The Class of 2020: The First of a New Generation

Painting depicting four men dressed in suits grabbing and fighting each other.
By Blaine A. White – Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=73482463

I was recently posed an interesting question which I thought would make a great topic for discussion and,while I’m unsure of how this post will be received on the faculty blog, I hope it will spur conversations as interesting as those I’ve had about the subject over the past month.

Next year I will graduate from Marquette Law School along with my fellow classmates. What is particularly noteworthy about our class is that, having first come to campus in the summer of 2017, we will be the first class to graduate who started law school under the current presidential administration. Whether you voted for Donald Trump or not, one cannot deny that his presidency has created an interesting climate not just in politics, but for the law in general. So, I was left to ponder how that interesting factoid has colored my law school experience and might affect the legal field for first year lawyers next year and in the near future.

My first intuition when pondering that question was to discuss how divisive politics and social media appear to be impacting the teaching and practice of law, but I can’t presume that my class is novel in thinking that these are tumultuous times in the legal field. I can’t personally speak to the law school climate in the past, but in my own experience being a law student can be a bit a political minefield, especially outside of Eckstein Hall.  Throughout my time in law school, all of my friends and family have been eager to ask me about or to debate about constitutional issues the president has raised that month. But that is almost to be expected, as I have been told by some of my family members who are in the field.

What I was not prepared for was how politics would influence my interactions in my various intern experiences as well.

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The Rewards of Being a Small Town Lawyer

A path forward with trees on either side going through a forest.
Chequamegon-Nicolet National Forest

When asked to write a blog for the Marquette University Law School blog, I was provided several general topics that I could have considered, as I have never blogged.  But it was also suggested that I have an interesting personal story:  I always wanted to be a lawyer in my hometown, a city with fewer people than are enrolled as students at Marquette.  I have always had a desire to return to Ashland, Wisconsin, and practice law, raise my family and live the lifestyle that I enjoy.  I don’t find my situation to be unique or interesting, but maybe that’s because northern Wisconsin is such a wonderful location that it pulls many people home, and my story isn’t unique among residents here.  However, someone who grew up in an urban area may be apprehensive that there will be “nothing to do” in a small town.  To that I say: only boring people get bored.  So rather than discuss a legal topic, I plan to discuss my legal practice, and why being a small-town lawyer is a fulfilling and interesting career.  The State Bar of Wisconsin has also recently encouraged small town practice and tried to connect new lawyers or those looking for a change with lawyers in rural areas. Small towns need lawyers.

I grew up in Ashland, located on the shores of Lake Superior, enjoying the big lake and the big woods (Chequamegon National Forest). In the summer and fall the activities were hunting and fishing, in winter it was hockey rinks and ski slopes, and the in the spring, well that was just mud season.  I have been teased for the pride I take in talking about my home, my high school, and the general area I grew up in.  Unlike larger areas, my high school represents my community and is smaller than most.  Ashland has just over 8,000 people and the county has just twice that many.  There was no other high school, so it represented us as an area.  It represents my home, so I take pride in its success and sorrow in its failures.

In law school I had academic success having offers from large firms and was a summer associate at one.  I graduated magna cum laude and moved back to Ashland the day after being sworn in to the Bar.  While my big firm experience was positive, I knew my long-term happiness was north.  When asked why would you want to live up there, my response was typically the same: “Why do you vacation in northern Wisconsin?”  To many people, Elkhart Lake was “up north,” while I consider Highway 8 to be the dividing line between north and south Wisconsin.   I find cities great places to visit on weekends but I find the small town is the place to live.   I think many lawyers would find small town practice rewarding both professionally and personally.

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Team Based Learning in ADR

Black and white photo of a group of men in gymnast uniforms in a formation where some stand on the shoulders of others.Hi all–I talked about this at the ABA meeting resource share but also wanted to blog about this in a little more detail.  Apologies for the length–do reach out if you are interested in learning more and I’d be happy to walk you through what I did.  In short, this was totally worth it and I felt like the class organization and teamwork reflected exactly what we are trying to achieve.  Let me explain:

Team-Based Learning, or TBL, is a concept that I first learned that about in an article by Melissa Weresh applying TBL in the legal writing classroom. After reading Weresh’s article, I thought it would be an interesting concept to incorporate in my Alternative Dispute Resolution course. The ability for students to work together in groups is something that I have done for years, but this added a different flavor to it as the groups were for the entire semester—allowing for developing chemistry and comfort with working with the same group members for an extended period of time (much like they will once they graduate.)

Up to this last year, I would teach the ADR course in three sections (1) negotiation, (2) mediation, and (3) arbitration. Three quizzes for each section acted as “mini-capstones” to end a section. This both allowed for a more focused assessment on the content area and a clear division between the material for the students.  But, I felt like students crammed for the one-time quiz as opposed to reading throughout the semester. Additionally, taking a whole class period to quiz the students and then time to review the quiz in the next class felt like too much time devoted to assessment versus learning.

So, I decided to try the TBL ideology.

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