This Teaching Resources site provides information for both full-time and adjunct faculty at Marquette Law School to enhance their teaching. The information on this site is curated and is not comprehensive. For more extensive information on law teaching, faculty are directed to the Additional Resources section.
Ray & Kay Eckstein Law Library
The Marquette University Law Library provides a variety of services for the research and teaching needs of the Law School faculty. Select the Current Awareness, Resources, and Services links from either the menu on the left or from the listing below for more detailed information. Should you have any questions or suggestions about these services, please contact Law Library Director Elana Olson.
Marquette University Center for Teaching and Learning
The Center for Teaching and Learning houses a variety of programs that collectively offer several resources for faculty:
Faculty Professional Development Workshops and Programs
E-Learning
Service Learning
Funding/Grants
Law School’s Learning Outcomes
Marquette Law School’s learning outcomes for its J.D. program, which have been established in accordance with ABA standards, may be viewed here.
View the faculty-approved programmatic outcomes here.
Shared Course Objectives
- Administrative Law
- Alternative Dispute Resolution
- Business Associations
- Civil Procedure
- Constitutional Law
- Contracts
- Criminal Law
- Criminal Process
- Evidence
- Federal Income Tax of Individuals
- Legal Analysis, Writing, and Research 1
- Legal Analysis, Writing, and Research 2
- The Law Governing Lawyers
- Real Property
- Sales
- Torts
- Trusts and Estates
- Workshops
A syllabus template for faculty at Marquette Law School may be downloaded here.
Teaching Law by Design by Michael Hunter Schwartz; Sophie Sparrow; Gerald F. Hess
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Teaching Law by Design for Adjuncts by Sophie Sparrow; Gerald F. Hess; Michael Hunter Schwartz
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Strategies and Techniques of Law School Teaching by Howard E. Katz; Kevin Francis O'Neill
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Teaching the Law School Curriculum by Steven I. Friedland; Gerald Hess
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Click here to access the Marquette Law School Faculty Guide. This document collates many of the information and resources for faculty into a comprehensive guide.
Active Learning
- James McGrath, Planning Your Class to Take Advantage of Highly Effective Learning Techniques, 95 U. Det. Mercy L. Rev. 153 (2018)
- Renee N. Allen & Alicia R. Jackson, Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum, 95 U. Det. Mercy L. Rev. 1 (2017)
- Cynthia Ho, et al., An Active-Learning Approach to Teaching Tough Topics: Personal Jurisdiction as an Example, 65 J. Legal Educ. 772 (2016)
Team Based Learning
- Janet Weinstein et al., Teaching Teamwork to Law Students, 63 J. Legal Educ. 36 (2013)
- Sophie M. Sparrow & Margaret Sova McCabe, Team-Based Learning in Law, 18 J. Leg. Writing Inst. 153 (2012)
- Anne E. Mullins, Team-Based Learning: Innovative Pedagogy in Legal Writing, 49 U.S.F.L. Rev. F. 53 (2015) Jodi S. Balsam, Teaming Up to Learn in the Doctrinal Classroom, 68 J. Legal Educ. 261 (2019)
Socratic Method
- Jeannie Suk Gersen, The Socratic Method in the Age of Trauma, 130 Harv. L. Rev. 2320 (2017)
- Jamie R. Abrams, Reframing the Socratic Method, 64 J. Legal Educ. 562 (2015)
- Joseph A. Dickinson, Understanding the Socratic Method in Law School Teaching After the Carnegie Foundation's Educating Lawyers, 31 W. New Eng. L. Rev. 97 (2009)
Simulation
- Margaret M. Jackson, From Seminar to Simulation: Wading Out To The Third Wave, 19 J. Gender Race & Just. 127 (2016)
- Paul S. Ferber, Adult Learning Theory and Simulations - Designing Simulations to Educate Lawyers, 9 Clinical L. Rev. 417 (2002)
Flipped Classroom
- Alex B. Matamoros, Answering the Call: Flipping the Classroom To Prepare Practice-Ready Attorneys, 43 Cap. U. L. Rev. 113 (2015)
- William R. Slomanson, Blended Learning: A Flipped Classroom Experiment, 64 J. Legal Educ. 93 (2014)
Course Learning Outcomes
The following are resources on developing student learning outcomes for an individual course:
| Anthony Niedwiecki, Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, 64 Clev. St. L. Rev. 661 (2016) |
| Student Learning Outcomes Statement Resources, National Institute for Learning Outcomes Assessment |
Teaching Law by Design by Michael Hunter Schwartz; Sophie Sparrow; Gerald F. Hess
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Teaching Law by Design for Adjuncts by Sophie Sparrow; Gerald F. Hess; Michael Hunter Schwartz
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General Resources (books are available at the Law Library)
- Teaching Pedagogy Videos, LegalED
Expert Learning for Law Students by Michael Hunter Schwartz
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What the Best Law Teachers Do by Michael Hunter Schwartz
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Techniques for Teaching Law 2 by Gerald F. Hess; Steven I. Friedland; Michael Hunter Schwartz; Sophie Sparrow
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The Law Professor's Handbook by Madeleine Schachter
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Assessment Resources
In accordance with ABA standards, Marquette Law School uses both formative and summative assessment methods to measure and improve student learning, and to provide meaningful feedback to students.
Faculty interested in learning more about formative and summative assessment are directed to the articles and books below.
Law Review Articles on Assessment
- Olympia Duhart, The ‘F’ Word: The Top Five Complaints (And Solutions) About Formative Assessment, 67 J. Legal Educ. 531 (2018)
- Herbert N. Ramy, Moving Students from Hearing and Forgetting to Doing And Understanding: A Manual for Assessment In Law School, 41 Cap. U. L. Rev. 837 (2013)
- Carol S. Sargent and Andrea Curcio, Empirical Evidence That Formative Assessments Improve Final Exams, 61 J. Legal Educ. 379 (2012)
- Rogelio A. Lasso, Is Our Students Learning? Using Assessments to Measure and Improve Law School Learning and Performance, 15 Barry L. Rev. 73 (2010)
- Andrea A. Curcio, Moving in the Direction Of Best Practices and The Carnegie Report: Reflections on Using Multiple Assessments in a Large-Section Doctrinal Course, 19 Widener L.J. 159 (2009)
Books on Law School Assessment (available at the Law Library)
Teaching Law by Design by Michael Hunter Schwartz; Sophie Sparrow; Gerald F. Hess
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Teaching Law by Design for Adjuncts by Sophie Sparrow; Gerald F. Hess; Michael Hunter Schwartz
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What the Best Law Teachers Do by Michael Hunter Schwartz
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Strategies and Techniques of Law School Teaching by Howard E. Katz; Kevin Francis O'Neill
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The Law Professor's Handbook by Madeleine Schachter
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- Click here to download the MULS letterhead template.
- Click here to download the MULS PowerPoint template, and click here for instructions for converting existing PowerPoint decks to the Marquette branded slides.
- Click here for the most recent Marquette style guide.
- For additional Marquette-branded templates, please contact Student Affairs Administrative Assistant Emma Geiser at emma.geiser@marquette.edu.
ABA Standards of Assessment of Student Learning
Standard 314. ASSESSMENT OF STUDENT LEARNING
A law school shall utilize both formative and summative assessment methods in its curriculum to measure and improve student learning and provide meaningful feedback to students.
Interpretation 314-1
Formative assessment methods are measurements at different points during a particular course or at different points over the span of a student’s education that provide meaningful feedback to improve student learning. Summative assessment methods are measurements at the culmination of a particular course or at the culmination of any part of a student’s legal education that measure the degree of student learning.
Interpretation 314-2
A law school need not apply multiple assessment methods in any particular course. Assessment methods are likely to be different from school to school. Law schools are not required by Standard 314 to use any particular assessment method.
The following are additional resources relating to law teaching that faculty may find of use:
Institute for Law Teaching and Learning - Washburn University School of Law and the UA Little Rock William H. Bowen School of Law recognize the obligations law schools owe to their students and to society to provide a learning environment that helps students achieve the highest academic standards and prepares students to assume their responsibilities as effective, moral attorneys.
The Institute for Law Teaching and Learning was established to help law schools meet those obligations. It is committed to improving the quality of teaching and learning in legal education.
Ray & Kay Eckstein Law Library
Marquette University Law School Academic Regulations
Marquette University Law School Curriculum Committee - Grading Scale and Guidelines