Registration is now open for the 2018 ACCLE-CALT joint conference at the Faculty of Law at Queen's University on the theme of “The Whole Lawyer 2.0”. To inspire us in our conversations, we are honoured to welcome Renu Mandhane, Chief Commissioner of the Ontario Human Rights Commission, as our opening keynote speaker. The online registration page is at the following link … please note that ‘early bird’ pricing ends April 15: https://accle-calt2018-thewholelawyer2.eventbrite.ca
We are delighted to share the Call for Proposals for The Whole Lawyer 2.0, our second joint ACCLE/CALT conference to be held in Kingston, Ontario from May 31 through June 2, 2018. Proposals are due Friday, January 12, 2018 and should be submitted via the Google form listed in the Call.
SAVE THE DATE – CALT/APCD to hold joint 2018 Conference with ACCLE/ ACECD
The Canadian Association of Law Teachers/ L’Association canadienne des professeurs de droit (CALT/ACPD) is delighted to announce that it will once again hold its annual Conference jointly with the Association for Canadian Clinical Legal Education/ Association Canadienne pour l’enseignement clinique du droit (ACCLE / ACECD). We are thrilled that the joint conference will this time be hosted by the Faculty of Law, Queen’s University in Kingston, Ontario from Thursday, May 31 – Saturday, June 2, 2018. Please mark the date on your calendars! Look for our Call for Participants in October, 2017.
This post recognizes formally the winners of the CALT-ACPD academic prizes for 2016-2017. Our juries were very impressed by the calibre of nominations and submissions. It gives us tremendous pleasure to recognize the following award winners:
CALT Academic Excellence Award
Le prix de l’ACPD pour l'excellence universitaire
Hoi Kong (McGill)
CALT Scholarly Paper Award
Le concours d'essai juridique de l’ACPD
Malcolm Lavoie and Moira Lavoie (Alberta)
Signa A. Daum Shanks (Osgoode)
Irehobhude O. Iyioha (Alberta)
CALT Prize for Scholarship of Teaching and Learning
Le prix de l’ACPD pour l’avancement des connaissances dans l’enseignement et l’apprentissage du droit
David Sandomierski (SJD candidate, Toronto)
We hope you will be able to join us at our conference in June where, among many other things, our prize winners will participate in a panel presenting their research.
The conference will be held at the University of Victoria, Faculty of Law, from June 8 - 10, 2017.
The overall theme for the conference is “The Whole Lawyer and the Legal Education Continuum”.
Register early! Early bird pricing ends on April 30, 2017.
Registration information is here: https://www.eventbrite.com/e/educating-the-whole-lawyer-a-joint-accle-calt-conference-tickets-32571367838
Registration for the joint CALT/ACCLE annual conference June 8-10, 2017 in Victoria BC is now available. Please follow this link.
Remember, if you are an existing CALT member (you have paid your fees since Sept), contact Craig Forcese (firstname.lastname@example.org) for your registration code (which discounts the registration by the membership fee).
The draft program will be posted by mid-April.
Hope to see you there!
Educating the Whole Lawyer
The Canadian Association of Law Teachers (CALT) and the Association for Canadian Clinical Legal Education (ACCLE) are pleased to announce that our annual conferences for 2017 will be held jointly at the Faculty of Law, University of Victoria, from 8 to 10 June, 2017.
The theme of the joint conference is “The Whole Lawyer and the Legal Education Continuum” and we are pleased to release this Call for Participants.Read more
We are pleased to announce that the 2017 Conference of the Canadian Association of Law Teachers will be held at the University of Victoria from June 8-10, 2017, with the Association for Canadian Clinical Legal Education (ACCLE). We are currently planning the agenda and will post the program as it evolves. We hope to see you in June.
Sara Ross is entering the third year of her PhD at Osgoode Hall Law School, where she has served as an Instructor for the Legal Process class over the past two years. She is also a member of the Law Society of Upper Canada, holding an LLB and BCL from McGill, as well as an LLM from the University of Ottawa, and is the Graduate Student Representative for the Canadian Association of Law Teachers Board of Directors.
This post was derived from an inter-faculty workshop given at the York University Teaching and Learning Conference: “Teaching In Focus”, on May 20, 2016 in Toronto, Ontario.
A frequent complaint heard among law students after graduating from law school is that they have been inundated with information, without feeling that they have been taught the actual skills they need to be a lawyer. In my own classroom this year I have focused on using language that links everything I teach to how the student will use it in a practical context, such as a law firm, the courtroom, and so on. Couching everything within this context allows students to not only build their understanding of legal concepts; it provides them with a way of better connecting this knowledge to a professional skill set. This is what I call the “So, what’s the point?” approach.
You might also frame this “So, what’s the point?” approach as “point-first learning” or “point-first teaching”. As lawyers and within the law school context, our distinct focus on writing, arguing, and, in general, presenting our legal arguments in a point-first manner—leading with the ultimate point that we wish to get across to, for example, a judge or a decision-making panel—is something that can take time to instill in new law students. To aid in this transition, it can be intuitive to teach law in this manner too, and helpful to carry this approach into how we structure a law student’s learning environment and classroom experience. This method of instruction can reinforce what point-first argumentation and writing looks like, but there are benefits beyond this.
Teaching through a “So, what’s the point?” approach also speaks to and draws on an experiential education focus. As law schools are seeking to transform many of their courses into experiential opportunities—legal clinics, and so on—the desire and need to respond to and incorporate the practical element of learning and education is apparent. Encapsulated within this is the need to develop the practical skills needed within the legal employment path a student will eventually choose. And thinking about the skills or concepts you’re teaching in a “So, what’s the point?” manner helps bring an experiential element into the classroom; highlighting the real-world application of what the student is learning.Read more