Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-26T09:40:36.640Z Has data issue: false hasContentIssue false
  • English
  • Français

Educating the New Public Health Law Professional

Published online by Cambridge University Press:  01 January 2021

Sarah Davis
Get access Rights & Permissions [Opens in a new window]

Abstract

This article outlines the author's experience designing and implementing an asynchronous online course. Designed as a complement to public health law externships at any location, the course addresses professionalism and strategic lawyering. The article further describes the author's fellowship journey, which emboldened her view that faculty must attempt to live the expectations we have for our students, and also declare our professional values, especially when teaching about policymaking which is fraught with values conflicts. It concludes with a call for others to pilot innovative teaching approaches to address both the crisis in legal education and pressing societal issues, thereby contributing to the health of our legal community.

Type
Symposium Articles
Information
Journal of Law, Medicine & Ethics , Volume 44 , Issue S1: Transforming the Future of Public Health Law Education through a Faculty Fellowship Program , Spring 2016 , pp. 35 - 40
Copyright
Copyright © American Society of Law, Medicine and Ethics 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

See generally Scott, C., “Transforming the Future of Public Health Law Education through a Faculty Fellowship Program,” Journal of Law, Medicine & Ethics 44, no. 1, Supp. (2016): 6–17.Google Scholar
Palmer, P. J., “A New Professional: The Aims of Education Revisited,” Change (Nov.-Dec. 2007), available at <http://www.changemag.org/archives/back%20issues/november-december%202007/full-new-professional.html> (January 11, 2015).+(January+11,+2015).>Google Scholar
Sheldon, K. M. and Krieger, L. S., “Does Legal Education Have Undermining Effects on Law Students? Evaluating Changes in Motivation, Values and Well-Being,” Behavioral Science 22 (2004): 261–286.Google Scholar
Hojat, M., Vergare, M. J., Maxwell, K., Brainard, G., Herrine, S. K., Isenberg, G. A., Veloski, J., and Gonnella, J. S., “The Devil Is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School,” Academic Medicine 84, no. 9 (2009): 1182–1191.Google Scholar
American Bar Association Task Force on the Future of Legal Education, Report and Recommendations, January 2014, available at <http://www.americanbar.org/content/dam/aba/administrative/professional_responsibility/report_and_recommendations_of_aba_task_force.authcheckdam.pdf> (last visited January 11, 2016).+(last+visited+January+11,+2016).>Google Scholar
Id., at 14.Google Scholar
I owe a great debt to Diane Hoffmann, deans’ consultant for this faculty fellowship program, for sharing her experience developing, refining, and teaching a classroom-based practice workshop course. See Hoffmann, D. E., “A Health Law Practice Workshop: Bridging Externship Placements and the Classroom,” Journal of Law, Medicine & Ethics 37, no. 3 (2009): 513–518.Google Scholar
American Bar Association, 2014-205 Standards and Rules of Procedure for Approval of Law Schools, “Chapter 3 Program of Legal Education,” Standard 305(e)(7) (“Field Placements and Other Study Outside the Classroom”), available at <http://www.americanbar.org/groups/legal_education/resources/standards.html> (last visited January 11, 2016).+(last+visited+January+11,+2016).>Google Scholar
The syllabus for this course is available through the fellowship program’s online teaching resources library. See Network for Public Health Law, “Public Health Law Faculty Teaching Resources,” available at <https://www.networkforphl.org/faculty_teaching_resources/> (last visited January 11, 2016) (this site is password protected; faculty may request a password from the Network on the site) (see “Public Health Law Workshop” in the Syllabi section of this website). The author can provide a “virtual tour” of the course’s online presence to interested readers; please contact her directly.+(last+visited+January+11,+2016)+(this+site+is+password+protected;+faculty+may+request+a+password+from+the+Network+on+the+site)+(see+“Public+Health+Law+Workshop”+in+the+Syllabi+section+of+this+website).+The+author+can+provide+a+“virtual+tour”+of+the+course’s+online+presence+to+interested+readers;+please+contact+her+directly.>Google Scholar
Id. (a complete table of the content for the six modules may be found in the syllabus).Google Scholar
This activity and tool can be accessed in the teaching resources library at Network for Public Health Law, supra note 9 (see “Designing an Evidence-Based Resource Guide” in the Case Studies section of this website).Google Scholar
This activity can be accessed in the teaching resources library at Network for Public Health Law, supra note 9 (see “Public Health Law Online Practice Workshop, Lawyers as Leaders” in the Case Studies section of this website).Google Scholar
Rhode, D., “Lawyers and Leadership,” The Professional Lawyer 20, no. 3 (2010): 1, 12–17.Google Scholar
Sturm, S., “Law Schools, Leadership, and Change,” Harvard Law Review Forum 127 (2013): 49-53; D. E. Meyerson, “Radical Change, the Quiet Way,” Harvard Business Review 79, no. 9 (October 2001): 92–100.Google Scholar
American Bar Association, supra note 8 (Standard 303(a)(3), ”Curriculum: Experiential Courses”).Google Scholar
Fung, Y. Y. H., “Collaborative Online Learning: Interaction Patterns and Limiting Factors,” Open Learning: The Journal of Open, Distance and e-Learning 19, no. 2 (2004): 135–149.Google Scholar
Id.; Johnson, C. M., “A Survey of Current Research on Online Communities of Practice,” The Internet and Higher Education 4, no. 1 (2001): 45–60.Google Scholar
Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K., “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies,” (U.S. Department of Education, 2009), available at <http://www.sri.com/sites/default/files/publications/imports/EvaluationEvidenceBasedPracticeOnlineLearning.pdf> (last visited January 11, 2016).Google Scholar
Bender, T., Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment (Sterling, VA: Stylus Publishing, 2003).Google Scholar
Fink, L. D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (San Francisco: Jossey-Bass, 2003).Google Scholar
American Bar Association, supra note 8 (Standard 306, “Distance Education”).Google Scholar
Course reflections are on file with the author. The students have granted permission to the author to use these quoted excerpts.Google Scholar
A review of all applicable ABA rules yielded no prohibition of cross-institutional courses.Google Scholar
Scott, supra note 1.Google Scholar
Wenger, E. C. and Snyder, W. M., “Communities of Practice: The Organizational Frontier,” Harvard Business Review (2000): 139-145, available at <https://hbr.org/2000/01/communities-of-practice-the-organizational-frontier> (last visited January 11, 2016); T. Bates, “The Role of Communities of Practice in the Digital Age, available at <http://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/#sthash.Wds5y-Qtg.dpuf> (last visited January 11, 2015).+(last+visited+January+11,+2016);+T.+Bates,+“The+Role+of+Communities+of+Practice+in+the+Digital+Age,+available+at++(last+visited+January+11,+2015).>Google Scholar
Johnson, supra note 17.Google Scholar
Palmer, supra 2.Google Scholar