J.D.
Advanced Legal Studies: Classroom Instruction
Beginning in November, 2016, I was contacted by Professor Kama Pierce with an opportunity to apply for acceptance into an Advanced Legal Studies course designed to train individuals into becoming Professors. This would require a few weeks of training and study prior to the beginning of the semester followed by immersion into a real undergraduate pre-law classroom teaching selected topics of law under the supervision and guidance of Professor Pierce.
Then, at the start of the normal semester period each member was grouped together into co-teaching partners and assigned topics of law. For example, my partner and I were assigned Criminal Law, Intentional Torts, and Strict Liability. Together my partner and I constructed detailed lesson plans, identified skills development needs, researched supplemental materials, constructed in-class exercises, and developed homework assignments.
Intentional Torts Lesson PowerPoint Slides
Introduction to Criminal Law Lesson Outline
Lesson Material Samples
Each team was given multiple teaching rotations, and in between the respective rotations the teams would come together to provide class updates, constructive feedback, exchange resources, and to collectively develop exams, grading rubrics, and oral argument simulations. Simultaneously, we continued to study various topics relevant to the legal education field. We would then discuss the relative merits of those topics and their innate issues ranging from classroom cultural sensitivity to the struggle between traditional and contemporary approaches to law school curriculum.
""It All Begins With You: Improving Law School Learning Through Self-Awareness and Critical Reflection" by Filippa Marullo Anzalone, 24 Hamline L. Rev. 324 (2001).
Advanced Coursework Material Examples
"Resistance is Futile: How Legal Writing Pedagogy Contributes to the Law's Marginalization of Outsider Voices" by Kathryn M. Sanchi, 103 Dick. L. Rev. 7 (1998).