I. EXAMPLES

Elliot M. Burg, Clinic in the Classroom: A Step Toward Cooperation, 37 Journal of Legal Education 232 (1987).

Stacy Caplow, From Courtroom to Classroom: Creating an Academic Component to Enhance the Skills and Values Learned in a Student Judicial Clerkship Clinic, 75 Nebraska Law Review 872 (1996).

Linda Morton, Creating a Classroom Component for Field Placement Programs: Enhancing Clinical Goals with Feminist Pedagogy, 45 Maine Law Review 19 (1993).

Suellyn Scarnecchia, Gender and Race Bias Against Lawyers: A Classroom Response, 23 University of Michigan Journal of Law Reform 310 (1990).

Suellyn Scarnecchia, An Interdisciplinary Seminar in Child Abuse and Neglect with a Focus on Child Protection Practice, 31 University of Michigan Journal of Law Reform 33 (1997).

Thomas L. Shaffer, On Teaching Legal Ethics with Stories about Clients, 39 William and Mary Law Review 421 (1998).

II. SAMPLE COMPONENTS OF THE ARTICLE

A. Your goal (e.g. improve case planning; increase student awareness of ethical issues in the client interviewing process)

B. Problem or issue that necessitates class (eg race bias in the profession; attorneys fail to plan negotiations adequately)

C. Literature review of the topic (e.g. what have others written about how to teach case planning?)

D. How others teach the class - comparative discussion.

E. Description of the class

F. Assigned readings and why they are assigned

G. Examples of faculty-student or student-student interactions in a typical class

H. Report on student, colleague and your own evaluation of the class

I. Appendices with sample syllabus, simulation or other class materials, bibliography

III. TIPS

A. Choose a topic or class that is especially interesting to you.

B. Try something innovative and document student response and/or impact on student performance.

C. The reactions of your students and colleagues to a class can make the article worth writing, even if the class itself is not unique - document why something works or why it doesn’t.

D. Describe use of innovative teaching techniques, including technology.

E. Consider co-authorship with someone at your school or from another school.

F. Don’t wait to get it perfect before you write.

G. Commit to present it at a conference or to publish it in a symposium issue. Give yourself a deadline.

H. Don’t stop at one - you have a lot of innovations to describe and share!