I'm teaching the basic Professional Responsibility course this semester, and as part of the course, students sign up to present the day's material to the rest of the class. (Ideally, the participation does two things: (1) helps the presenting students really "own" that day's material, and (2) helps the rest of the class in its participation with the presenting students, on the theory that students won't want to let each other down.)
The students have absolutely knocked their presentations out of the park. They've interviewed lawyers, found film clips on point, made their own movies, drafted their own negotiation exercises, and come up with memorable ways to teach the material--all without the use of a traditional casebook. I'm exceptionally proud of the students in this class.
Here's just one example of what the students have used: today, they used this YouTube clip (here).
It sounds like you're doing a great job professor! I hoped I wouldn't have to use the things I have learned as much as I have. I feel like every week I am correcting someone based on a misquoted rule, I have already had to file a rule 8.3 report with the state and sent many warning letters to other attorneys.
ReplyDeletePerhaps schools should require two semesters of professional responsibility.
Great to hear from you, Tyna-Minet, and brava for doing the right thing!
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