As an annual tradition, this is a reminder of some of my favorite things you might use in your courses as you gear up for next academic year.
Here’s a link to the latest and greatest version of the “resource share” compiled by Sharon Press and Noam Ebner.
Here’s a post suggesting how you can teach students to use more realistic, thorough, and practical models of negotiation and mediation than we traditionally teach. It also describes how you can teach students how to learn to learn by participating in reflective practice groups. I will discuss these ideas at the Clinical Think Tank session on Monday, July 19 at 1 PT, 2 MT, 3 CT, 4 ET. This is relevant for all DR courses, not just clinical courses, and everyone is welcome to attend.
Here’s a collection of provocative blog posts that you might consider for reading assignments and/or suggestions for student paper topics.
Here’s a collection of videos and podcasts that you might use as asynchronous assignments. You can use up to one-third of your required class hours where you are physically separated from students without a course being considered “distance education,” according to a staffer of the ABA Section of Legal Education and Admissions to the Bar. Even if your courses will meet in person, the past year has demonstrated the value to students and faculty of including some asynchronous instruction.
My short “Letter to Kelly” provides advice for new 1Ls. If you teach a 1L course, you might assign it even though it doesn’t focus on any particular 1L subject.
Here’s a message for law students to prepare themselves for legal practice. This is particularly important considering the recent study finding that law schools generally fail to prepare students to work with clients and negotiate.
Lawyers Are From Mars, Clients Are From Venus – and Mediators Can Help Communicate in Space.
My Last Lecture: More Unsolicited Advice for Future and Current Lawyers.
The Definition of Negotiation: A Play in Three Acts by Andrea Kupfer Schneider, Noam Ebner, David Matz, and John Lande. This short article is very thought-provoking and a hoot to read for anyone interested in dispute resolution.
Negotiation is Changing by Noam Ebner. It was prescient when he published it in 2017, and it is even more relevant in the wake of changes in response to the covid pandemic.
The Inter-School Negotiation Practicum that Debra Berman organizes in which students to do an extra-curricular simulation over the course of a month.
Multi-stage simulations to provide more realism than single-stage simulations.
Stone Soup assignments to provide even more realism, especially considering changes related to the covid crisis.
Materials about litigation interest and risk assessment you might use including blog posts, powerpoints, and videos.
Take a look at the DRLE website generally for syllabi and other resources.
This post describes the Theory-of-Change book and the LEAPS Project. The TOC book includes 63 short think pieces, and you might want to use some of them as reading assignments. The LEAPS Project was designed to help faculty incorporate “practical problem-solving” (PPS) into a wide range of courses, including doctrinal, litigation, transactional, and ADR courses.
Don’t forget to encourage students to subscribe to Indisputably.
Students can join the ABA and Section of Dispute Resolution for free. Student members of the DR Section get electronic copies of all the publications, discounts on products, access to member benefit programming, and opportunities to join and participate in Committee activities. In particular, they get a 10-20% discount on books. This post includes an annotated list of some ABA books students may want to read, either from the library or by buying the books.
Are there other things you would add to this list? If so, put them in a comment to this post – and don’t be shy about suggesting something of your own.
One thought on “Readings and Resources for Teaching”
Here’s an article just released by Lela Love and Tom Stipanowich, Dear 1L: Five Guideposts for Your Future Professional Practice.