Hostname: page-component-76fb5796d-dfsvx Total loading time: 0 Render date: 2024-04-25T11:02:51.719Z Has data issue: false hasContentIssue false

Teaching Health Law

Published online by Cambridge University Press:  01 January 2021

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
JLME Column
Copyright
Copyright © American Society of Law, Medicine and Ethics 2012

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

Sullivan, W. M. Colby, A. Welch Wegner, J. Bond, L. Shulman, L. S., Educating Lawyers: Preparation for the Profession of Law, 1st ed. (San Fracisco: Jossey-Bass, 2007).Google Scholar
Barry, M. M. Dubin, J. C. Joy, P. A., “Clinical Education for This Millennium: The Third Wave,” Clinical Law Review 7, no. 1 (2000): 1830, at 12.Google Scholar
Morin, L. Waysdorf, S., “The Service-Learning Model in the Law School Curriculum: Expanding Opportunities for the Ethical-Social Apprenticeship,” New York Law School Law Review 56, no. 171 (2011–2012): 561616 (citing to the Third Wave, Id.).Google Scholar
Id., at 2.Google Scholar
Trigueros, A. C. Curtis, J., “A Manual for Environmental Law Service Learning Pedagogy in Central American and the Dominican Republic,” University of Florida Levin College of Law, available at <http://www.law.ufl.edu/conservation/costarica/spotlight/2011/manual.shtml> (last visited June 5, 2012).Google Scholar
Smith, L., “Why Clinical Programs Should Embrace Civic Engagement, Service Learning, and Community Based Research,” Clinical Law Review 10 (2004): 723754.Google Scholar
See Smith, , supra note 6, at 32.Google Scholar
Hefernan, K., Fundamentals of Service-Learning Course Construction (Providence, RI: Campus Compact, Brown University, 2001).Google Scholar
Toncar, M. F. Reid, J. S. et al. , “Uniform Assessment of the Benefits of Service Learning: The Development, Evaluation, and Implementation of the SELEB Scale,” Journal of Marketing Theory and Practice 14, no. 3 (Summer 2006): 223238.CrossRefGoogle Scholar
See Morin, Waysdorf, , supra note 3. Some trace the history of service learning in the United States earlier to the mid-19th century with the passage of the Morrill Act that established Land Grant institutions throughout the United States and trace it through the Depression-era projects such as the Civilian Conservation Corps and the Work Projects Administration. See Toncar, et al. , supra note 10.Google Scholar
Bringle, R. G. Phillips, M. A. Hudson, M., The Measure of Service Learning: Research Scales to Assess Student Experiences (Washington, D.C.: American Psychological Association, 2004).CrossRefGoogle Scholar
Campus Connect, available at <www.compact.org/membership/> (last visited May 24, 2012).+(last+visited+May+24,+2012).>Google Scholar
See Toncar, Reid, et al. , supra note 10.Google Scholar
See Morin, Waysdorf, , supra note 3. The authors define the Millennial generation as “idealistic and committed to social justice” but having “their own ideas about what issues are more important and how to bring about social change.” Id.Google Scholar
Treuthart, M., “‘Service Learning’” Brings Real World into Class,” The Law Teacher 3, no. 2 (Spring 1996): 12, available at <http://lawteaching.org/lawteacher/1996spring/servicelearning.php> (last visited June 5, 2012).Google Scholar
Pendo, E., “A Service Learning Project: Disability, Access, and Health Care,” Journal of Law, Medicine & Ethics 38, no. 1 (2010): 154159.CrossRefGoogle Scholar
MLSC was – and still is – a wholly student run organization that organizes the student teams and conducts fund-raising to support the teams. MLSC's goal is to raise enough funds to pay for the students' airfare, car rental, accommodation, and a daily per diem for each student. To date, this lofty goal has not been reached, but the funds that are raised are used to offset the cost of the trip for each participant and therefore the cost of the trip has been relatively low. The students spend the last week of winter break – usually Saturday to Saturday – on site in the Gulf Coast. Students do not receive credit for participating.Google Scholar
Students on this trip, initiated in 2007, work with lawyers in the Biloxi office of the Mississippi Center for Justice on a variety of public interest issues.Google Scholar
Students on this trip, also initiated in 2007, work with Habitat for Humanity to build houses for individuals in need. This trip does not include a legal component.Google Scholar
In the course of the three trips, we have not made a formal decision as to whether students should be required to work on project matters before they leave. As I note above, I solicited volunteers the first year. In the second year, the team leaders were the only students to conduct research before the trip, and in the third year, the team leaders required all students to help with the project before the trip. I think any model is acceptable as long as the expectations are clear and conveyed in advance.Google Scholar