1. [Insert Name of Organization] [Insert Name of Speaker]

2. Today’s Conversation This will be more of a conversation among colleagues than a lecture We will focus on helping faculty increase teaching of “practical problem-solving”

3. Premises for Today’s Conversation There is a need to increase practical skill training Increase familiarity with broad range of skills Enhance learning of doctrine through application Legal education reform is a HUGE topic we can’t fully cover today This can be a sensitive topic touching feelings and identity of most faculty

4. Appreciating Each Other Important to appreciate colleagues focusing on producing scholarship and teaching doctrine Their work is – and will continue to be – important Important to appreciate colleagues focusing on teaching skills They often feel under-valued, vulnerable, and/or invisible Reform process can involve difficult conversations Use techniques in “Difficult Conversations” book

5. We Need to Work Together Each member of the faculty – and the staff – plays an important role in the educational program We should appreciate the complementary contributions we each make We need faculty who emphasize teaching doctrine, legal skills, transactional work, and clinics Both scholarship and teaching are important

6. The “Curse of Coverage” (The Elephant in the Room) Phrase from Barbara Glesner Fines Dilemma for most faculty trying to provide most possible instruction with limited time “Mile wide, inch deep” instruction Challenge grows as doctrine mushrooms How much do students learn and retain? Hidden messages about what is important or not

7. LEAPS Legal Education, ADR, and Problem-Solving Project of ABA Section of Dispute Resolution (leaps.uoregon.edu) Incorporate more “practical problem solving” (PPS) Interpersonal skills (e.g., communication) General lawyering skills (e.g., interviewing, factual and legal research, writing, analyzing options) Dispute resolution and prevention Professionalism

8. Potential Benefits Greater identification with range of legal roles including interviewer, advisor, planner, negotiator, and dispute process innovator, in addition to courtroom advocate Increased integration of doctrinal and skills instruction Increased student learning and retention of knowledge about legal doctrine and skills

9. Some LEAPS Suggestions (which you may already do) Shift some hypos from appellate argument to client counseling or negotiation Focus on problems instead of only cases & doctrine Use simulations inside or outside class Videos / guest speakers Informally collaborate with colleagues Get advice and examples from LEAPS consultants - civ pro, clinics, contracts, criminal, family, labor and employment, prof. responsibility, property, torts

10. How Do You Teach PPS? Many faculty regularly incorporate PPS in their courses How do you do it? What works well? What challenges do you have? How have you dealt with the challenges?

11. Barriers to Teaching More PPS “Not role of law school or doctrinal courses” “I don’t have the practical experience” “I don’t have the time” “This won’t help students pass the bar” “I can’t assess students’ learning of PPS” “Students will resist” “It’s too difficult logistically”

12. Overcoming Barriers to Teaching PPS Some ideas: Start by making small changes Get help from colleagues at your schools or others Ask a colleague to observe your class Observe a colleague’s class Take advantage of materials produced by others Seek support from dean to develop new materials Use creative assessment methods

13. Overcoming Barriers – Cont’d If you are interested but think, “Yeah, but …” … see detailed suggestions on LEAPS website