By: Prof. Abigail Perdue
I recently had the pleasure of chatting with a wonderful colleague who is teaching Legal Writing for the very first time. She had just released Memo One grades to her anxious 1Ls. During the conversation that ensued, I shared with her several things I wish I’d known as a first-year professor that specifically pertain to grading – lessons that I’ve sometimes had to learn the hard way through the years. Here are just a few:
Continue reading “Making the Grade”
By: Steve Garland, Wake Forest University School of Law
The professor that had the most important effect on my teaching just won a Nobel Prize. Out of full disclosure, I’ve never met him or taken a class from him. Still, Richard Thaler taught me that sometimes you may have to use psychological tricks to insure that your students focus on what matters most.
As we all know, in teaching legal writing and reasoning, leading the students to focus on the learning rather than the grade can be a challenge, particularly since our grades are most often the first grades the students receive. From my own experience in law school, I recalled that the grades we received in Legal Writing (at the time the only grades prior to the end of first semester exams) often had a disproportionate effect on our confidence going forward. This anecdotal intuition was reinforced by a study that my colleagues at Wake Forest University School of Law – Professors Laura Graham and Miki Felsenburg – undertook. They found that high-achieving college graduates lose confidence when they find that their hard-won skills in college may not immediately translate to their new law school community.
Continue reading “How Thaler’s Misbehaving Grades Helped Me Teach Law Better”