Picture a lawyer. Was he a male or was she a female lawyer? Was the lawyer wearing a suit? Was the suit black or blue? Even if you’re a huge fan of the film Legally Blonde, I doubt you pictured Elle Woods in her pink suit. In the movie, Elle stuck out like a sore thumb among her more conservatively dressed classmates. This fall, as students begin their legal education, some of them will face deep insecurities and will not see themselves as lawyers. Schools can give students the space to talk about their perception of professional identity and encourage . . . [more]
Archive for the ‘Legal Education’ Columns
Generative AI will disrupt legal research. Its negative impact has been highlighted in mainstream media in the UK and the US. Many legal information professionals have valid concerns about how generative AI’s application in legal research may impact the integrity of the profession. Meanwhile, social media (e.g., LinkedIn and Twitter) is flooded with legal tech companies’ commentary on how it can be harnessed to streamline legal research, improving efficiency and productivity. I reached out to several colleagues to hear their thoughts and ideas on how to address this contentious topic in their legal research classrooms.
Determining whether the impact . . . [more]
This book list was curated to offer those on the cusp of law school a summer reading list packed with important insights, presented in a manner that would not put them to sleep. It turned out to have something for everyone. Whether you prefer e-books or the old fashion flipping of pages, here are five must-reads for the summer months…
Bob Joseph, 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality (Canada: Raincoast Books, 2018) ISBN: 9780995266520
Why read it this summer?
One of the most difficult parts of statutory research for beginners is learning that statutes are published in two formats: chronological laws and codified laws. In the US, federal legislation is first published as a slip opinion and then bound into a volume of the Statutes at Large. These documents are useful for a researcher who wants to answer questions about intent or statutory language, as you want to see the entire law as it appeared when it was passed. However, most of the time a legal researcher merely needs to know what the law is at this moment on . . . [more]
In the 2020-2021 school year, the COVID-19 pandemic forced law schools to shift from deeply traditional in-person pedagogical methods to fully online learning. To say the least, students entering law school in 2020 (the “pandemic class”) had a markedly different law school experience than their pre-pandemic counterparts. From a lack of in-person learning to the challenge of blended work-life spaces, how did attending law school in a global pandemic affect the competencies of students in the pandemic class? Researchers will likely explore this complex question in the years to come. In the meantime, here are some reflections from one soon-to-be . . . [more]
Three months ago, I had never heard of ChatGPT. Now, a day doesn’t go by when I don’t find myself talking about it. How will it impact teaching? What about exams? And most importantly of all, how will it affect the practice of law and the work of the judiciary – for in the end, that’s what will determine the answers to the first two questions.
The locus classicus when it comes to the adoption of new innovations is a 1962 book by Everett Rogers, a professor of sociology at the Ohio State University, Diffusion of Innovations. In his . . . [more]
Why is the average powerpoint presentation painfully dull while the average musical is something theatergoers will pay loads of money to experience? How is it that the musical genre can take a topic like Alexander Hamilton or the six wives of Henry VIII and make textbook history into a memorable hit? Aside from the obvious advantages of singing, dancing, and glitzy costumes, the musical SIX gives us a clearly defined roadmap: we will tell you the stories of the six wives of Henry VIII, in order. This roadmap is repeated a few times during the show, cementing the women’s stories . . . [more]
As the fall law school term wound down, I found myself thinking about Peter Hogg. With the Alberta Sovereignty Act, the notwithstanding clause and Quebec and Saskatchewan unilaterally amending the Constitution, I’m sure I was not alone. When you teach Constitutional Law in this country, it is hard not to think about Peter Hogg. Like many, I was fortunate to have known Peter and although I never took a class with him, I very much consider myself a student of Peter Hogg. I benefitted from his mentorship and his teaching for two decades, until his untimely death in February . . . [more]
Timing is one of the hardest parts of teaching. At the very beginning of lesson planning, I sometimes have the fear that I cannot fill the time, but my more common problem is having too much content and too little time. I’ve learned to plan my timing down to five-minute increments, to hold a pause for questions far longer than I would like, and to set expectations and then set a visible timer.
When I write or revise my class plans, I mark the parts of the plan with time limits, rounded to the nearest five minutes. Normally, I think . . . [more]
In the genre of self-help books which I readily consume and then promptly fail to follow, sometimes one or two pearls of wisdom enter my consciousness and reemerge in this column. One of these is Gretchen Rubin’s suggestion in her book The Happiness Project that we ought to cultivate the activities which brought us joy when we were children. When I was younger I loved getting ready for the first day of school. I loved the freedom of the summer, but as the end of August approached I liked getting my pencils in order and my binders and notebooks packed . . . [more]
An Open-Access Teaching Q&A With UBC Law Professor Samuel Beswick, Editor of Tort Law: Cases and Commentaries
Samuel Beswick is an assistant professor at the University of British Columbia Peter A. Allard School of Law. His primary scholarly interests are in the areas of torts, unjust enrichment, limitations, and remedies. Last year, Professor Beswick reached out to CanLII to discuss a new casebook and syllabus he was designing for his 1L Torts class. He wanted to create a teaching resource that would utilize CanLII’s online functionality and be freely accessible to students and professors. Last August, CanLII published the First Edition of his casebook. Now, we are thrilled to be able to share the Second Edition of . . . [more]
It seems almost trite to say that we are living in strange times. One ‘emergency’ seems to follow another. Indeed, as normalcy recedes in our memories we now seem to have trouble determining if the strange events we confront really are ‘emergencies’ or just some kind new normal.
In Ontario, special measures made under the Emergency Management and Civil Protection Act, R.S.O. 1990, c. E.9, to address the worldwide pandemic have been in place for almost two years. Under the British Columbia Emergency Program Act, R.S.B.C. 1996, c. 111, not only have similar COVID measures been introduced, but . . . [more]