Flipping the Constitutional Law Classroom

2017 ◽  
pp. 319-337
Author(s):  
Julia L. Ernst
Keyword(s):  
Instructional Development ◽  
Constitutional Law ◽  
Flipped Classroom ◽  
School Setting ◽  
Development Project ◽  
Law School ◽  
First Year ◽  
Thought Process ◽  
Spring Semester ◽  
The University

This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota's Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

Flipping the Constitutional Law Classroom

2014 ◽  
pp. 282-299 ◽  
Author(s):  
Julia L. Ernst
Keyword(s):  
Instructional Development ◽  
Constitutional Law ◽  
Flipped Classroom ◽  
School Setting ◽  
Development Project ◽  
Law School ◽  
First Year ◽  
Thought Process ◽  
Spring Semester ◽  
The University

This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota’s Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

scholarly journals The Effects of Demographic Mismatch in an Elite Professional School Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 457-486
Author(s):  
Chris Birdsall ◽  
Seth Gershenson ◽  
Raymond Zuniga
Keyword(s):  
Fixed Effects ◽  
School Setting ◽  
Law School ◽  
Professional School ◽  
First Year ◽  
Education Production Function ◽  
Education Production ◽  
Course Grades ◽  
Percentage Points ◽  
Good Grade

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.

scholarly journals Biomedical graduate student experiences during the COVID-19 university closure

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256687
Author(s):  
Janani Varadarajan ◽  
Abigail M. Brown ◽  
Roger Chalkley
Keyword(s):  
Psychological Health ◽  
Time Management ◽  
Well Being ◽  
First Year ◽  
Biomedical Sciences ◽  
Spring Semester ◽  
Ongoing Research ◽  
The University ◽  
Senior Students ◽  
Remote Learning

COVID-19-associated university closures moved classes online and interrupted ongoing research in universities throughout the US. In Vanderbilt University, first year biomedical sciences PhD students were in the middle of their spring semester coursework and in the process of identifying a thesis research lab, while senior students who had already completed the first year were at various stages of their graduate training and were working on their thesis research projects. To learn how the university closure and resulting interruptions impacted our students’ learning and well-being, we administered two surveys, one to the first year students and the other to the senior students. Our main findings show that the university closure negatively impacted the overall psychological health of about one-third of the survey respondents, time management was the aspect of remote learning that caused the highest stress for close to 50% of the students, and interaction with their peers and in-person discussions were the aspects of on-campus learning that students missed the most during the remote learning period. Additionally, survey responses also show that students experienced positive outcomes as a result of remote learning that included spending increased time on additional learning interests, with family, on self-care, and for dissertation or manuscript writing. Though a variety of supportive resources are already available to students in our institution, results from our survey suggest enhancing these measures and identifying new ones targeted to addressing the academic and emotional needs of PhD students would be beneficial. Such support measures may be appropriate for students in other institutions as well.

scholarly journals An emergency flipped classroom intervention in an L2 Dutch course: An action research study

2021 ◽  
Vol 31 ◽  
pp. 107-119
Author(s):  
Mikołaj Buczak
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Emergency Situation ◽  
First Year ◽  
Instructional Time ◽  
First Year Students ◽  
Emergency Situations ◽  
New Material ◽  
Flexible Management ◽  
The University

The flipped classroom has been gaining increasing popularity over the last decade, especially in the university context. This pedagogical approach not only contributes to students’ engagement and motivation, but also enables a more flexible management of instructional time in class, which makes it a promising option for emergency situations. In October 2020, a ‘Women’s Strike’ took place in Poland, influencing the teaching schedule in numerous higher education institutions. Since these circumstances caused a problem with managing the course and making it possible for the students to catch up with the new material, an action research investigation was undertaken to explore the applicability of the flipped classroom in an emergency situation. Hence, this article describes the evaluation of a flipped classroom emergency intervention with one group of first-year students of Dutch Studies at Adam Mickiewicz University in Poznań.

scholarly journals Correlation between the health of first-year students and adaptation to educational environment of a medical university

2020 ◽  
pp. 38-55
Author(s):  
Marina Borisovna Chizhkova
Keyword(s):  
Psychological Health ◽  
Substantial Reduction ◽  
Educational Environment ◽  
Practical Implementation ◽  
First Year ◽  
Spring Semester ◽  
First Year Students ◽  
Physical And Psychological Health ◽  
The University ◽  
Medical University

  The article presents the results of research on the place and role of health in the process of adaptation of future physicians to educational environment of a medical university. The subject of this article is the dependence of physical and psychological health of first-year students on the of adaptation and anxiety indicators in the university. The research methodology is based on the representation of health as the fundamental determinant responsible for the dynamic balance between students and the new conditions of professional becoming. Methodological toolset contains the following psychological techniques: questionnaires “Adaptation of Students in the University” (T. D. Dubovitskaya, A. V. Krylova), “Anxiety of the Students” (modification of the questionnaire J. Taylor), MOS SF-36 questionnaire (J. E. Ware, adapted by E. I. Shubochkina and co-authors.). The research was conducted during one academic year and consisted of two stages: October 2018 and in April 2019; reference set involved 120 first-year students (63 and 57 people respectively). Implementation φ-Fisher multifunctional, parametric Student’s t-test, Spearman's rank correlation coefficient, interpretation and summary of statistical data analysis allowed making conclusions that comply with the set goal advanced hypotheses: the dynamics of subjective assessment by first-year students of their physical and psychological health is characterized with the extended physical and social functioning, endurance, life activity in the context of lower level of role functioning substantiated by the emotional distress; dependence of health on adaptation and anxiety indicators is most evident during the fall semester and least evident in the spring semester; shift of this vector from academic to social adaptation, as well as substantial reduction in the number of intercorrelations, mainstream the problem of the dynamics of determinant impact of health upon the success of initial educational period. The acquired data can find practical implementation in development of theoretical-methodological framework for coordinating the adaptation process of first-year students to the educational environment of a medical university.  

Constitutional Law in 1956–1957

1958 ◽  
Vol 52 (1) ◽  
pp. 140-191
Author(s):  
David Fellman
Keyword(s):  
Supreme Court ◽  
Presidential Election ◽  
Constitutional Law ◽  
United States Supreme Court ◽  
The United States ◽  
Law School ◽  
University Of Pennsylvania ◽  
Court Of Appeals ◽  
State Supreme Court ◽  
The University

Two changes in the personnel of the United States Supreme Court occurred during the 1956 Term. Justice Sherman Minton, appointed by President Truman in 1949, retired on October 15, 1956, at the age of sixty-five, for reasons of health. Prior to his appointment to the Court, Justice Minton had served as U. S. Senator from Indiana and had spent eight years on the Court of Appeals for the Seventh Circuit. To take his place President Eisenhower gave a recess appointment to William Joseph Brennan, Jr., who took the oath of office on October 16, at the age of fifty. A native of Newark and a graduate of the University of Pennsylvania and of the Harvard Law School, he had served by appointment in 1949 on the New Jersey Superior Court, was advanced to the Appellate Division in 1950, and was appointed to the state Supreme Court in 1952. Justice Brennan was a Democrat, a Catholic, (the first since Justice Frank Murphy, who died in 1949), and the son of an Irish immigrant; and his appointment was announced just three weeks before the presidential election of 1956.

scholarly journals Oh, the places you’ll go!: Newcastle Law School’s partnership interventions for well-being in first year Law

2015 ◽  
Vol 8 (2) ◽  
pp. 11 ◽  
Author(s):  
Katherine Lindsay ◽  
Dianne Kirby ◽  
Teresa Dluzewska ◽  
Sher Campbell
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Resilience Training ◽  
The University ◽  
Management Curriculum ◽  
Support Students ◽  
Resource Input

Since “Courting the Blues” was published by Kelk, Luscombe, Medlow and Hickie in 2009, legal educators across Australia have been measuring psychological distress in law students, as well as implementing and evaluating strategies to support students’ well-being. This paper reports on initiatives implemented at the Newcastle Law School in 2012 designed to reduce performance anxiety around a compulsory first year mooting assessment, and the implementation of a self-management curriculum underpinned by the fruits of research in self-determination theory in 2013, involving a partnership between legal academics and professional colleagues from the University Counselling Service. In particular, the paper will analyse the use of the My Journey transition resource, input on growth mindset, reflective practice, resilience training, and practical mindfulness as strategies to support well-being of law students

scholarly journals Adventures in Higher Education, Happiness, And Mindfulness

2018 ◽  
Vol 7 (2) ◽  
pp. 425-484 ◽  
Author(s):  
Peter H. Huang
Keyword(s):  
Higher Education ◽  
Applied Mathematics ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Princeton University ◽  
Law Faculty ◽  
Freshman Mathematics ◽  
Law Student ◽  
The University

Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.

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