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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Welcome May Bloggers!

Please join me in welcoming our guest bloggers for the month of May.

Tyler Wickman

Our Alumni Blogger of the Month is Tyler Wickman.   Tyler was born in Ashland, Wisconsin.  He is a member of the Wisconsin Bar and received his education at St. Norbert College (B.A., 2005 summa cum laude, majored in political science and education) and Marquette University (J.D., 2008, magna cum laude). While in law school, Tyler published in the Marquette Law Review and served as an academic support program leader. Also during law school, he was an extern for the Hon. William Griesbach of the Western District of Wisconsin, a law clerk for Hupy & Abraham, and a summer associate at Von Briesen & Roper.

Following law school, Tyler returned to his hometown of Ashland and has been with Dallenbach, Anich, & Wickman, S.C. for his entire career. His practice areas include criminal defense, family law, personal injury, municipal law, estate planning, business formation, and civil litigation, among others. He has handled jury trials and has argued before the Wisconsin Supreme Court.

Tyler lives in the Ashland area with his wife, Michaela, and their five children. He is living the dream with a beautiful family, in a beautiful area, with a satisfying career.

Karen Heineman

Our Student Blogger of the Month is Karen Heineman. Karen grew up in a small college town in western New York. She prefers to say that because no one understands what upstate New York refers to.

She graduated from Williams College with a degree in chemistry. Although her goal was to attend veterinary school, at the time there were only 27 schools (only 31 now, I think) with class sizes around 80, so there were/are few opportunities open to those pursuing that profession. She looked for back-up plans and took the LSAT with some thoughts of law school. Fortunately, she was able to pursue her primary goal, so the possibility of law school was dropped for the time being. She received her doctorate in veterinary medicine from the University of Minnesota.

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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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