Suchergebnisse

This article recommends developing assignments for first-year legal writing courses through collaborations with legal services organizations. The article stems from and describes such ongoing projects at Seattle University School of Law, where several hundred first-year law students have worked on such projects so far. We have partnered with lawyers at organizations like the National Employment Law Project, the ACLU of Washington, and Northwest Justice Project to come up with live issues that they would like to have researched, and they received the best student work product from each class. The partner organizations have used the students' work in several ways, including bringing successful impact litigation, preparing amicus briefs, and lobbying for legislative changes. These projects have increased our students' understanding of the importance of legal research and writing, have motivated our students to improve their work product, and have helped the students gain a different perspective than they often see within the first-year curriculum. The article contextualizes these projects within the traditional legal writing curriculum and the Carnegie Report's recommendations that law schools join lawyering professionalism and legal analysis from the beginning of law school. The article also draws on research into student engagement, including the Law School Survey of Student Engagement. The article discusses the literature regarding somewhat similar collaboration between legal writing and clinical faculty within the law school; these projects are complementary, but they have fewer timing challenges, are less resource-intensive for the law school, and they provide an opportunity to connect the law school with lawyers from community partner organizations. Finally, the article offers some concrete practical solutions to potential challenges in implementing these projects, including making sure that core legal writing objectives are met through the projects and how to teach the projects effectively to first-year ...

There are probably two general stages in the field experience in this setting in which the student shows the most genuine desire to learn. The first period is at the beginning of the placement when he is receptive and eager, even though suffering anxiety about beginning. The second period comes when he recognizes his own developing skill and begins to use it. In between there is a long period when the supervisor needs to sustain the student through disappointment, error, and regression. In some situations, the student's desire to retreat may be so strong as to cause the supervisor much concern about whether he will be able to progress further. At these points the supervisor should be especially careful about evaluating the student's ultimate capacity to move ahead. In the field work training of students in this setting, these stages of development are discernible. This does not mean that the development of all the students is uniform, or that they all arrive at the same stage at the same time. One student may spend half of his placement period in the first two stages; another may progress with seemingly little difficulty to the last stage but show little change within it. Nor has it been found that one stage of development is mastered before the student moves into the next; the development of two stages in a student can occur almost simultaneously. Individual differences inevitably come into play, and the stages of learning, as described in this paper, have meaning only when applied to the individual student and his particular learning experience.

First year students arrive at Barnard generally very comfortable in front of a computer, able to use the web to satisfy their interest in popular culture, the arts or politics, and skilled at using websites like Facebook and YouTube to find information about people, movies or music. However, we in the library soon discover that many are at sea in dealing with scholarly information. In particular, they are often unclear as to how to distinguish between articles and books that are scholarly and those that may be well-written and seem authoritative, but are not scholarly. In addition, they have many questions about what constitutes plagiarism; they know that they must not do it, but they are often unclear as to exactly what it is. These, then, are some of the information literacy issues we are trying to deal with in our teaching of first year students at Barnard Library.

The concept of complex psychological adaptation of first-year students for student life is presented. Theories of adaptability of adolescents and adolescents and the concept of their adaptation to new minds of life and activity are generalized. The results of the empirical study of the individual-psychological qualities of the freshmen, the features of their social interaction and academic motivation are described. The experience of the psychological support of the process of adaptation of students who are internally displaced to study at a university is analyzed. Their true personal and character peculiarities, ways of adapting to the situation and responding to adverse influences from the external environment are determined. The perspective circle of researches in the field of psychological support and support of internally displaced students is outlined. Adaptation to learning has been found to be a complex process of learning the norms and rules of an educational institution, forging friendships with one-groupers, and for constructive relationships with teachers; development of strategies of educational activity and initial activity. The article determines that the adaptation of internally displaced first-year students to study should come as an active tertiary adaptation of students to the higher education institutions, in the process of developing students' skills and ability to organize their understanding, and life, the system of working with professional self-education and self-education of professionally significant qualities of personality. It has been found that the process of adaptation to university education is a complex system of transformations that occur with a person in accordance with changes in the minds of existence. The beginning of a student's life is connected with numerous social changes; replacement of existing attitudes and stereotypes; stressful situations. For some students, this can lead to the substitution of a real sense of adulthood by activities such as freedom to attend classes, unsystematic homework, and so on. All of this can, over time, be transformed into a reluctance to study, attend a school, and participate in one's social life.