By: Professor Abigail L. Perdue
One of the most surprising things about teaching is that each new semester brings entirely new challenges. Just when you think you’ve finally mastered the craft, Life throws you a curveball to keep you on your professional toes.
I experienced one such curveball this semester when I began experiencing persistent discomfort in my wrists and fingers, which often made typing onerous and even painful. As a Professor of Legal Writing, this pain simply wouldn’t do because I must provide oral and written feedback on multiple written exercises for my three classes and 50+ students throughout the term, not to mention the countless emails I must draft on a near daily basis or the book manuscript I’m currently trying to complete. Continue reading “Listen Up: The Advantages of Audio Commenting”
By: Samuel Gilleran, J.D. ’20
This summer, I had the fantastic opportunity to participate in Wake Forest’s D.C. Summer Judicial Externship Program (the “Program”). Founded and directed by Professor Abigail Perdue, the Program places select 1Ls and 2Ls into unpaid externships with judges, special masters, and other federal adjudicators in Washington. The Program, which includes an evening course on judicial clerking, is a wonderful experience for many reasons, but I want to focus on one in particular: the significant difference between the externship experience and the traditional 1L curriculum. Continue reading “Judging the Benefits of Experiential Learning”
By: Jacqueline Friedman, PhD
Over the past decade, increasing numbers of students have sought accommodations for disabilities during undergraduate studies. The most recent estimates indicate that approximately 14% of students in undergraduate programs report having a disability. A smaller percentage of these students pursue graduate degrees, with around 2% of graduate students self-identifying as having a disability. However, official records estimate 7% of graduate students have a diagnosis indicative of a disability. The intersection of the increased complexity and rigor of graduate study with reduced willingness to self-identify and seek accommodations can create an environment less conducive to student success as evidenced by the finding that less than 3% of 25-64 year olds with a disability persisted with graduate studies in order to attain a graduate degree.
Law professors are at the forefront of seeing students struggle who may have an invisible disability impacting learning that the student may not have chosen to disclose. Law students may have been able to compensate without accommodations or a formal diagnosis in an undergraduate environment depending on the size of the classes, underlying strengths and relatively lower intellectual demands compared to the intensity of a graduate environment surrounded by high-performing peers. A cognitive shift may be needed on the part of the student to understand academic accommodations as an interactive process that “levels the playing field” based on a careful assessment of the impact of a disability on academic performance rather than an unfair advantage over other students. Faculty encouragement can be a critical piece towards this mental shift, since direct encouragement from a faculty member to seek help may be the impetus needed for a student struggling academically despite maximal effort to persist and thrive in a rigorous law school environment. Continue reading “Learning Law Differently: Accommodations and Support for Learning Disabilities in Law School”
In the words of Chicago, “everybody needs a little time away.” Even us. And that’s why here at TeachLawBetter.com, we’re huge supporters of summer break! So we hope that wherever you are and whatever you’re doing, you’re getting some well deserved rest and relaxation! In other words, have an amazing summer! We’ll see you when we return this fall.
The TeachLawBetter Team Continue reading “School’s Out for Summer”
By: Professor Lynn Su and Professor Anne Goldstein
The first few weeks of law school can be both thrilling and terrifying—an avalanche of reading, Latin lawyer lingo, and exacting methodology for thinking and writing about the law. This world of intellectual challenges takes place in an unfamiliar setting. Not only are students meeting new people and getting accustomed to a rigorous academic schedule, but many have also left behind the comforts of home, relocating to a new city, state, or even country to embark on the study of law. Forging into the unknown is fraught with great possibility and a bit of trepidation.
Because they are on the frontline of teaching first-year law students fundamental lawyering skills, Legal Writing professors can work to capture students’ imaginations and demystify the law school experience. Legal Writing is likely to be the course with the lowest professor to student ratio in the first year of law school and typically continues for two semesters. Teaching small groups of first-year students for a full year, Legal Writing professors are uniquely well positioned to ease students’ transition. Continue reading “Getting Them at Hello: Creative Teaching Techniques and Exercises to Engage New Law Students”