Transcript City University of New York (CUNY) School of Law Natalie Gomez-Velez, Presenter.
Slide 1
City University of New York
(CUNY) School of Law
Natalie Gomez-Velez, Presenter
Slide 2
Public Interest/Public Service Law
School: “Law in the Service of Human
Needs”
Access to the Legal Profession for
Underrepresented Groups
Slide 3
Public interest/access mission led to sequenced
curriculum to prepare students from varied
backgrounds for excellent public interest
practice upon graduation.
Slide 4
Curricular design includes:
Doctrinal Foundation
Lawyering Seminars in the first and second
years
Required Clinics and Concentrations
Bar readiness
Slide 5
Public interest practice requires readiness
Required clinics and concentrations in the
third year nudge toward preparation for
supervised practice by third year
Social justice focus supports emphasis on
tools for self-assessment, critical analysis,
and reflection
Slide 6
Use of multiple evaluative devices (formative as
well as summative evaluation) and feedback
Integrating academic support
Integrating support for “writing across the
curriculum”
Development of teaching competencies focused
on student learning for public interest practice
Slide 7
Set as academic policy
Use of rubrics, scaffolding, clear evaluative
criteria, stated expectations, and feedback
Teaching workshops to discuss evaluation
Teaching rounds to discuss in-class
interaction and evaluation
Slide 8
Academic Support faculty visit first year
doctrinal classes and required second year
classes
Academic Support as resource to students
and faculty alike
Faculty workshops on effective teaching
approaches for adult learners
Slide 9
Emphasis on legal writing in context starting
in the first year and connected to doctrinal
courses
Writing center
Support for advanced writing
Faculty workshops on teaching and
evaluating writing
Slide 10
Evaluation of teaching includes competencies
developed by faculty with an emphasis on
sequenced and integrated pedagogy for
public interest practice
Competencies focus on student learning and
explicitly reference the use of assessment
devices throughout the semester and at the
end of the semester to foster emphasis on
learning outcomes
Slide 11
Balancing institutional teaching expectations
with individual teaching styles (and differences
among faculty).
Supporting innovative teaching approaches
within a sequenced and integrated curriculum
Finding time and opportunities for effective
ongoing information sharing and ideas
Continuous process of monitoring student
learning needs and curricular offerings to be
responsive to change while delivering sequenced
and integrated curriculum (each change affects
other components)
City University of New York
(CUNY) School of Law
Natalie Gomez-Velez, Presenter
Slide 2
Public Interest/Public Service Law
School: “Law in the Service of Human
Needs”
Access to the Legal Profession for
Underrepresented Groups
Slide 3
Public interest/access mission led to sequenced
curriculum to prepare students from varied
backgrounds for excellent public interest
practice upon graduation.
Slide 4
Curricular design includes:
Doctrinal Foundation
Lawyering Seminars in the first and second
years
Required Clinics and Concentrations
Bar readiness
Slide 5
Public interest practice requires readiness
Required clinics and concentrations in the
third year nudge toward preparation for
supervised practice by third year
Social justice focus supports emphasis on
tools for self-assessment, critical analysis,
and reflection
Slide 6
Use of multiple evaluative devices (formative as
well as summative evaluation) and feedback
Integrating academic support
Integrating support for “writing across the
curriculum”
Development of teaching competencies focused
on student learning for public interest practice
Slide 7
Set as academic policy
Use of rubrics, scaffolding, clear evaluative
criteria, stated expectations, and feedback
Teaching workshops to discuss evaluation
Teaching rounds to discuss in-class
interaction and evaluation
Slide 8
Academic Support faculty visit first year
doctrinal classes and required second year
classes
Academic Support as resource to students
and faculty alike
Faculty workshops on effective teaching
approaches for adult learners
Slide 9
Emphasis on legal writing in context starting
in the first year and connected to doctrinal
courses
Writing center
Support for advanced writing
Faculty workshops on teaching and
evaluating writing
Slide 10
Evaluation of teaching includes competencies
developed by faculty with an emphasis on
sequenced and integrated pedagogy for
public interest practice
Competencies focus on student learning and
explicitly reference the use of assessment
devices throughout the semester and at the
end of the semester to foster emphasis on
learning outcomes
Slide 11
Balancing institutional teaching expectations
with individual teaching styles (and differences
among faculty).
Supporting innovative teaching approaches
within a sequenced and integrated curriculum
Finding time and opportunities for effective
ongoing information sharing and ideas
Continuous process of monitoring student
learning needs and curricular offerings to be
responsive to change while delivering sequenced
and integrated curriculum (each change affects
other components)