CIVIL RIGHTS CLINIC: POLICE ACCOUNTABILITY. 90913. 90923. 90933. Craig Futterman supervises students in the Police Accountability Project (PAP), a start-up project that began in Fall 2000. The Project's goals are to enhance police accountability and improve police services in Chicago through a combination of litigation and non-litigation strategies. Through the lens of live-client work, students study the nature of police accountability and misconduct in Chicago and the primary challenges to improving police services. Together, we examine how and where litigation fits into broader efforts to improve police accountability and ultimately our criminal justice system.

PAP provides legal representation to indigent victims of police abuse in federal civil rights cases, administrative proceedings, and a limited amount of state criminal litigation. The Project takes on cases that would not ordinarily be brought by the private bar, focusing on those that have potential to raise public consciousness and to facilitate reform. Students work on all aspects of PAP's litigation, from early case investigation and the filing of a complaint through all pretrial, trial, and appellate advocacy.

In addition to its litigation activities, PAP has developed a number of programs and reform-oriented strategies in partnership with a diverse array of community, legal, and law enforcement groups. For example, PAP has formed a partnership with public housing residents in Stateway Gardens , a public housing community just a 10-minute drive away from the Law School , to address police accountability, service, and community relations issues. We are in the process of developing a model community-based human rights documentation, advocacy, and self-help program in Stateway Gardens capable of emulation and adoption around the nation. Other current projects include the development of a database that allows for the analysis of and advocacy around patterns and practices of police misconduct in Chicago; the development and advocacy around the Justice Coalition for Greater Chicago's 12-point plan to eliminate racial profiling and to create a more effective police disciplinary and monitoring system; a police interview project designed to enable PAP to better work with law enforcement to improve accountability to and relations with the diverse residents of Chicago; and a partnership with the NAACP to advise Chicago residents around police accountability issues. As with PAP's litigation activities, students are fully integrated into PAP's public education, policy reform, and community work. Students are also expected to develop and update PAP's project manual.

Second year students wishing to enroll in the Project are strongly encouraged to take Evidence and Criminal Procedure I early in their second year. Constitutional Law III is also recommended. Third year students are required to complete, prior to their third year: Evidence, Criminal Procedure I, either Pretrial Advocacy or Major Civil Litigation, and either the Intensive Trial Practice Workshop or Trial Advocacy. Enrollment in PAP is limited and preference will be given to students who have taken the Intensive Trial Practice Workshop and Pretrial Advocacy. Autumn (var) Winter (var) Spring (var) Mr. Futterman.

CRIMINAL & JUVENILE JUSTICE PROJECT. 67213. 67223. 67233. The current focus of the Project is to provide quality legal representation to children accused of crime and delinquency. In that context, the Project seeks to expand the concept of legal representation to include the social, psychological, medical, and educational needs of our clients, including but not limited to, developing alternatives to incarceration. The Project's other pedagogical goals involve developing pre-trial, trial and other lawyering skills; encouraging students to pursue public service careers and to make public interest work a part of their private practice; teaching students to apply and critically examine legal theory; and improving the system of justice and its relationship to the poor and to persons of color, through litigation, legislative advocacy and public education, including the development of policies and strategies for effective crime and violence prevention.

The Project meets regularly for group case conferences and to discuss ethical issues, recent legal developments, and policy. Individual student-teacher conferences are frequent. Second-year students new to the Project are teamed with returning third-year students to foster collaboration and to ensure continuity in representation. The Clinic social worker and social work students are actively involved in many of the cases and activities. Students may be expected to interview clients and witnesses, inspect crime scenes, conduct fact investigations, participate in relevant community, professional and bar association activities, and prepare motions, briefs, memoranda and other pleadings. Third-year students may also be expected to appear in court at status hearings, argue contested motions, present legal issues, negotiate with opposing counsel, and, depending on the case and the client-student-faculty assessment, participate in the representation of the client at trial. All students are encouraged to work collaboratively, creatively, and across disciplines in both direct representation and policy initiatives.

Second-year students wishing to enroll in the Project are strongly encouraged to enroll in Evidence early in their second year. Other strongly recommended courses include Criminal Procedure, Juvenile Justice, and Professional Responsibility. Third year students are required to complete, prior to their third year, Pretrial Advocacy and either the Intensive Trial Practice Workshop or Trial Advocacy. The credit awarded to this seminar is governed by the new rules for credit for clinical work: academic credit varies and will be awarded according to the Law School 's general criteria for clinical courses as described in these Announcements and by the approval of the clinical staff. Enrollment in the Project is limited and preference will be given to students who have taken the Intensive Trial Practice Workshop and Pretrial Advocacy. Autumn (var) Winter (var) Spring (var) Ms. Conyers and Mr. R. Stone.

EMPLOYMENT DISCRIMINATION PROJECT. 67113. 67123. 67133. Randall D. Schmidt and his students operate the Clinic's Employment Discrimination Project. The Project focuses primarily on pre-trial litigation. In individual cases, the Project represents clients in cases before the Illinois Department of Human Rights ("Department") and the Illinois Human Rights Commission ("Commission" ) and seeks to obtain relief for clients from race, sex, national origin, and handicap discrimination in the work place. Additionally, in its individual cases and law reform/impact cases, the Project seeks to improve the procedures and remedies available to victims of employment discrimination so that complainants have a fair opportunity to present their claims in a reasonably expeditious way. To accomplish this goal, the Project, in addition to litigation, is also active in the legislative arena and participates with other civil rights groups in efforts to amend and improve the Illinois Human Rights Act. Second-year students in the Project can expect to handle several cases individually and "second chair" other cases along with third-year students. Second-year students will autonomously handle cases that the Department is investigating. In these cases, students interview clients and witnesses, assist in the preparation of written briefs and memoranda explaining why the client was the victim of discrimination, and represent clients at informal hearings before the Department. Second-and third-year students will jointly handle cases in the Commission and at various pre-trial stages. They will be involved in discovery (drafting requests, responding to the employers' discovery, reviewing the information produced in discovery, etc.) and pretrial preparation (i.e., interviewing witnesses, drafting the pretrial memorandum, etc.). Second-year students will be given the opportunity to attend status hearings and hearings on contested motions, along with the third-year student assigned to the case. Moreover, if the case goes to trial, the second-year student will be actively involved in all phases of trial preparation and will attend the trial. Third year students in the Project are assigned cases that are awaiting trial in the Commission. In these cases, third-year students attend status conferences, argue contested motions, engage in discovery, negotiate with the employer, and prepare the case for trial. If the case goes to trial, the third-year student will be expected to be the lead attorney on the case. The Project also handles, or is otherwise involved in, several appeals each year. Both second- and third-year students work on these appeals researching and drafting appellate briefs. If possible, third-year students present the oral arguments in the appeals. It is suggested, but not required, that all students in the Employment Discrimination Project take the Employment Discrimination course. Third-year students participating in the Employment Discrimination Project are required to take Evidence. Third-year Students are strongly encouraged to take, prior to their third year, Pretrial Advocacy and either the Intensive Trial Practice Workshop or Trial Advocacy. Enrollment in the Employment Discrimination Project is limited and preference will be given to students who take Pretrial Advocacy and the Intensive Trial Practice Workshop. The student's grade is based on class participation. The credit awarded to this seminar is governed by the new rules for credit for clinical work: Academic credit varies and will be awarded according to the Law School 's general criteria for clinical courses as described in these Announcements and by the approval of the clinical staff. Autumn (var) Winter (var) Spring (var) Mr. Schmidt.

ENTREPRENEURSHIP AND THE LAW. 61902. This seminar introduces students to entrepreneurship in both theory and, to a greater extent, legal practice. The initial part of the course studies, from a multidisciplinary perspective, entrepreneurship and reviews the basic law covering the area, including constitutional and regulatory law governing entrepreneurs. The seminar also surveys the most important substantive legal areas that apply to entrepreneurship and requires practical exercises for the students to implement the theory. Topics covered in this seminar include choice of entity, licensing, taxation, finance, commercial real-estate and zoning, intellectual property, insurance, employment, and business planning. Students will draft business documents such as limited liability company operating agreements, non-competition agreements, and shareholder agreements. The seminar focuses specifically on micro- and entry-level enterprises, but generally applies to larger businesses as well. This seminar is a prerequisite to participation in the Institute for Justice Clinic on Entrepreneurship and for Entrepreneurial Advocacy and may be taken by students who are not participating in the Institute for Justice Clinic on Entrepreneurship. Students' grades will be based on participation, short papers, or other writing assignments.

INSTITUTE FOR JUSTICE CLINIC ON ENTREPRENEURSHIP. 67613. 67623. 67633. The Institute for Justice Clinic on Entrepreneurship, or IJ Clinic, provides entrepreneurs, especially start-up micro-businesses operated by low- to moderate income individuals, with free legal services that include business formation; license and permit application; contract and lease creation; landlord, supplier, and lender negotiation; basic tax and regulatory compliance; and other legal activities involving business transactions. The IJ Clinic is the Law School 's practical training ground for law students who are interested in transactional work generally and entrepreneurship specifically. Students are involved in all phases of client representation and have the opportunity to interview and counsel clients; draft business documents and contracts; negotiate with contractors, investors, or lenders; prepare documents for filing; and occasionally represent clients before administrative bodies. Academic credit varies and will be awarded according to the Law School 's general criteria for clinical courses as described in these Announcements and by the approval of the clinical staff. Entrepreneurship & The Law is a prerequisite and Entrepreneurial Advocacy is a co-requisite. Autumn (var) Winter (var) Spring (var.).

INTENSIVE TRIAL PRACTICE WORKSHOP. 67503. This seminar teaches trial preparation, trial advocacy, and strategy through a variety of teaching techniques, including lectures and demonstrations, but primarily through simulated trial exercises.

Topics include opening statements, witness preparation, direct and cross examination, expert witnesses, objections at trial, and closing argument. Practicing lawyers and judges are enlisted to provide students with lectures and critiques from varied perspectives. The course concludes with a simulated jury trial presided over by sitting state and federal court judges. Evidence is a prerequisite. Students taking the Intensive Trial Practice Workshop may enroll in Pre-Trial Advocacy. Completion of this workshop partially satisfies one of the requirements for admission to the trial bar of the United States District Court for the Northern District of Illinois. Open only to students entering their 3L year and limited to 54 with preference given to students who have been accepted into a Clinic course. Students who have taken Advanced Trial Advocacy (LAW 93802) may not take this course. This workshop is offered for approximately six hours/day the two weeks prior to the beginning of the Autumn Quarter. The student's grade is based on class participation. Autumn (2) Mr. Bowman, Ms. Conyers, Mr. Futterman, Mr. Heyrman, Mr. Schmidt, Mr. R. Stone.

IRWIN ASKOW HOUSING INITIATIVE. 95013. 95023. 95033. Students in the Housing Initiative provide legal representation to community-based housing developers, tenant groups, and other parties involved in the production of new or rehabilitated affordable housing stock. Students advise clients on structuring issues; negotiate, draft and review construction and financing contracts; secure zoning and other governmental approvals; assist clients in resolving compliance issues under the applicable state and federal housing programs; and participate in the preparation of evidentiary and closing documents. The Housing Initiative focuses on innovative transactions sponsored by community-based organizations on the south side of Chicago . As part of the Housing Initiative's developmental phase, students may also work with tenant groups and other community-based organizations to assist in building their capacity to participate in affordable housing transactions. In addition to working on specific transactions, students in the Housing Project meet weekly as a group to discuss the substantive rules and legal skills pertinent to housing transactions and to examine emergent issues arising out of the students' work. Topics include urban housing policy (including the Chicago Housing Authority's activities in replacing high-rise public housing with low-rise and scattered site mixed-income housing); financing structures such as the federal low-income housing tax credit program, tax-exempt multifamily housing revenue bonds, and secured debt financing; special considerations in the rehabilitation of historic buildings; and zoning procedures and related real estate topics. Academic credit for the Housing Project varies and is awarded according to the Law School 's general criteria for clinical courses as described in these Announcements and by the approval of the clinical faculty. Autumn (var) Winter (var) Spring (var) Mr. Leslie.

MENTAL HEALTH ADVOCACY. 67013. 67023. 67033. Mental health advocacy teaches litigation and other advocacy skills. Under the supervision of the clinical teacher, students engage in individual and systemic litigation and legislative and other advocacy on behalf of indigent, mentally ill clients of the Law School 's Edwin F. Mandel Legal Aid Clinic. With the permission of the clinical teacher, students may chose to focus on litigation, legislation, or both. Students engaged in litigation may interview clients and witnesses, research and draft pleadings and legal memoranda, including briefs to reviewing courts, conduct formal and informal discovery, negotiate with opposing counsel and others, conduct evidentiary hearings and trials, and present oral argument in trial and appellate courts. Students who have completed sixty percent of the credits needed for graduation may be licensed to appear, under the supervision of the clinical teacher, in state and federal trial and appellate courts pursuant to court rules and practices.

Students engaged in legislative advocacy may research and draft legislation and supporting materials, devise and implement strategies to obtain the enactment or defeat of legislation, negotiate with representatives of various interest groups, and testify in legislative hearings.

In addition to discrete advocacy skills, such as cross-examination, discovery planning, and legislative drafting, the course aims to provide students with an understanding of the relationships between individual advocacy tasks and the ultimate goals of clients, between litigation and legislative advocacy, and between advocacy on behalf of individual clients and advocacy for systemic change. Prior to the beginning of the third year, students who intend to engage in litigation are required to complete Pretrial Advocacy and either the Intensive Trial Practice Workshop or Trial Advocacy. Prior or contemporaneous enrollment in either Legislation or Legislative Process is encouraged for students intending to engage in legislative advocacy. Prior or contemporaneous enrollment in Law and the Mental Health System is encouraged for all students. Second-year students will ordinarily not be permitted to enroll during the

Autumn Quarter. See the general rules for all clinical courses for further details concerning enrollment, including the rules governing the award of credit. Mental Health Advocacy satisfies part of the writing requirement if substantial written work is completed. Academic credit varies and will be awarded according to the Law School 's general criteria for clinical courses as described in these Announcements and by the approval of the clinical staff. Autumn (var) Winter (var) Spring (var) Mr. Heyrman.

PRE-TRIAL ADVOCACY. 67403. This seminar focuses on fundamental pretrial litigation strategies and skills, including creation and evaluation of legal and factual theories, pleading and motion practice, interviewing clients and witnesses, discovery planning, depositions, and pretrial preparation. The seminar employs a variety of learning methodologies, including lectures, small group discussions, simulated exercises, and videotaped performances by students. Evidence is a prerequisite. Students taking Pretrial Advocacy are also eligible to enroll in the Intensive Trial Practice Workshop. The student's grade is based on class participation. Enrollment is limited to 48 students with preference given to students who have been accepted in a clinic course. Students who have taken Advanced Trial Advocacy (LAW 93802) may not take this course. Spring (2) Mr. Bowman, Ms. Conyers, Mr. Heyrman, Mr. Schmidt, Mr. Futterman.