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Luz Estella Nagle, Transborder Crime, Corruption, and Sustaining Illegal Armed Groups in Latin America, Small Wars Journal (2017)Clicking on the button will copy the full recommended citation.
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Anthony Palermo, A Prescription for Complying with the TCPA’s Proscriptions: Zani v. Rite Aid Headquarters Corp. (2017)Clicking on the button will copy the full recommended citation.
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Kristen David Adams, Living with Banks: Trends and Lessons from the First Five Years, 46 Stetson L. Rev. 391 (2017)Clicking on the button will copy the full recommended citation.
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Arie Trouwborst et al., International Wildlife Law: Understanding and Enhancing Its Role in Conservation, 67 BioScience 784 (2017)Clicking on the button will copy the full recommended citation.
Many conservation professionals are familiar with the Convention on International Trade in Endangered Species (CITES), the Convention on Migratory Species (CMS), the Convention on Biological Diversity (CBD), the Ramsar Convention, and the World Heritage Convention. Regional instruments, such as those focusing on Africa, Antarctica, or Europe, are also conspicuous features of the conservation arena. Other international wildlife agreements focus on particular species, such as polar bears or albatrosses, or particular transboundary protected areas, such as the huge Kavango-Zambezi Transfrontier Conservation Area (see table 1). These agreements are collectively known as international wildlife law (Bowman et al. 2010). The binding agreements themselves are typically accompanied and informed by an evolving set of nonbinding instruments, such as Conference of the Parties (COP) decisions and action plans.
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Grant Christensen et al., Tribal Court Litigation, in Recent Developments in Business and Corporate Litigation (American Bar Association, Business Law Section, 2017)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, In The Eyes of the Law Student: Determining the Reading Patterns of Law Students with Eye-Tracking Technology, 45 Rutgers Law Record 39 (2017)Clicking on the button will copy the full recommended citation.
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Kristen David Adams, A Common Law of and for the Virgin Islands vol. 46 (2017)Clicking on the button will copy the full recommended citation.
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Cynthia Hawkins DeBose and Alicia Renee Tarrant, Child Sex Trafficking and Adoption Re-Homing: America’s 21st Century Salacious Secret, 7 Wake Forest J.L. & Pol'y 487 (2017)Clicking on the button will copy the full recommended citation.
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Roy Balleste, War in the Expanse: The Metaphysics of Cyberspace, 15 Canadian Journal of Law & Technology 1 (2017)Clicking on the button will copy the full recommended citation.
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Renee Nicole Allen and Alicia Jackson, Contemporary Teaching Strategies: Effectively Engaging Millennials through Formative Assessment, 95 U. Det. Mercy L. Rev. 1 (2017)Clicking on the button will copy the full recommended citation.
“Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime.” – Chinese Proverb
American Bar Association (“ABA”) Standard 314, Assessment of Student Learning, requires law schools to “utilize both formative and summative assessment methods in its curriculum to measure and improve student learning and provide meaningful feedback to students.” This article will connect multiple formative assessments to Bloom’s taxonomy to demonstrate how law teachers can transform and enhance student learning, while promoting key steps in the self-regulated learning cycle. First, it is imperative law teachers understand the education background and social landscape that our students, mostly Millennials, bring to law school. We can acknowledge that our Millennial students are different, but what does this really mean and how does this affect our teaching and their learning? Next, effective application of ABA Standard 314 requires law teachers to understand self-regulated learning and the connection between the stages of learning and various formative assessments. To ensure that we are meeting this challenge, law teachers must become facilitators of learning. By serving as facilitators, we acknowledge the importance of involving students in the learning process from the very beginning. This will ultimately result in shifting the focus from the instructor’s teaching to student learning. While there are various teaching methods, we will explore contemporary teaching strategies as a means of encouraging a student-centered learning environment. Utilizing contemporary teaching strategies fosters an environment that is ripe for effective formative assessment in our courses.
This article will address contemporary teaching strategies for effectively engaging Millennials across the law school curriculum. Part I will examine the experiences that define Millennials and how they learn best. In Part II, we analyze the impact of ABA Standard 314 on law schools. Part III discusses self-regulated learning and metacognition as tools for lifelong learning. In Part IV, we explore how the student-centered classroom enhances student learning. Finally, Part V demonstrates how Bloom’s taxonomy can serve as a framework for effective formative assessment.