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June 25, 2012
A Copyright Law Course Portfolio
Michael Madison has posted a course portfolio on copyright law on the ETL website.? He declares,
"My goal is to inspire students to learn, and to have the confidence to learn, long after they have left my classroom. I try to do that by demonstrating first-hand a passionate approach to the subject matter?as a lawyer, not just as a teacher?and by inviting students to explore their own passions, in roles that I help them create. I want students to feel not just the responsibility but the unease that comes with forming and expressing a professional judgment and having a client rely on that. Good judgment or poor, the client's perspective comes first. If students can use those feelings to start to build confidence in themselves, then they are on their way to professional success."
He emphasizes writing in his course:
"I have based student assessment on a series of three short written ?open? memoranda, each of which is framed as a request for advice from a senior lawyer, or a client, to a junior lawyer. Legal analysis is required but is subordinated to the lawyer?s solving a client?s problem, which may have legal, business, practical, and ethical dimensions.?. . . ?The assignments consist of open-textured, often ambiguous problems."? He? provides "multi-page written feedback on each memo that covers composition, organization, syntax, and grammar."? In addition, "Classroom teaching supplements the assessment method by regularly shifting from lecture-plus-discussion into complex hypotheticals that cast as many as six or seven students into different roles during exploration of a single problem."
He concludes, "I believe that any subject is learned more effectively if it is learned as it is practiced. I am consciously adopting a ?writing to learn? pedagogy."
Adding well-focused writing assignments, which are carefully critiqued, to a doctrinal course is a?simple way to?enrich the students' learning.? As I have said before, when students apply doctrine to a factual problem they?learn more and remember more.? Finally, it is important to expose students to open textured, ambiguous problems because they will face these types of problems in practice.
(Scott Fruehwald)
June 25, 2012 | Permalink
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