assignment; Research log; Honigsburg grid; Slocum grid |
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LO 4: Recognize and identify the purpose and form of legal citation and be able to cite in accordance with at least one established, authoritative citation manual. |
PC 4-1:Students will cite to every legal proposition.
PC 4-2:Students will employ accurate citation format.
PC 4-3:Students will accurately use signals.
PC 4-4:Students will accurately use explanatory parantheticals.
PC 4-5:Students will accurately format quotations.
PC 4-6:Students will accurately use citation formats for embedded sources.
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Student conferences; Writing assignments: Objective memos, Appellate Brief; Attribution Exercise; Citation exercises |
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LO 5: Communicate effectively in writing |
PC 5-1:Students will identify and distinguish between conventional legal documents, including the purpose of a particular document and how the purpose affects content and approach, and be able to craft those documents according to their conventional frameworks.
PC 5-2:Students will employ appropriate large-scale organization.
PC 5-3:Students will employ appropriate small-scale organization.
PC 5-4:Students will accurately and effectively communicate legal argument, including analysis and counteranalysis.
PC 5-5: Students will use topic and thesis sentences and appropriate transitions to create coherence.
PC 5-6:Students will craft legal documents that are clear and concise and that employ appropriate tone and purpose.
PC 5-7: {} Students will write a legal memorandum that accomplishes the following:
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Student conferences; Skills exercises; Writing assignments: Objective memos, Appellate Brief, Client letter, Petition, Answer, Drafting Assignment; Honigsburg grid; Slocum grid; Grammar diagnostic; CALI exercises |
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LO 6:Communicate effectively orally |
PC 6-1:Students will observe law school and court rules, procedures, conventions, and etiquette.
PC 6-2:Students will speak in a clear, concise, well-organized, and professional manner that is appropriate to the audience and circumstances.
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Student conferences; Class Participation; Oral Argument |
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LO 7: Recognize, identify, and address issues of ethics and professionalism. |
PC 7-1:Students will recognize and apply basic concepts of ethics, professionalism, and civility as they relate to legal writing and integrate professional knowledge, skills, and ethics into judgment.
PC 7-2:Students will recognize and address limits on expertise with respect to legal analysis, research, and conventional forms of lawyering communication.
PC 7-3:Students will recognize and apply the obligation of candor, including the obligation to advance meritorious claims and to present adverse authority, and the prohibition on presenting false information.
PC 7-4:Students will recognize and apply the ethical and professional obligations associated with conventions of attribution.
PC 7-5:Students will recognize and apply the principle of allocation of authority between lawyer and client with respect to representation and how that allocation.
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Student conferences; Ethics exercises, Plagiarism exercise, Writing assignments: Objective memos, E-mail assignment, Appellate Brief, Client letter, Petition, Answer (absence of plagiarism and proper attribution, tone, candor, truthfulness), Clickers Quizzes, Oral Argument, Peer Editing, Class Participation |
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LO 8: Recognize and employ functional and effective strategies for law practice management. |
PC 8-1:Students will identify and follow work priorities and scheduling systems related to time and resources in order to achieve objectives.
PC 8-2:Students will memorialize events and communications.
PC 8-3:Students will record work and bill time effectively and ethically.
PC 8-4:Students will collaborate by working with others to share responsibility and credit.
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Meeting deadlines for assignments, Scheduling and Attending Conferences, Research Logs, Time Sheets for Writing Assignments, Peer Editing |
from Larry Cunningham’s Blog, https://lawschoolassessment.org/2016/08/18/syllabus-examples/, posted on August 18, 2016
By the end of this semester, you should be able to:
John Paul Jones, Fall 2016 Mediation syllabus, Florida A&M University College of Law
http://law.famu.edu/wp-content/uploads/2016/08/Mediation-Syllabus-Fall-2016-JP-Jones.pdf
Course Objectives:
1. Understand the sources of conflict and the fuel that keeps it going.
2. Understand the range of ADR processes for resolving conflict and how mediation fits among the various processes.
3. Understand the various models of mediation and of facilitative mediation in particular.
4. Understand the principles of interest-based bargaining and the win-win approach to the resolution of conflict.
5. Understand the role of the mediator in the mediation process.
6. Understand the roles of the parties in the mediation process.
7. Understand the role of the attorney in the mediation process and the differences between the attorney’s role in mediation and the litigation process.
8. Understand the critical importance of confidentiality as it relates to mediation.
9. Understand the basic provisions of court-connected mediation in Florida and of the rules governing such mediation.
10. Understand the importance of clear and effective communication in the mediation process.
11. Understand the importance of the skill of listening in the mediation process and in particular the importance of non-judgmental listening.
12. Develop improved skills in listening and communicating.
13. Acquire the skills necessary to conduct mediation in conformance with the facilitative model of mediation.
14. Understand the necessity of mediator impartiality in the mediation process.
Asmara M. Tekle, 2016-2017 Property I & II syllabus, Texas Southern University School of Law http://www.tsulaw.edu/faculty/docs/SYLLABUSPROPERTYweb2016-17.pdf
OBJECTIVES:
1. To acquire a proficient understanding of general property law in preparation for the
multi-state bar exam and legal practice.
2. To reinforce some of the legal writing skills introduced and acquired in Lawyering
Process, including distinguishing between relevant and irrelevant facts, organizing
writing in IRAC format, and articulating legal issues. Fifty percent of the Texas bar
exam is writing, and much of legal practice involves legal writing.
3. To hone reading and analysis of judicial opinions, the foundation of the common law.
4. To practice and develop professional skills such as being on time, engaging in active
listening and public speaking, being prepared, and being ethical.
5. To experience and simulate as much as possible key aspects of real property law
practice, including adverse possession, concurrent ownership, leaseholds, real
property sales, nuisance law, and servitudes.
Nise Guzman Nekheba, Fall 2016 Property I syllabus, Florida A&M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Prop1Syllabus%20Nekheba.pdf
Course Objectives
By the end of the semester, students will be able to analyze specific facts and apply relevant laws
to the following areas of property law: licenses; conflicting claims regarding personal property
(finders and the law of capture); trespass; public access; possession; adverse possession; private
nuisance; zoning; easements; and covenants.
Upon completing Property I, students will be able to address and answer complex issues and
important questions such as:
• What is real property?
• When can a property owner exclude someone from her property?
• When does a property owner not have the right to exclude someone from his property?
• How can a squatter legally own the property they are possessing?
• What is actual possession?
• What is civil trespass?
• What rights does the finder of personal property have?
• What is an easement?
• What competing claims might exist regarding an easement?
• What is a covenant, and how might it impact the use of a property?
• What is required to successfully prove the existence of an implied easement?
• Can an easement terminate? How?
• What is a public accommodation?
• What are the property rights of a new homeowner whose home is by a lake?
• What is required for a successful private nuisance claim?
Skills Objectives
Upon completing this yearlong course, students will acquire the following practical skills for
property law practice:
·Ability to analyze a property law matter.
·Ability to interview a client on a property law matter.
·Ability to prioritize issues in a property law matter.
·Ability to determine whether to seek temporary relief.
·Ability to collaborate with peers on case strategy.
·Ability to prepare and present a professional demonstration on a property law matter.
M. Allan Hyman, Fall 2016 Real Estate Transactions syllabus, Hofstra Law School http://law.hofstra.edu/currentstudents/academics/academicresources/readingassignmentsandsyllabi/2016-17/fall/upperdivision/realestatetransactions/hyman/syllabus.pdf
Rhoda Pierre Cato, Spring 2016 Sales syllabus, Florida A & M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Sales-Syllabus-Fall-2016-R.-Cato.pdf
Upon completing the course you will be able to:
· Recognize the differences and similarities among the UCC, common-law contracts, and the CISG.
· Understand the special obligations merchants have under the UCC.
· Recognize that the UCC is the “default position”—that parties are generally free to include whatever terms they choose in their contract.
· Be aware of the scope and limitations of the UCC.
· Understand that the law of sales not only incorporates many aspects of common-law contract but also addresses some distinct issues that do not occur in contracts for the sale of real estate or services.
· Identify similarities and differences in obligations imposed on parties under the UCC and the common law.
· Article 2 governs the sale of goods only, defined as things movable at the time of identification to the contract for sale.
· Article 2 governs the sale of goods only, defined as things movable at the time of identification to the contract for sale.
Additionally, you will acquire the following practical skills for Uniform Commercial Code Sales law practice:
· Analytical skills
· Ability to interview and advise a client on a sales matter.
· Ability to identify a sale of goods.
· Be able to collaborate with peers on case strategy.
· Be able to distinguish a merchant from a seller.
· Distinguish a lease from a sales agreement.
· Explain how courts deal with hybrid situations: mixtures of the sale of goods and of real estate, mixtures of goods and services.
Deleso A. Alford, Fall 2016 Torts I syllabus, Florida A&M University College of Law http://law.famu.edu/wp-content/uploads/2016/08/Torts-I-Syllabus-Fall-2016-D.-Alford.pdf
STUDENT LEARNING OUTCOMES
By the end of this course, you should:
1. Be able to issue spot and articulate key tort issues based on recognition of key facts and
applicable rules, policies and rationales;
2. Develop and construct arguments and opinions based on tort rules of law and principles;
3. Demonstrate an ability to reason by analogy, arrive at rational conclusions based on
applicable legal principles, examine alternative solutions critically and recognize any pertinent non-legal and/or policy concerns;
4. Synthesize individual tort case holding to conceptualize broader legal principles.
5. Be able to critically examine how cultural competency acknowledges notions of gender, race, ethnicity, class and its influence on legal rulemaking in the area of Torts.
Gans, Fall 2016 Wills, Trusts and Estates Syllabus, Hofstra Law School (http://law.hofstra.edu/currentstudents/academics/academicresources/readingassignmentsandsyllabi/2016-17/fall/upperdivision/willstrustsandestates/gans/syllabus.pdf
Learning outcomes:
transfers
wealth-transfer cases
and how lawyers who practice in this area need to take these default rules into account in
consulting with clients and in the drafting of documents
with their clients in attempting to help the clients fulfill their objectives
clients in developing a plan to accomplish their wealth-transfer goals