ALWD Conference Publications

Erasing Lines

Integrating the Law School Curriculum. Proceedings of and papers presented at the 3rd Biennial ALWD Conference in 2001. The proceedings were published as the inaugural volume of the Legal Communication & Rhetoric: JALWD and were distributed to every subscriber to the Journal of Legal Education. The papers and reports are available for download from this website.

Opening Remarks
Pamela Lysaght

OPENING PLENARY: WHAT WOULD “BEST PRACTICES” IN LEGAL EDUCATION LOOK LIKE?

The Caste System and Best Practices in Legal Education
Kent D. Syverud

What Lawyers Need to Know, What Lawyers Need to Be Able to Do: An Australian Experience
David Weisbrot

Papers Delivered, Comments, and Reporters’ Notes The Integration of Theory, Doctrine, and Practice in Legal Education
Byron D. Cooper

Do Best Pedagogical Practices in Legal Education Include a
Curriculum that Integrates Theory, Skill, and Doctrine?

Toni M. Fine

Erasing Lines: Let the LRW Professor without Lines Throw the
First Eraser

Christine Hurt

The Role of Legal Writing Faculty in an Integrated Curriculum
Lisa Eichhorn

Is “Thinking Like a Lawyer” Really What We Want to Teach?
Nancy B. Rapoport

Good Vision, Overstated Criticism
Scott H. Bice

Cogito, ergo sum or I think, therefore I am [a lawyer?]
Christine Nero Coughlin

Breach of Trust: Legal Education’s Failure to Prepare Students for the Practice of Law
Molly Warner Lien

Some Thoughts on Dean Nancy B. Rapoport’s “Is ‘Thinking Like a Lawyer’ Really What We Want to Teach?”
Arnold I. Siegel

Do Best Practices in Legal Education Include an Obligation to the Legal Profession to Integrate Theory, Skills, and Doctrine in the Law School Curriculum?
Deborah Schmedemann

A Liberal Education in Law: Engaging the Legal Imagination through Research and Writing Beyond the Curriculum
Carol M. Parker

Imagine
Melody Richardson Daily

Compositional Practice
Bryn Vaaler

Erasing Lines Between the Law School and the Liberal Arts Curricula
Marilyn R. Walter

Do Best Practices in Legal Education Include Emphasis on Compositional Modes of Studying Law as a Liberal Art?
Linda L. Berger

Plenary: Models from Other Disciplines—What Can We Learn?
Thomas R. Fisher and Daniel B. Hinshaw

Plenary: Is the Tail Wagging the Dog? Institutional Forces Affecting Curricular Innovation—A Panel Discussion
Mary Beth Beazley, Elliott Milstein, John Sebert, and E. Thomas Sullivan

BREAKOUT SESSIONS

Building Internal Consensus: Faculty, Administration, and the Students
Bradley G. Clary

Building External Consensus: Alumni, Professional Organizations, and the Practicing Bar
Randy Hertz

CONCURRENT SESSIONS

How Do We Know If We Are Achieving Our Goals?: Strategies for Assessing the Outcome of Curricular Innovation
Gregory S. Munro

Technology and Legal Education: Negotiating the Shoals of Technocentrism, Technophobia, and Indifference
Craig T. Smith

Psychological Insights: Why Our Students and Graduates Suffer, and What We Might Do About It
Lawrence S. Krieger

Using Instructional Design to Improve Student Learning
Greg Sergienko

Closing Plenary: Law School Curriculum, Training Law Students, and the Vitality of the Profession: The Judicial Perspective—A Panel Discussion
Justice Elizabeth Lacy, Judge Paul Michel, and Judge John R. Tunheim