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]

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]

A SLAW Commentary by: Richard Jochelson, David Ireland, Melanie Murchison, Tan Ciyilepe, and Silas Koulak

The Pandemic has posed a number of new challenges for law schools in Canada and we are faced with new questions which will need to be settled in the near future. Immediate issues include: what will the acceptable quantum of online course delivery be after the Pandemic according to the National Requirement set by the Canadian Federation of Law Societies; will student and administrative meetings continue to be held via videoconference; should support staff, students or Faculty commit to some form of . . . [more]

Each semester my students must meet with me to discuss their research, and each semester I put a great deal of thought into how to arrange these meetings. I love the individual attention I can give each student in these meetings, and yet, scheduling these meetings always feels like a nightmare. Sometimes I think I have not properly explained the parameters of our scheduling system, but more often it is their lack of attention to detail that leads to my students showing up late, scheduling meetings when they are already scheduled to be in other classes, or otherwise failing to . . . [more]

Surfing through the blog entries from my Decanal colleagues over the last number of months, it is clear that coping with the pandemic and adapting legal education to remote delivery has loomed large for all of us. We know it has affected our students, our colleagues and our staff and it is tempting to wish for a return to “normal” as we understood it pre-pandemic. On the other hand, there is emerging a debate about what the post-pandemic university should look like, with early commentators suggesting that there is now ‘a unique opportunity to reimagine our universities as more inclusive, . . . [more]

Canada has a long history of (mostly) productive tension between the profession and law schools about the preferred content and mode of legal education, but occasionally, this productive tension deteriorates into stereotyping. In those low moments, the practicing bar is accused of narrow-mindedly favouring black-letter law and practical skills training, while the legal academy is off on some buzzword-heavy frolic of its own. In this parallel and distinctly two-dimensional universe, lawyers in the process of hiring articling students or associates are readily able to spot problems with legal education from student transcripts without any detour through actual law classes or . . . [more]

One of the earliest nautical handbooks published in the English language and intended for a mass market was called The Seaman’s Vade Mecum. Published in 1744 by William Mountaine (who, despite publishing a series of books on seafaring, was not himself a sailor, but a mathematician), the book remained the go-to book for seafarers until the end of the age of sail. The name itself translates from the Latin as “go with me”, and it was used to denote a pocket handbook that a prudent sailor always kept close to hand. And that’s exactly what we in the Canadian . . . [more]