Pedagogy Discussion Group

The Pedagogy Discussion Group is sponsored by the NYLS Initiative for Excellence in Law Teaching, whose Co-Directors are Professors Kris Franklin, Doni Gewirtzman, and Kim Hawkins. This workshop began meeting in the spring semester of 2013. Its purpose is, as its name suggests, to provide a forum for faculty to focus on the many important questions entailed in teaching with excellence.

Spring 2017

Monday, April 17: What Does IRAC do to (for) Law Students? (Professor Kim Hawkins, NYLS)

Monday, March 27: Formative Assessment in Large Classes (Professors Kris Franklin and Doni Gewirtzman, NYLS)

Fall 2016

Monday, November 21: Group Discussion 2 of How Learning Works: Research-Based Principles for Smart Teaching

Monday, November 7: Group Discussion 1 of How Learning Works: Research-Based Principles for Smart Teaching

Spring 2016

Monday, April 11: Leveraging Technology for Effective Teaching (Professor Houman Shadab, NYLS)

Monday, March 21How Might We Develop Tools to Help Students Produce Successful Written Analysis? (Professors Kris Franklin, Doni Gewirtzman, and Kim Hawkins, NYLS)

Monday, February 22: How Can We Diagnose the Cause(s) of Writing Struggles for “Average” Students? (Professors Kris Franklin, Doni Gewirtzman, and Kim Hawkins, NYLS)

Fall 2015

Monday, October 12: A Modified Kingsfield Approach: A Defense of the Traditional Law School Classroom (Professor Ingrid Hillinger, Boston College Law School)

Professor Ingrid Michelsen Hillinger is a Professor of Law at Boston College Law School, where she teaches a variety of commercial law/bankruptcy courses including Business Bankruptcy, Contracts, and Secured Transactions. She was named one of the 26 “best law teachers” in the country by the authors of What the Best Law Teachers Do (Harvard University Press, 2013), and was the 2002 winner of the Boston College Distinguished Teaching Award. She is a co-editor of Chapter 11 Theory & Practice: A Guide to Reorganization, a multi-volume bankruptcy treatise. She is co-author of an Article 9 case book, Commercial Transactions: Secured Financing: Cases, Materials & Problems, which adopts a problem-solving approach to teaching transactional law.

Monday, November 9NYLS Faculty Roundtable: Is Collaboration on Teaching Really Worth the Investment?

All of us face demands on our time, and inevitably the choice to sit down with our colleagues and engage in meaningful teaching collaborations bumps up against those demands. It is certainly true that one argument against collaboration is that we don’t have enough time to squeeze it in. But of course, an argument about time is also an argument about priorities, and beneath the merely structural concerns there may lie substantive objections as well. What are those substantive arguments? As we think about the benefits of collaboration and conversation about our teaching, what are the costs?

Monday, December 7Prof. Aderson Francois (Howard University School of Law): more details to follow!

Spring 2015

Monday, February 9Self-Directed Learning in the Socratic Classroom (Professor Kris Franklin, NYLS)

Monday, March 16The First-Year Curriculum (discussion led by Professor Bill LaPiana, NYLS)

Monday, March 30Empathic Teaching, Empathic Learning (Professor Paula Franzese, Seton Hall)

Thursday, April 16: Working with Academically Underprepared Law Students (Professor Laurie Zimet, UC Hastings)

Fall 2014

Monday, September 29: Professor Kirk Burkhalter, leading a discussion of How We Teach and Give Feedback on Writing Across the Curriculum

Monday, October 6: Professor Rory Bahadur, Washburn University School of Law, Learning the Building Blocks of Legal Analysis in the Large Classroom

Thursday, October 23: Professor Ian Weinstein, Fordham Law School, leading a “grand rounds” discussion of Socratic teaching

Monday, November 10: Professor Corie Rosen Felder, University of Colorado Law School, Mindset Theory

Monday, November 24: Professors John, Damian and Troy Pieper, The Pedagogy of Bar Preparation

Spring 2014

Monday, February 24, 2014: Course evaluations — discussion led by Anne Goldstein and Camille Broussard (with others)

Monday, March 17, 2014: Narrative theory in the classroom — discussion led by Doni Gewirtzman

Monday, March 24, 2014: Sophie Sparrow, University of New Hampshire School of Law — What the Best Law Teachers Do, and Giving Effective and Efficient Feedback (especially in doctrinal classes)

Thursday, April 10, 2014: Jean Koh Peters, Yale Law School, Exploring Non-Judgment 

Monday, April 21, 2014: Designing In-Class Exercises — discussion led by Steve Ellmann

Fall 2013

Thursday, September 26, 2013: Russell McClain, Assistant Professor and Director of the Academic Achievement Program, University of Maryland, Francis King Carey School of Law, Ameliorative Law Teaching (discussing the effects of stereotype threat in the classroom)

Monday October 7, 2013: Aaron Dewald, Associate Director of the Center for Innovation in Legal Education, University of Utah, S.J. Quinney College of Law, discussing visual presentation techniques

Monday, October 28, 2013: David A. Binder, Distinguished Professor Emeritus, UCLA School of Law, discussing his book, co-authored with UCLA Professor Albert J. Moore, Demystifying the First Year of Law School: A Guide to the 1L Experience (2009)

Monday, November 18, 2013: NYLS Professors Doni Gewirtzman and Kris Franklin, discussing excerpts from Michael Hunter Schwartz et al., What the Best Law Teachers Do (2013)

Spring 2013

Monday, January 28, 2013: “Flip Teaching” (accompanying readings: Todd E. Pettys, The Analytic Classroom, 60 Buffalo Law Review 1253 (2012), and Educause, 7 Things You Should Know About … Flipped Classrooms (Feb. 2012)

Monday, February 11, 2013: “The Case File Method”: presentation by Arthur Leonard (accompanying readings: Douglas L. Leslie, How Not to Teach Contracts, and Any Other Course: Powerpoint, Laptops, and the CaseFile Method, 44 St. Louis U.L.J. 1289 (2000), and Douglas L. Leslie, Employment Law – CaseFile 1.5)

Monday, February 25, 2013: “About the Facts”: presentations by Jodi Balsam, David Epstein, Chaumtoli Huq and Lynnise Pantin of the Legal Practice faculty about the ways that they’ve taught attention to facts in their classes (accompanying reading: Deborah Zalesne with David Nadvorney, Integrating Academic Skills into First Year Curricula: Using Wood v. Lucy, Lady Duff-Gordon to Teach the Role of Facts in Legal Reasoning, 28 Pace L. Rev. 271 (2008), and two documents from our Legal Practice course, its catalogue description and an outline of the skills it teaches)

Thursday, March 21, 2013: “Team-Based Learning in Law Classes”: a presentation and demonstration by Barbara Glesner-Fines, Associate Dean for Faculty Development and Ruby M. Hulen Professor of Law, University of Missouri – Kansas City School of Law (not a Pedagogy Discussion Group session as such, but an Initiative for Excellence in Law Teaching Pedagogy Workshop)

Monday, April 1, 2013: “The Curriculum Reform Process”: presentation by Jethro Lieberman, chair of the Curriculum Committee (accompanying reading: Memo to the Faculty from the Curriculum Committee, on “Curriculum Reassessment,” Feb. 25, 2013)

Monday, April 15, 2013: “A thought experiment on how to structure the curriculum to teach a comprehensive range of lawyering skills” (accompanying reading: William Henderson, A Blueprint for Change, 40 Pepperdine L. Rev. 462 (2013))