“I feel the need . . . the need for speed.” – Top Gun
Apparently fictional fighter pilots and forward-thinking Jewish rabbis have that in common. The widespread modern phenomenon of speed dating purportedly began in the late nineties when an innovative Jewish rabbi organized the first speed dating event as an efficacious way for busy Jewish young professionals to meet and mingle (Kennedy 2013).
Speed dating soon became so popular that its model was exported to the business world. Speed mentoring events sprang up across the country, and after attending a particularly impactful one, I brainstormed how to implement “speed editing” in my writing classes. Speed editing simultaneously achieves multiple learning goals from encouraging collaboration to demonstrating how to work effectively under tight time constraints. It teaches students how to thoughtfully give and receive constructive feedback and further hones their editing and oral communication skills. Here’s how it works.
As our time on an assignment module draws to a close, I provide a brief overview of the effective editing techniques we have already discussed and then dedicate the remainder of our 1.5 hour session to speed editing. This generally occurs in one of two ways, each of which I will discuss below. Continue reading “Speed Editing”
This Veterans Day, Teachlawbetter.com wants to extend a heartfelt thank you to all members of the U.S. military and their families for their outstanding service and tremendous sacrifice. As educators, it is important that we celebrate the courage and dedication of these brave men and women. Here are a few ways that you can use your next class session to honor them:
Have a Moment of Silence: Have a moment of silence at the beginning of your next session in honor of all those who have fallen to secure the freedom that we too often take for granted – the same liberties that we, as attorneys, pledge to respect, preserve, and protect.
Introduce the Veterans Court: If you teach a course on the judiciary, federal courts, etc., use this session to introduce the veterans law system to students, including a discussion of the unique role of the Board of Veterans Appeals (“Board”), U.S. Court of Appeals for Veterans Claims (“CAVC”), and U.S. Court of Appeals for the Federal Circuit. The CAVC, which was created in 1988, enjoys exclusive jurisdiction over Board appeals. Although based in Washington, D.C., the CAVC hears cases across the country. It exemplifies the diversity of the judiciary and calls attention to critically important specialty courts about which students may not yet have learned.
Not surprisingly, we are often wrong. Sometimes we make simple, embarrassing errors, like hitting reply-all when we shouldn’t (most of us can tell that story). More often, even for seasoned attorneys, our most troubling errors occur when we are exercising judgment, when we feel like we made the right (or best) call.
Exercising judgment can be fraught with ambiguity especially for law students who feel the profound seduction for certainty, for being right. Yet, developing competence in exercising judgment is an iterative process. By this I mean a lengthy process of mastery that involves working through one challenge after another, reflecting on mistakes, evaluating roadblocks, making new plans, and executing strategies. To get students on board for the ride, students need to embrace errors and learn from them. But how do we teach that? And why is it so hard? Continue reading “Tell Your FAIL Stories”
There are stranger things than using a Halloween-themed exercise to engage your students, particularly during this stressful point in the semester. After a weekend of binge-watching Season Two of the Netflix phenomenon, Stranger Things, I reconfigured my Halloween lesson to include items that every respectable professor needs to tame little monsters, brain-drained zombies, and every other ghoul in school:
Build suspense with an email inspired by Stranger Things or another Halloween favorite: I sent the following email to my students the day before our Halloween class:
Tomorrow we’re taking a “Curiosity Voyage.” Don’t forget to bring your oars — hard copies of your two cases. However, as you read them, especially the dissenting opinion in the appellate case, don’t get turned Upside Down by the various arguments regarding how to use statistical evidence in a disparate impact case. The way that statistics would be used is not particularly relevant to the Salon at this point (although the case mentions three primary approaches to using statistics, not Eight or Eleven.) It would be highly relevant if the Salon were already facing litigation, but here, we are in a counseling posture. (Trust me on this; friends don’t lie.) Use your unique mental powers to focus primarily on each case’s implications, if any, for Memo Three. There’s nothing stranger than me asking you to bring your laptops to class tomorrow, but please do. Bring your Bluebook, too. You’ll be doing an “eerie exercise” in honor of Halloween and one with a party. (Let’s hope it includes a zoomer and mage lest your mind get flayed!)
When I was eight years old, I went on my first field trip. The entire third grade class traveled in five yellow school buses from Fort Sam Houston to the Capitol Building in Austin, Texas. Earlier that month our classroom lessons had showcased state government civics. Now at the Capitol, we enjoyed a tour and got to see where the Texas legislature did its work. While eight-year-old minds aren’t known for expansive abstract thinking, seeing the concepts we learned in class come to life made those civics’ lessons stick.
On September 20, 2017, the United States Court of Appeals for the Fourth Circuit (“Fourth Circuit”) held oral argument at the Worrell Professional Center at Wake Forest University. The Fourth Circuit brought the “field” to us. Seeing the Fourth Circuit in action was a valuable learning experience. Continue reading “Field Trip”