TEAM-BASED LEARNING IN THE LEGAL WRITING CLASSROOM
By Carol M Bast
Key Words: TEAM BASED LEARNING, LEGAL WRITING, COLLABORATIVE LEARNING LAW
Abstract: A collaborative learning environment with students organized into “law firms” is a type of classroom learning environment often referred to as team-based learning (TBL). The author is presently in the fifth semester of using law firms as the TBL vehicle in a Legal Writing class. This manuscript explores the history of TBL and then discusses why, following the fashion of TBL, dividing the class into law firms is a good way to realize such benefits in a class where a majority of the students intend to attend law school. The purpose of the manuscript is to contribute to the successful use of TBL in the Legal Writing class by sharing lessons learned from using the law firm organization of the class.
BUILD-A-BUSINESS GOES TO GRAD SCHOOL: USING BUILD-A-BUSINESS IN AN MBA BUSINESS LAW COURSE
By Cristen W. Dutcher
Key Words: BUSINESS LAW EDUCATION, MBA, REAL-WORLD EXPERIENCE
Abstract: This article investigates the effectiveness of using the Build-a-Business project in a graduate elective law course called Managing in the Legal Environment. Findings indicate that graduate students positively perceive this activity as a useful learning tool. Students participate in the project throughout the semester then complete a written paper to reflect on their interaction with the Build-a-Business project, in which they share their project perceptions and how effective the project was as a learning tool. Student perception data demonstrates the effectiveness of the project. The article recommends the project’s use in graduate law classrooms based on the author’s successful implementation.
NOTHING TO MOCK IN MOCK TRIAL: AN EFFECTIVE TEACHING TOOL IN A COMBINED UNDERGRADUATE-GRADUATE LEARNING ENVIRONMENT FOR EMPLOYMENT LAW
By Nathan Kent Miller
Key Words: PEDAGOGY, MOCK TRIAL, EMPLOYMENT LAW, LABOR LAW, CRITICAL THINKING, PUBLIC SPEAKING, ADVOCACY, CONFLICT RESOLUTION
Abstract: Students in an upper-level combined undergraduate and MBA course on employment law at a regional public university in the Southeastern United States were asked to participate in a mock trial as the final project. Students were assigned various roles and given considerable flexibility regarding the development of the story. They then submitted a reflection on their experiences as part of the assignment. Feedback from this course supports the idea of mock trial as a best practice in applying employment law concepts, even for populations that were not initially familiar with it. Practical examples and a step-by-step overview of how to accomplish this exercise efficiently will be part of the discussion.