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Loyola University Chicago

Registrar

School of Law

Experiential Learning: Clinics, Externships, Practicum and Comprehensive Simulations

Experiential learning classes include live-client clinics, judicial or non-judicial externships, practica, or comprehensive simulations. A comprehensive simulation class is one in which the entire course is structured around one or more hypothetical legal situations. All experiential learning classes enable students to perform their legal knowledge, skills and values in a real or simulated  practice setting with intense, ongoing law school supervision and assessment.

Students who entered the School of Law before the Fall of 2014 must complete at least two credits of experiential learning. Students entering the School of Law in 2014 or thereafter must complete at least 6 credits of experiential learning, only 3 of which can be completed through a comprehensive simulation.   

Experiential Learning Courses:

Skills

Perspective Elective

Experiential Learning

Access to Health Care is a seven-week course exploring the legal, political, environmental, financial and medical issues surrounding access to health in the United States and internationally, with particular emphasis on people who are experiencing poverty and the uninsured. The course is complemented with a required spring break field study to an impoverished region in the United States or abroad. 

Experiential Learning 

Skills

Student must be eligible for a 711 license to participate.

This capstone course focuses on the legal and practical challenges relating to the provision of health care at the end of life, with a particular emphasis on patients’ authority to direct treatment once they are no longer able to communicate their own wishes directly. Students will learn the substantive law of patient rights and advance care planning, work with physicians to understand ethical challenges in end-of-life care, engage in client representation for patients living with HIV/AIDS, and develop model policies for an Illinois healthcare institution. The legal skills practiced in this course are transferrable to the practice of law in any setting. 

Experiential Learning

This course offers an in-depth study of three important areas in the presentation of evidence at trial: character (e.g., habit, routine and prior bad acts, as well as traditional character traits), hearsay, and expert testimony. Although not a "techniques" course, students will be called upon to participate actively in the class discussions and simulation. (Elward)

Experiential Learning

Skills

Students who have successfully completed the Health Justice Project clinic may enroll in the Advanced Health Justice course, in which they will continue to represent clients and complete projects responsive to the needs identified during their clinical experience.  Faculty permission required.

Experiential Learning 

Skills

Students will represent pro se clients in cases referred to the Mediation Program of the Equal Employment Opportunity Commission (EEOC). Working in pairs and under supervision of the instructor, students will interview and counsel the pro se clients, prepare the cases for mediation, and advocate for their clients in the mediation conference. Class time will be devoted to discussion of assigned readings, pending cases, written mediation memoranda and simulations to assure students acquire the skills needed to be effective advocates

The course is open to students who have completed at least three semesters of law school, are Rule 711-eligible (min. 51.0 credit hours), and have taken at least one interest-based, problem-solving class: Mediation Advocacy, Negotiation Workshop, Negotiation Seminar, Mediation Seminar, Alternative Dispute Resolution, Collaborative Law, or Child and Family Law Mediation. Experience competing on the INADR Mediation Team or ABA Negotiation Team also meets the prerequisite requirement. (Simon)

Experiential

Skills

This course is for students who have already taken and passed the Mediation Certification & Courthouse Practicum. Students in this course will further develop and build upon their mediation skills by mediating actual long model cases at the Center for Conflict Resolution, as well as short model cases at the Cook County courts. Students will turn in written case summaries and assessments after the mediations and use the classroom time to discuss and learn from each other’s mediation experiences. This is a 3-credit course. Grading is based on participation in mediations, class discussions and written work. Professor permission is required.  

Experiential

Skills

This course continues and builds upon the course of study offered in the fall semester, Advising Not-for-Profit Organizations in Real Estate and Business Transactional Settings (LAW 545-001). Please refer to the description of that course for the general framework for this sequence of courses. Students who have not completed LAW 545-001 are welcome in this course; for those students, the instructor will hold a one-session overview at a mutually-selected date and time to provide background useful for this class.

The course will explore the role of advising not-for-profit organizations in the business and transactional context through a combination of traditional lecture and discussion, case study simulations, guest speakers, and field visits to selected not-for-profit organizations in the Chicago area, as well as individual meetings with students on directed work. Each student will be invited to select and imagine a mock client organization with a not-for-profit mission suited to the student’s interests and will have the opportunity to identify and explore individual topics relevant to not-for-profit transactions, operations, or governance.

The course's emphasis on case studies and commercial transaction scenarios is also designed again to act as a capstone course that complements and draws upon the students' prior coursework in contracts, real estate and commercial transactions, ethics and government regulation. In these ways, the course emphasizes skills relevant in any transactional project, for-profit or otherwise.

This course is offered in the spring semester. We will meet most weeks at the scheduled class time either for in-class lectures, guest lectures, or simulations, or sometimes on-site at Chicago not-for-profit organizations and with the goal of allowing travel time to accommodate student schedule constraints. Students will be graded based on class participation, written assignments and exercises, and a paper and presentation resulting from research and study on their chosen mock client and individual study topics.

Experiential

Skills

There are more than 1.5 million not-for-profit organizations in the United States alone, and more throughout the world. Not-for profit organizations contribute to society in many ways, through diverse missions from education and research, to social services, relief, and advocacy, to religion, to arts and culture. In addition to the impact made through their missions, not-for-profits as a group are significant as employers and for their contribution to the general economy as well.

Not-for-profit organizations exist to further their charitable purposes, do not distribute dividends or net revenues (having no private shareholders or owners), and often are formed and operated to qualify for Federal income tax exemption under Section 501(c)(3) or other provisions of the Internal Revenue Code. Nonetheless, they have many of the same operational needs and characteristics of any other business. They occupy space (whether owned, leased, or hosted by others). They purchase and consume goods and services from vendors and suppliers. They manage and cope with attendant risks.

Interestingly, commentators suggest that not-for-profits can be more complex to manage, and to advise, than a for-profit business. The organization may have funding constraints, staff constraints, and knowledge constraints, particularly when copying with transactions or situations that arise only occasionally or where the organization is governed or operated in whole or in part by volunteers. Not-for-profit facilities and operations can be uniquely complex (think for example about a museum, a zoo, a hospital, or a cathedral), and their diverse sources of governmental and private funding can come with extensive conditions, restrictions, and reporting requirements. They may even be offered (or accept) donated goods or services in kind, gifts that come with their own implications.

This course will explore the opportunities and challenges for lawyers involved with not-for-profit organizations, whether as paid or pro bono legal advisors, or as board members or volunteers. The course will be centered around a recurrent series of fictional clients, each a not-for-profit organization, engaged in a variety of operational and transactional situations. Each client organization will have a different mission, size, and resources, as well as mock client representatives who will have different business and style preferences, which the class will need to accommodate and will come to anticipate in fashioning and recommending solutions for each client.  There will be a particular emphasis on transactions and involving ownership, leasing, use, and operation of real estate, which (just as with many for-profit businesses) is typically the largest single category of capital investment and the second largest category of repeat expense (after total personnel costs) for many not-for-profit organizations. The course will also consider issues of legal ethics and professional conduct, as well as governance and fiduciary duty of board members, in the not-for-profit context.

The course will use traditional lecture and discussion learning techniques and case study simulation, with a major focus on transactional goals, issue spotting, transaction structuring, documentation, and implementation. The course's emphasis on case studies and commercial transaction scenarios is also designed to act as a capstone course that complements and draws upon the students' prior coursework in contracts, real estate and commercial transactions, ethics and government regulation. In these ways, the course emphasizes skills relevant in any transactional project, for-profit or otherwise.

This course is offered in the fall semester. We will meet most weeks at the scheduled class time for lectures, simulation exercises, and discussion. Students will be graded based on class participation, written assignments and exercises, and a take home examination.

This course also provides the background and framework for Advising Not-for-Profit Organizations: Business Practicum LAW 482 which is offered in the spring semester.

Skills 

Experiential Learning

This weekend course will provide the essential skill set you will need as an entry-level deal lawyer. This is increasingly important, in light of growing client unwillingness to pay junior associate rates for attorneys to learn on the job. Facing an ever more competitive recruiting environment, it will be crucial for you to come out of the gate armed with the appropriate skill set for your chosen practice area. This course is designed to prepare you to speak intelligently in interviews and hit the ground running on the job. To this end, the focus of each class will be how to perform due diligence and how to draft resolutions, third-party opinion letters, and closing documents – tasks commonly assigned to junior associates. You will also study sample agreements that appear in many different types of deals, including commitment papers, indemnities, guaranties, escrows, pledge agreements and security agreements. When appropriate, we will invite guest lecturers to join us to provide real life insights into the transactional law practice.

Experiential Learning

Skills

This class is taught by Professor Terry Moritz and meets on four Friday and Saturday afternoons.  The 2014 class will be held Oct. 31-Nov. 1 and Nov. 7-8.

The workshop will focus on the substantive and procedural components of commercial arbitration in the United States.  The class will address established principles of arbitration law, the various types of arbitrations, the rules governing arbitration, the role of counsel in the arbitration process, as well as the power, responsibilities and ethical requirements of an arbitrator.  The course will combine a traditional lecture format with practical arbitration experience  and video presentations designed to provide the student with both a firm substantive basis in arbitration, as well as clinical experience workshop problem solving. The course includes participation in a mock arbitration.

 

Experiential Learning 

Skills

Art Law is a study of the main legal issues involved in the acquisition, ownership and disposition of works of art. The primary perspective is that of an attorney in the representation of an art collector, and how the transactional arc involves regular concerns, such as contract law, as well as art specific concerns, such as Nazi-era looted art. Part I Acquisition begins with a focus on the legal issues raised by the various venues for art purchases (art commissions, through a dealer, at auction) and follows with the two core issues of authenticity and good title. Part II Ownership concerns three topics that could arise during the ownership phase: crossing borders, moral rights and art loans. Part III Disposition completes the transactional loop with a discussion of how one transfers works of art during life or at death, whether by sale or gratuitous transfers, including valuation concerns. The course will include several drafting exercises (some of which will be done in teams) and a one-hour in-class final. (Rhodes)

Experiential Learning

Skills

The Business Law Clinic (the "Clinic") represents entrepreneurs and community members who, respectively, wish assistance in forming small businesses and not-for-profit corporations in the Chicagoland area. Students typically work with several Clinic clients during the course of a semester, under the supervision of at least one member of the Clinic's faculty. The Clinic also includes a weekly seminar (Tuesdays from 5 to 7 p.m.), which addresses relevant substantive law, ethical issues and pragmatic lawyering skills, such as drafting, negotiating and counseling clients. The work in the Clinic is transactional in nature. The Clinic does not handle litigation matters.

Participation in the Clinic requires both a significant time commitment (a minimum of 6 hours per week, in addition to the time in the seminar), as well as a certain degree of flexibility in the student's schedule. All students are expected to have an initial meeting with their clients and to meet with them thereafter, as needed. In addition, the students are expected to communicate with their clients regularly, efficiently and effectively perform the related transactional work under the supervision of the Clinic's faculty, maintain their client's files in an organized and professional manner, regularly attend the seminar classes and participate in various seminar exercises.

Prerequisite for the course is Business Organizations. Federal Income Tax is highly recommended. Other recommended courses, in order of preference, are Corporate & Partnership Tax, Sales, and Securities Regulation. Class is limited to 10-14 students and instructor permission and an application is required. (Stone)

Experiential Learning

A Business lawyer needs to know, or at least be generally familiar with, many areas of law. Therefore, the purpose of this course is to teach many legal issues, including:

(i)The organization of a business (e.g., the types of legal entities including: corporation, “S” corporation, partnership, and limited liability company), organizational documents for a corporation and a limited liability company, control issues including the problems of minority shareholder in a privately owned business, and understanding balance sheets and income statements;
(ii)The Financing of that business (including compliance with the federal securities laws in connection with private offerings and public offerings, bank borrowing and granting collateral pursuant to Article 9 of the UCC);
(iii)Certain key day-to-day transactions (including intellectual property, environmental law, labor law, real estate law, and sales of personal property as regulated by Article 2 of the UCC);
(iv)Buying and selling a business (including certain tax and non tax issues, documentation, hostile tender offers, going private and leveraged buyouts); and
(v)The financially trouble business (including workouts and the rudiments of securitization).

There is a large handout but the substance of the course is contained primarily in the lectures. Therefore, regular attendance is expected. There is no prerequisite for this course but some prior exposure to business law (e.g., Business Organizations) is highly desirable. (Rosenberg, Fall semester)

Skills

Experiential Learning

Business Planning is a problem oriented course in which students work together in teams of three.  There are 10 to 12 problems, covering fiduciary duty, valuing, capitalizing and organizing a corporation, drafting S/H agreements and buy/sell agreements, and selling the business.  Other problems deal w/ similar issues in regard to LLCs and partnerships.  Essentially, one problem is due each week.  The problems range from legal memos to planning memos to drafting articles of incorporation and by-laws to marking up forms to accomplish a specified purpose. Prerequisite: Business Organizations. (Murdock)

Experiential Learning

Skills

The Civitas ChildLaw Clinic represents children primarily in child protection (abuse and neglect), child custody and visitation, delinquency cases. Students typically work on at least two cases during the course of a semester, under the supervision of at least one member of the clinic faculty. The Clinic also includes a weekly seminar (Tuesdays from 4:00 to 6:00 p.m.), which addresses relevant substantive law, advocacy skills, and ethical issues in the representation of children. Students will be expected to master the law governing their areas of practice, as well as applicable rules of professional conduct. Students will gain experience with a range of lawyering skills, including client counseling, case planning, and written and oral advocacy. While the subject matter of the Clinic's cases focuses on children's issues, students should expect to develop skills transferrable to any practice setting. Enrollment in the clinic is limited to 16 students. Priority is given to students eligible for a student practice license under Illinois Supreme Court Rule 7-11, and permission of the Clinic instructors is required for enrollment. Civitas ChildLaw Clinic Application.

Participation in the Clinic requires both a significant time commitment and flexibility in the student's schedule. All students will be expected to attend and conduct court appearances throughout the semester, and to be available to attend to other client business during regular working hours. Students working full or nearly full time, or students who have concerns about their ability to maintain a flexible schedule, should speak with one of the members of the Clinic faculty before enrolling in the class. In addition, to avoid conflicts of interest, students may not participate in the Clinic while working for the criminal or juvenile divisions of the State's Attorney's Office, or the juvenile division of the Public Defender's Office.

Professor Bruce Boyer serves as the Clinic Director, and Professor Stacey Platt serves as Associate Director.

* Students in the Clinic for the first time must enroll for four credits and will be expected to participate fully in the classroom component. Students enrolling for a second semester will be expected to participate bi-weekly in the seminar; normally, students repeating the Clinic for a second semester take the course for three credits, but other options are available with permission of the instructor.

Skills

Experiential Learning  

This course will explore the use of mediation in disputes involving children and families. Students will survey various models and uses of mediation and related dispute resolution processes in the following contexts: divorce, custody and visitation issues; child protection; juvenile delinquency; balanced and restorative justice; adult guardianships; youth violence prevention and peer mediation; and special education. Further, students will consider the impact of domestic violence and other impairments on the child and family mediation process. In addition to reviewing basic mediation skills, students will participate in classroom exercises designed to develop their ability to think critically about issues, as well as apply mediation strategies to dispute resolution scenarios. (Levitz, Nathanson)

This course counts as an Experiential Learning and a Skills course.

The ChildLaw Legislation and Policy Clinic is part of the Civitas ChildLaw Center. Students in this Clinic have an opportunity to work, under the supervision of a faculty member, on a legislative or policy project that may involve any or all of the following: critiquing pending bills or existing legislation, drafting bills, developing summaries and fact sheets about pending bills, and building and working with coalitions to develop legislative ideas and consensus. Topics cover a range of child and family issues. Spring semester students primarily work on projects begun during the Fall Clinic, including researching and drafting legislation concerning child protection and juvenile justice reform issues. Students work in teams and must have sufficient time or flexibility during the work day to participate in some internal team meetings as well as attend meetings outside the Law School, as needed. Instructor permission required. Class hours TBD. (Weinberg)

Experiential Learning

Skills

This is Trial Practice I with an emphasis on those issues important to advocating in cases involving children (child witnesses, unique problems in expert testimony, special evidentiary issues, etc.). The course is taught by a team of lawyers, judges, and medical and mental health professionals with a student/faculty ratio of 8 to 1. The principal objective is to introduce students to litigation principles, and to teach them advocacy skills in an intensive learn by doing environment. By grounding the exercises in child advocacy problems, a further goal is to prepare students for the special challenges involved in the representation of children. At the end of the course, the student conducts a complete trial at the Richard J. Daley Center. (Geraghty)

Experiential Learning
Perspective Elective
Skills

This intensive, week long seminar provides a wide-ranging interdisciplinary exploration of critical issues affecting children. A diverse team of faculty offers interdisciplinary perspectives on the meaning of "best interests of the child" particularly as it relates to balancing legislative mandates and "best interests." Experts from history, political science, psychology, social work, law, education, and medicine present information, participate in discussion with the attendees, and debate the issues from the perspectives of their own professions. Faculty provide both a theoretical framework for examining the issues, as well as practical experiential learning. Various education methods are employed including case studies, lectures, outside speakers, field trips, role-playing exercises, group projects and hands-on learning activities. (Weinberg)

Description for the 2011 Children's Summer Institute Program: This year's Children's Summer Institute will focus on permanency considerations concerning children in the child welfare system, with an emphasis on disparities in decision making in the child welfare system and the resulting disproportional representation of minorities in child welfare systems across the country.

For more information about the class, or permission to register, contact Professor Weinberg at aweinbe@luc.edu or 312-915-6482.

Skills

This course is designed to develop skills used by lawyers in their roles as client interviewer, counselor and negotiator. Emphasis is on class participation. The first hour of each class is devoted to lecture/discussion of the covered topics. During the second hour students participate in practice problems which emphasize the skills taught in the first hour. Students are graded on the following: written paper, one videotaped out of class problem, and class participation. Because of the heavy emphasis on class participation, the class is limited to 18 students. (Suder)

Experiential Learning 

Skills

This course will be conducted in an intensive workshop format over the course of one weekend where students will role play as client and attorney. Students will learn the basic elements of client counseling techniques and put them into practice. Grades will be based on class participation. (Gaspardo, Mosshamer, dispute resolution faculty)

Experiential Learning

Skills

The Community Law Center Clinic (LUCLC) course is designed to teach students the essential skills involved in the practice of law, including client interviewing and counseling, hearing advocacy, negotiation and practice management. These skills are taught in conjunction with the representation by students of clients in civil cases under the supervision of Professor Theresa Ceko and the law school's clinical faculty. The Law Center is located in Room 1005 of the law school.

Students who enroll in the clinic course must be available to be in the clinic either one morning or one afternoon each week (Monday-Friday). The course also has a classroom component that meets each Wednesday from noon to 2 p.m. The purpose of the classroom component is to provide students with a theoretical overview of the lawyering skills that they perform at the clinic. In addition to regular clinic hours and classroom work, clinic students work on their cases during an additional 6 hours a week, most of this work done on the student's own time. Any student who has completed the first year of law school can enroll in the clinic course.

Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent.

Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice.

Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation.

The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment. (Ceko)

Experiential Learning

Skills

Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent.

Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice.

Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation.

The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment. (Ceko)

Experiential Learning

Skills

This course focuses on how lawyers work with communities and organizations to bring about change and takes a practical approach to understanding different forms of community-based lawyering. Students will work (for an approximate total of 50 hours in the semester) on projects with community organizations. Their work may entail doing research, creating fact sheets and manuals, conducting "know your rights" presentations in the community, helping to craft the message of a campaign, writing press releases, and strategizing with community members on how to identify and resolve particular issues. In addition to their fieldwork, every week, students will be assigned readings relating to course topics, such as organizing and different theories of change, the tools and strategies of lawyers, the history of lawyers working with different communities, and the role of law and lawyers in different movements. We will have discussions based on the assigned readings, and guest speakers will join us throughout the semester.

Experiential Learning
Skills

This seminar introduces students to comparative law, through exploration of legal systems in Chile. During the first part of the seminar, students will explore Chile's civil law traditions and history. Students will also select individual paper topics, with approval from the faculty. Over spring break, students will travel to Santiago, Chile, to learn more about Chilean legal systems and pursue research on their individual paper topics. During this week, students meet with the law faculty and students at Universidad Alberto Hurtado, a Jesuit university in Santiago, as well as with local lawyers, judges, and others for their specific topics. The second part of the seminar is devoted to student presentations on their paper topics, and on the research they have conducted in Chicago and Chile. Grades are based on program participation in Chicago and Chile, the class presentation, and the written research paper. (Boyer, Haney,Rhodes)

Experiential Learning

This course provides students with an introduction to contract concepts and terminology and exposes them to legal drafting techniques that will be useful in the private practice of law. Contract drafting requires more than knowing the legal boundaries within which parties operate. Lawyers also need advanced writing skills and an in-depth understanding of the building blocks of contracts and the functions of contract types and clauses. Attorneys must also pay attention to incentives, risks, and other strategic aspects of the underlying deal. This course will introduce students to selected documents used in various business deals and emphasize contract drafting through exercises that reflect the adversarial drafting of commercial contracts.

Experiential Learning 

Skills

This course is designed to provide practical advice on representing small businesses. It will include information helpful in determining who is the client, and what obligations, if any, you may have to persons who are not clients. You will be provided case studies highlighting matters of most importance to small businesses.
Topics to be covered will include advising clients on insurance requirements; negotiating commercial leases; use of independent contractors; licensing and related regulatory matters; exit strategies; and franchising.
The presentations throughout the course will be interactive; and students will be expected to participate regularly in the discussions.

Experiential Learning 

Skills

This unique course has a classroom component and a field work component.  The class meets formally one hour per week to cover substantive education law issues and to develop skills tailored to the practice of education law.  For the field work component of the class, students have the option to work in one of a variety of local placements where they will work under the supervision of practicing attorneys.  Students may choose to provide either: (1) direct representation and legal assistance to children and families in need of special education services; or (2) representation of school districts in education law matters.   Students may also work on educational policy matters.  Placement options include local organizations, school districts, law firms and government agencies.  In the Spring semester, students may participate in Loyola’s Educational Advocacy Project as an alternative to an external field placement.  (Kaufman, Coustan).  More information on the different placement options is available here.

Experiential

Skills

The expert witness is a powerful weapon in a trial attorney's arsenal. Expert Witness Theory & Practice gives students the opportunity to learn about expert witnesses and work with experts in a mock trial environment. During this two credit hour course, students will learn who can be an expert, what an expert can testify about, the pretrial disclosure requirements for experts, differences between Illinois and federal law regarding experts, and the fundamentals of direct and cross-examination of experts. Students will then participate in simulations including a discovery deposition and a mock trial where students will present and cross-examine psychology graduate students serving as expert witnesses. Students will be graded on their performance of these exercises as well as written exercises and classroom participation. The mock trial will serve as the final examination for the course. Completion of Trial Practice or Evidence is highly recommended.

Experiential Learning
Skills

Students who have completed all first year courses (Civil Procedure, Contracts, Constitutional Law, Criminal Law, Property, Torts, and Legal Writing) and who wish to receive graded credit for work performed in an approved field placement may apply for this externship. Certain field placements may limit eligibility to students who have completed certain course work or who have obtained their Rule 711 license. Students enrolled in this course may receive two or three hours of graded credit for supervised work performed in an approved field placement. This externship includes a classroom component that focuses on the performance of discrete legal tasks. It has been designed to allow students an opportunity to further develop practical lawyering skills. Students will be graded on classroom participation, simulations, practice area based drafting and research assignments, and field placement evaluations. There will be no final examination. (Gough)

Experiential Learning

Skills

Students in this practicum will administer a skills component of the traditional Family Law foundational course, focusing specifically on the drafting of an antenuptial agreement in a complex case hypothetical. Practicum students will serve as clients in the drafting exercise. In this capacity, students will meet face-to-face with the collective group of student attorneys representing each client and engage in ongoing, timely and detailed electronic communication with student attorney teams throughout the course of the skills exercise. Practicum students will also assist in evaluating the client counseling facet of the exercise, and in reviewing each prenup for its substantive terms. Each practicum student will spend approximately 40 hours engaged in work related to the exercise. Students may enroll in this practicum only with permission from the instructor. (Coupet)

Experiential Learning
Skills

Students will follow the evolution of a federal criminal case from investigation to trial.  The class will focus on one mock problem— which will likely be a federal narcotics investigation that resulted in a two-count indictment.  The indictment will allege that the defendants conspired to distribute more than 280 grams of a controlled substance and that they indeed distributed the controlled substance.  Because it will be too complex for a one-semester course, I do not recommend that the mock problem include a Title III investigation. The class will be divided into three parts: 1) Investigation 2) Suppression Hearing and 3) Trial. (Tracy)

Experiential Learning

Skills

The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. The tax clinic is neither exclusively a "skills center" nor a "theory center." Instead, all the numerous components of tax law practice are integrated in the curriculum of both classroom study and legal practice with actual clients. Some of the subjects include client interviewing and counseling, negotiations, and tax litigation. Students handle cases at the IRS and Tax Court level on a clinical basis and, with the clinic attorneys, prepare all appropriate written responses to the IRS, prepare Tax Court petitions, and litigate tax cases. Federal Income Tax is a prerequisite, and Tax Audits, Procedure and Ethics is recommended.  (Novy)

Experiential

Skills

The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. Federal Tax Clinic II affords students from the tax clinic the opportunity to carry their cases through to completion. It is more independent and sophisticated than tax clinic I. Students continue to develop the skills that they learned in tax clinic I, including client interviewing, negotiations, tax litigation, correspondence with the IRS, and preparation of petitions to Tax Court. Federal Income Tax and Tax Clinic I are prerequisites.

Experiential Learning
Skills

This seminar examines the laws and legal system of a different country each year and consists of a semester-long class and a required field study and service component over spring break. Past countries of study have included Tanzania, India, Thailand, South Africa, and Turkey. This unique team-based experience actively engages students in the learning process. Students, working in teams under faculty direction, conduct research, make class presentations, organize the field study and service components of the course, develop group research proposals, and produce scholarly papers, several of which have been published.

Experiential Learning

Skills

Students enrolled in the Health Justice Policy course will serve as legislative student lawyers. Students will engage in multiple activities that may include the representation of a national organization and the development of policy approaches to support access to health for low-income individuals. Students will practice legislative lawyering skills, which may include stakeholder analysis, legal research and drafting, creative problem solving, interdisciplinary collaboration, among others. Students will also work on an interdisciplinary team that includes social work and medical students. Students must be available to participate in a mandatory orientation prior to the start of the semester and are expected to maintain a minimum of one office hour per week. Faculty permission required.

Experiential Learning

Skills

The Health Justice Project is a live-client law school clinic that provides law students with an intensive, challenging education in the fundamentals of legal practice, systemic advocacy, interdisciplinary collaboration, creative problem solving and professional values.  Through direct representation of clients and participation in an interdisciplinary medical-legal partnership, students address the social, legal and systemic barriers that prevent long-term health and stability for low-income individuals and families in Chicago. Case subject matter may include housing, public benefits, disability and other areas of law. Enrollment in the Clinic requires a significant time commitment and flexibility in the student’s schedule.  Students are required to attend hearings and court appearances, participate in an interdisciplinary partnership and tend to other client matters throughout the semester.  Students must be available to participate in a mandatory orientation prior to the start of the semester. Faculty permission required.

Experiential Learning

Skills

This course is taken in conjunction with the Health Justice Project course and provides students with an opportunity to participate in an interdisciplinary team to address health problems of low-income patients. Students partner with medical residents and doctors to explore communication and ethical issues among disciplines and actively participate in precepting and grand rounds with medical and social work partners. Faculty permission required.

Experiential Learning
Skills


(This class is limited to 16 students)

The course uses as a focus the Willem C. Vis International Moot Arbitration Competition. Sponsored by Pace Law School, the Vis Moot is based on a problem governed by the U.N. Convention on Contracts for the International Sale of Goods (CISG). In the spring, an oral competition is held in two different venues, Vienna and Hong Kong. Recently, Loyola has been able to send a different team of students to each of the venues. The course includes about three weeks of study of the CISG, as well as approximately three weeks of study of international commercial arbitration, including basic laws and rules, how to draft an arbitration clause, how to choose an arbitrator, and how to participate in an arbitration as an advocate and as an arbitrator.

While the first half of the semester is spent learning about the CISG and arbitration, the second half is spent putting that knowledge into practice. When the problem on which the Moot Competition is based comes on line in October, students work collaboratively to draft Claimants' and Respondents' memoranda. The Claimant's memorandum is due in early December, and the Respondent's memorandum is due in late January. Students also present an oral argument before arbitrators from Chicago law firms, at the offices of the respective law firms. At the end of the semester, a second oral argument is held at the law school, after which students are chosen who will have the opportunity to compete in Vienna and Hong Kong during the spring semester, for an additional two hours of credit.

Through the emphasis on both brief writing and oral arguments, students make significant progress in their skills as advocates, as well as their understanding of dispute resolution in an international context. Their accomplishments have been well recognized in both competitions. More information about the Vis Moot is on the Pace Law School Website: www.cisg.law.pace.edu/vis.html.

Eligibility: If a student is part of a moot court team that will be arguing in the fall semester, he or she is not eligible to take this course, since this is a skills-based course requiring substantial out of class effort in both brief writing and oral argument. If a student is part of a moot court team that will be arguing in the spring semester, he or she is eligible to take the course in the fall, but will not be eligible to compete to be an oralist in the Vienna or Hong Kong competition. Corboy Fellows are not permitted to take this course. The course is not open to LLM students, unless they wish to audit.

Important: Permission of the professor is required. In order to apply, please submit a resume and a statement of interest to Professor Moses, mmoses1@luc.edu explaining a little about your background, and why you are interested in taking this course. (Davis, Moses)

Experiential Learning

Skills

Students enrolled in Introduction to Health Justice serve as client advocates. Students conduct intake and, through direct interaction with clients, practice issue spotting, interview skills and creative problem-solving.  Clients may present with variety of matters related to health, such as housing code violations, medical debt, disability, special education, public benefits denials and other critical needs. Students also gain an understanding of interdisciplinary collaboration in the practice of law and an overview of legal systems that respond to poverty and health disparities. Students must be available to participate in a mandatory orientation prior to the start of the semester and are expected to maintain a minimum of six office hours per week. Faculty permission required.

Experiential Learning

Skills

This course, which meets once a week for two hours, will explore in depth labor and employment issues in the 21st century education workplace. Students will form teams -- representing individual employees, the union, and management- and advocate their respective positions in a variety of contexts, including collective bargaining, unfair labor practice proceedings, teacher discipline and dismissal proceedings, and contract grievance arbitration. Current events and contemporaneous developments will provide the backdrop for the course materials and class activities. Topics will include: tenure, reduction-in-force and seniority rights, and teacher accountability and evaluation of professional personnel under new education reform legislation; public sector bargaining trends in Illinois and nationally; the 2012 Chicago Public Schools teachers strike; LGBT issues, free speech, and workplace right of privacy.

Experiential Learning

Skills

Few resources exist to assist individuals who have been exonerated after serving time in prison for crimes they did not commit.  Life After Innocence (“LAI”) – the first and still one of the only projects solely devoted to post-exoneration services – provides its student members with unique practical and educational experiences in a clinical classroom setting.

LAI provides a variety of legal and social services to its clients through direct interaction between students and exonerates. Students work together in practice groups to develop practical lawyering skills, acquire a deeper understanding of professional and ethical responsibility, and cultivate an attorney-client relationship in a unique and still emerging area of law. Projects may include obtaining expungement of criminal records, litigating petitions for certificates of innocence, drafting amicus briefs, and engaging with areas of law ranging from family law to criminal procedure. Students also work with exonerees as they procure identification, find housing, search for employment, obtain health services, and learn technological skills. Senior law students eligible for a 711 license may actively participate in court proceedings and draft legal documents under the supervision of LAI faculty members.

A weekly two and a half hour class meeting simulates the environment of a staff meeting in a small law firm. In addition to attending class, students will commit to performing 4-6 hours of course related work each week. Students will provide a weekly summary of time billed and agree to complete any projects not completed during the semester.

Experiential Learning

Non-Graded

This course is the second credit of a two-credit ungraded program.   To prepare for the visit to London, students are required to take Introduction to the English Legal Profession (1 credit) during the fall semester prior to the trip.  Participants are then required to register for this course in the spring semester after the conclusion of the trip to London.  Students are required to submit a 20 page research paper by a deadline in May on a topic approved by the instructor.

Each year, students are selected to travel to London for about two weeks between semesters.  In London, students engage in a number of activities focusing on the British legal professions, the system of advocacy and legal history.  For students who hope to be selected for the program, completion of Trial Practice I is recommended.  Applications for the program are due each April and the program faculty selects the participants for the following year. There are always far more applicants to the program than available space. (Faught)

Experiential Learning
Skills

406 - Mediation Advocacy (3)

Skills 

Experiential Learning

Students in this course will be trained to become certified mediators and then develop their mediation skills through hands-on experience mediating in court. The course starts with a mandatory intensive mediation skills training conducted by the Center for Conflict Resolution (CCR) at the beginning of the semester. The course will thereafter meet once a week in seminar to discuss, practice and improve upon student mediation skills. Students who complete the skills training portion of the course and meet all of CCR’s certification requirements will be certified as CCR volunteer mediators and mediate actual cases in Cook County courts while continuing to meet in class once a week to discuss and build on what they learn in the mediations. Upon completion of this course and the CCR certification process, students will be able to continue volunteering as mediators for CCR, as long as they continue to meet CCR’s volunteer requirements. There is no prerequisite for this class; however, preference will be given to students who have already completed a mediation or negotiation course. (Block, Eatherton)

Experiential Learning
Skills


Mediation is an alternative to litigation which enables disputing parties to negotiate their own agreed settlement. It involves an impartial third party neutral, the mediator, who assists disputing parties in this alternative dispute resolution (ADR) process. This course will offer an overview of mediation techniques, applications, and history. Through simulations and other in-class exercises, students will consider how mediation differs from other types of ADR processes, how mediation styles and models differ from one another, and how the role of the attorney-advocate changes during mediation.(Levitz, Nathanson)

Experiential Learning
Skills


Mediation is an alternative to litigation which enables disputing parties to negotiate their own agreed settlement. It involves an impartial third party neutral, the mediator, who assists disputing parties in this alternative dispute resolution (ADR) process. This course will offer an overview of mediation techniques, applications, and history. Through simulations and other in-class exercises, students will consider how mediation differs from other types of ADR processes, how mediation styles and models differ from one another, and how the role of the attorney-advocate changes during mediation. This course will be conducted in an intensive workshop format over the course of one weekend where students will role play as client and attorney.  No textbook is required, nor is there a first assignment. (Green

Experiential Learning

Skills

This course will introduce students to the issues that arise in merger and acquisition transactions. Students will study the legal framework within which m&a transactions and the negotiation and documentation of such transactions take place. Students will analyze the considerations involved in selecting various structural alternatives for m&a transactions, examine the dynamics of the m&a transaction negotiation process, investigate the various stages of m&a transactions and focus on the lawyer’s role in adding value to such transactions. Students will also have the opportunity to study, evaluate, draft and/or negotiate various types of documents that are commonly encountered in m&a transactions (such as, confidentiality agreements, employee retention agreements, investment banker engagement letters, letters of intent and purchase and sale agreements). There will be a take-home final examination. Students taking this class would benefit by having previously taken Business Organizations and Securities Regulation; these classes are not, however, required to take the course. (Slaughter)

This course is an introduction to several topical areas of national security law.  Students will first learn the fundamentals of the government’s national security powers, which include issues surrounding separation of powers and government roles implicated by foreign relations.  The next phase of the course focuses on the origins and evolving limitations of intelligence operations.  The intelligence component of the course includes identifying the roles of various intelligence agencies, such as the DIA and NSA, as well as analyzing legal problems connected to the intelligence field.  Encompassed in the intelligence component is discussion about law enforcement’s role as related to intelligence and about access to national security information.  The intelligence component segues into the coordination of terrorism investigations and related issues, such as the criminalization of terrorism, material support crimes, and Fourth Amendment considerations. The class will not require a final exam, but will include a ten-page final paper. (O'Malley)

Experiential Learning

Skills

This course will examine the basics of retail leasing by studying a sample lease.  Students will learn both the Landlord's and Tenant's perspective of a lease by negotiating and drafting lease provisions for both parties.  Each week the students will participate in a mock negotiation of the provisions studied the previous week.  The only text for this course will be a sample lease which will be provided by instructor. (Kelly)

Experiential Learning 

Skills

This course will be conducted in an intensive workshop format over the course of one weekend. Students will learn the basic elements of negotiation techniques and put them into practice. We will cover the negotiation process from the initial establishment of rapport, to the resolution of the conflict and compromise, to reach final agreement. We will also cover some of the legal aspects of negotiation re the Settlement Agreement. Grades will be based on the student's performance in an actual negotiation at the end of the course. Students who do exceptionally well may be invited to represent Loyola at the ABA National Negotiation Competition in the fall. (Gaspardo/Mosshamer and dispute resolution faculty)

Experiential Learning
Skills


Negotiating effectively is one of the most important qualities of a successful lawyer. This course seeks to help you move from negotiating by instinct, as most people do, to negotiating more thoughtfully, more comfortably and with a clearer sense of purpose.
This course merges theory with practice to: (1) develop your understanding of negotiation, and your awareness as a negotiator; (2) give you tools and concepts for analyzing and preparing for negotiations; (3) enhance your negotiating skills through frequent role plays, analysis, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory, you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system.
The Negotiation Workshop is a highly rewarding and interactive course. The course syllabus consists of assigned readings, simulations, and written assignments before almost every class, and attendance at one video debrief where we will analyze your skill set. (Michel, Zelizer)

Experiential Learning
Skills

In recent decades, courts, communities and schools are returning to restorative methods to address family issues such as child guardianship; escalating violence in our schools and streets; reintegrating prisoners into their communities; making decisions about appropriate sentencing; and the role of victims in the process.  In each context, the same issues must be addressed: who is involved, what are the needs of the parties, and what can be done to resolve the issues at hand. This one credit course will be conducted in workshop format over the course of one weekend. Students will be able to identify the core principles underlying the restorative justice paradigm, compare and contrast restorative and retributive justice models, and learn the basic elements of conflict resolution techniques through a restorative lens. We will address the history of restorative justice and students will be trained on a restorative dialogue process. Grades will be based on the student's performance in the culminating simulation exercises.

Skills

Experiential Learning

This one credit hour course will provide students with an intensive simulated experience in the various processes of resolution of special education disputes. Areas addressed will include some or all of the following: contested IEP meetings, manifestation determination reviews, resolution meetings, mediation, and due process hearings. Assuming the roles of parent legal advocate and school district counsel, students will develop a practical working knowledge of federal and Illinois statutes and regulations governing special education dispute resolution; develop a legal understanding of, and working familiarity with, student special education records and documents; and learn how to interview and prepare clients, witnesses, school personnel, experts, and others for their respective roles in the dispute resolution process. (Hirsman/Johnson)

This course, which meets once a week for two hours, will deal in depth with current and timely issues in the education of children with disabilities. Students will learn federal and State statutory and regulatory procedures in determining eligibility for services, evaluation, development of the individualized education program, and provision of services in the least restrictive environment. The education of special needs children from early childhood through post-secondary transition will be addressed. The course will focus on advocacy, statutory and regulatory compliance, and dispute resolution. Students will form teams assuming the roles of parent/student advocate, school administrators, and school service providers in a variety of simulated activities throughout the semester, including: participation in eligibility and IEP conferences; disciplinary manifestation determination reviews; resolution sessions, mediation, and pre-hearing due process procedures; and determining Section 504 eligibility and developing and implementing a Section 504 service plan.


Students may also take the course for three credits by participating in additional small group seminar meetings to discuss course topics of interest in more detail. A student interested in the additional credit hour would have the option to write an additional paper of publishable quality that could be published in Loyola’s e-journals, conduct a training for parents or professionals through an outside organization, or complete other additional course assignments of interest to the student and approved by the instructor.

Skills

Experiential Learning


Second- and third-year students teach about law and the legal system in Chicago area elementary and high schools. Students attend a weekly seminar and teach two classes per week in their assigned school. In the spring semester students typically have the option of preparing high school students for the city mock trial competition. For that experience, prior or current enrollment in Trial Practice is advisable, but not required. (Bird)

Experiential Learning

Skills

This one credit weekend course will provide students with an intensive simulated experience in conducting a student disciplinary administrative hearing.  Assuming the roles of counsel for the student and counsel for the school district, workshop participants will prepare for and represent their respective clients in a school expulsion hearing.  Participants will develop an understanding of the constitutional principles of due process, freedom of speech, and search and seizure as they pertain to students in the public school setting; as well as Illinois School Code statutory provisions regarding student discipline, suspension and expulsion.  In the course of preparing for the culminating disciplinary hearing, participants will gain a working familiarity with student codes of conduct and student school records and documents, and they will hone their skills in interviewing and preparing clients, witnesses, and school personnel for their respective roles in the discipline process and administrative hearing.  Students will also deliver opening and/or closing statements and conduct direct and cross-examinations of witnesses and, through this process, will enhance skills applicable to a variety of court and administrative hearing settings. (Hirsman/Johnson)

Experiential Learning

Skills

This is a structured, student(s)-initiated course in which participating third year students use their acquired legal knowledge, skills and values to help solve a legal or social problem or to provide project-based legal assistance to a non-profit, governmental or professional organization.  This course gives students an opportunity to exercise planning, project management, problem-solving, collaboration and other skills in a real-world setting, while at the same time helping them to develop the capacity for self-directed learning and to appreciate how one’s legal training can benefit the community, the profession, and/or the broader society.

 

Examples: 

 

  • Assist a community-based organization serving a predominantly immigrant community to develop and implement a legal literacy program designed to promote greater access to justice for its constituents.
  • Work with the University’s Center for the Human Rights of the Child in providing legal services for child trafficking survivors.
  • Support the work of governmental agencies in providing relief to victims of unlawful mortgage foreclosure practices.
  • Partner with one or more law professors in drafting and filing an amicus brief in a pending Supreme Court case.

 

Students who wish to undertake an Engaged Learning Capstone Project must design and gain approval for the project during the semester or summer prior to the project’s actual implementation.  For example, students wishing to enroll in a capstone project in the fall semester may obtain approval in the preceding summer, and must register for the course before the fall registration period closes. 

 

To gain approval, the student or students must first secure the participation of at least one full-time faculty member who would be willing to supervise the project and provide substantial individualized ongoing formative assessment and summative assessment of the final work product.  The student or students then must submit a written proposal to Dean Kaufman setting forth the following:

 

  • A description of the project, including its purpose and potential impact on the organization on whose behalf the project is being undertaken;
  • An implementation work plan, including time line and progress benchmarks;
  • Number of students participating in the project and how the students plan to allocate the work among them;
  • A plan for faculty supervision (e.g., periodic meetings, regular status reports, process for formative and summative assessments);
  • Memorandum of understanding from the relevant organization, if necessary;
  • The specific knowledge, skills and values that would be needed to bring the project to successful completion;
  • Proposed final written work product;
  • A process by which the students will engage in periodic and final self-assessment of their experience.

Dean Kaufman will review the proposed project, solicit appropriate input from the faculty, and offer suggestions for revisions and modifications of the proposal where necessary.  At least one member of the full-time faculty must serve as the supervisor for any approved project.  Additional mentors for the project may be recruited from other schools within the University, or may be adjunct professors, practicing lawyers, judges, legislators, or other relevant professionals as appropriate for the particular project.

 

The final written work product may be in the form of a scholarly article of publishable quality, a model bill and supporting memorandum, a draft complaint or petition and supporting memorandum, the formal documents and supporting memorandum for a transactional project, or a brief (on the merits or as an amicus), to name just a few examples.

This is a graded experiential learning course for three credits.  A critical component of the project will be substantial individualized, ongoing formative assessment provided to the students, and a summative assessment of the Project’s final work product or outcome.

 

 

Experiential Learning

CAPSTONE COURSE – SUCCESSION PLANNING FOR THE FAMILY BUSINESS
PROFS. RHODES AND KWALL

COURSE DESCRIPTION

                This Capstone Course is limited to twelve, 3Ls who have completed Estate & Gift Tax and Advanced Corporate Tax.  For the first half of the semester, the capstone students will be part of the Estate Planning class taught by Prof. Rhodes during which time they will learn the fundamentals of estate planning.   After spring break, the Capstone students will have their own specialized classes co-taught by Professors Kwall and Rhodes that focus on family business planning.  

                The Capstone Course is intended to serve as a “bridge to practice” for future lawyers representing entrepreneurs of successful multi-generation, family-owned businesses.  These clients expect to be serviced by a lead professional who can integrate business, income tax, and estate planning objectives.   Although the Tax Certificate program offers a rich curriculum in income tax and estate tax, these courses only provide the building blocks to comprehensive planning.   This Capstone Course is designed to equip students with the integrative understanding necessary to meet the demands of the mature entrepreneur who will expect his/her business planning, retirement planning, and death planning to be led by a lawyer with foresight, judgment and a big picture perspective.

                The Capstone Course students will focus on a case study that raises a myriad of income tax and estate planning issues.  Students will diagnose and analyze existing tax problems and develop a variety of options including a transfer of the business to a younger generation, a sale of the business to unrelated parties, or a reorganization of the business.  The students will work in teams and each team will be expected to produce a detailed planning outline explaining the problems, alternative solutions and the issues they present that can be used to educate the client and develop a course of action.   There will not be a final exam.   As to grading, 50% will be based on the first half of the semester and 50% will be based on the second half of the semester.             

Experiential Learning

Skills

This course will introduce students to the evolving history, roles and responsibilities of in-house legal counsel. Students will investigate the skills and characteristics that contribute to successful and effective practice as an in-house counsel and explore the similarities and differences between in-house legal practice and outside legal practice. Topics covered during the course will include: the relationship between in-house counsel and his/her client; in-house counsel's role in adding value to his/her organization; advising and counseling clients; fact gathering and investigation; managing an in-house legal practice; selecting and managing outside counsel; and the ethical challenges of in-house counsel. This will be a hands-on course focused on practice skills development. In role plays, students will step into the shoes of in-house counsel to address a variety of situations in which an in-house counsel would be expected to act. Students also will observe experienced, practicing in-house counsel address similar situations and analyze the factors and considerations that contribute to effectively addressing the situations. Students will be expected to regularly attend and participate in class. There will not be a final examination in this course. Students will be evaluated on the basis of a final project (which will involve a class presentation and a written assignment or assignments) and class participation. (Slaughter)

Experiential Learning

Skills

This course offers the opportunity to develop the skills necessary to conduct a trial, including opening statements, direct and cross examinations of witnesses, and closing arguments. One section is offered each semester (course 411). In addition, an intensive eight day course is offered during the summer and between semesters in January (course 416). Each course is taught by a team of lawyers and judges with a student/faculty ratio of 8 to 1. The groups rotate among the teachers, and each student is given the opportunity to perform the exercises. At the end of both the intensive and the semester long courses each student conducts a complete trial at the Daley Center. Since the intensive course in January is a spring semester course, it cannot be taken by students intending to graduate at that time. Prerequisite: Evidence. 
* When this course is offered in January, it is enrollment by instructor's permission only.

Experiential Learning

Skills

This course provides additional opportunity to develop witness examination skills, skills in opening and closing statements, and skills in the development of case theory. Students are assigned in teams of four to each side of a case, and they try four or five cases over the semester. The student teams rotate each week among the teaching faculty. Enrollment is permitted first for those students who received the grade of "A" in Trial Practice I. Enrollment of students who received less than an "A" depends upon space availability, although typically the course has accommodated all those who have sought enrollment. (Carey and the trial practice faculty)

Experiential

Skills

The course requires instructor permission for enrollment and is limited to students that are currently enrolled in the trial practice competition course or the Corboy Fellowship.  Students are asked to prepare and compete in one or more mock trial competitions in addition to the competitions that are part of the trial practice competition course or the Corboy Fellowship program. Variable graded credit is available from one to three units depending on circumstances as determined by the instructor.

Experiential
Skills

In this course, students will focus on contract drafting, communications, transactions analysis, matter management, negotiation and client service. We will use simulations, role playing, in-class negotiations and a five week drafting and negotiation lab to introduce you to the basic work of a transactional lawyer. The goal of this course is to offer you a basic primer on the actual practice of transactional law.

Experiential Learning
Skills


This weekend course is designed to provide students with an overview of the issues and case law related to wrongful convictions. Students will gain an understanding of the dynamics of wrongful convictions and this burgeoning area of law. The course will also provide the opportunity for each student to research one recent case of wrongful conviction. 40% of the grade in this course is based on class participation. 60% is based on a research paper.

Loyola

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