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International Human Rights Clinic
LAWS 67913
- 01
(1 to 2)
+, a, s
The International Human Rights Clinic works for the promotion of social and economic justice globally, including in the United States. The Clinic uses international human rights laws and norms as well as other substantive law and strategies to draw attention to human rights violations, develop practical solutions to those problems using interdisciplinary methodologies, and promote accountability on the part of state and non-state actors. The Clinic works closely with non-governmental organizations to design, collaborate, and implement projects, which include litigation in domestic, foreign, and international tribunals as well as non-litigation projects, such as documenting violations, legislative reform, drafting reports, and training manuals. Students work in teams on specific projects and will develop their international research, legal writing, oral advocacy, communication, interviewing, collaboration, media advocacy, and strategic thinking skills. Additionally, students will critically examine the substance and application of human rights law, as well as discuss and confront the ethical challenges of working on human rights problems globally, and develop new techniques to address human rights violations, including those involving economic and social rights and women's rights.
During the Autumn quarter students should take the Human Rights Lawyering Class where interviewing, cultural competency, strategy in the international context, and other relevant skills will be developed through simulation exercise, assignments, and discussion of case studies. In addition, students are encouraged, but not required to take a course in International Human Rights Law.
Some students may have the option (but are not required) to undertake international or domestic travel in connection with their projects during the break between Autumn and Winter Quarter or the break between Winter and Spring Quarter. Students will receive one or two credits each quarter in the International Human Rights Clinic in accordance with the Law School's general criteria for clinical courses as described in the Law School Announcements and by the approval of the clinical faculty.
Winter 2014
Sital Kalantry
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International Human Rights Lawyering Skills
LAWS 96203
- 01
(2)
m, s, x
In this seminar, students will learn the tools and develop the skills to conduct international human rights work, including international field-work and fact-gathering, interviewing witnesses and victims of abuses, assessing various litigation and non-litigation strategies, conducting legal research using diverse sources, evaluating successes and challenges, developing cross-cultural competency skills, and the ethical challenges of international work.
The grade for the class will be based on class participation, in-class simulation exercises, and short assignments.
This seminar is a pre-requisite or co-requisite for students who are or intend to enroll in the International Human Rights Clinic.
Enrollment limited to 15 students.
Autumn 2013
Sital Kalantry
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Leadership
LAWS 75102
- 01
(2 to 3)
+, m, r, s, w
The divide between law and business is becoming increasingly blurred as clients look to their lawyers not merely for legal advice but also for leadership and results-focused solutions to complex business problems. Increasing competition, early specialization, and client cost constraints provide junior attorneys with few opportunities to develop the skills necessary to meet these increasing expectations. Through this highly intensive seminar, students will develop the judgment and practical skills necessary to become effective leaders and problem solvers, as well as an understanding of the theoretical foundations of effective leadership. Topics will include project management, strategic vision, forms of influence, and business leadership. Materials will include cutting-edge research, case histories, videos, and literature. Class sessions occasionally will include speakers who have played important leadership roles.
The student's grade will be based on active and insightful class participation, reflection papers on assigned readings, and a final paper on an instructor-approved topic of the student's choosing (examples of potential topics include leadership in alliance formation, variations in governing board structures, performance consequences of executive succession, and leadership in outsourcing relationships). The seminar will require substantial out of class work and class participation will count toward the grade. Students will be developing leadership presentations and completing major projects outside of class. Enrollment is very limited given the unique nature of this seminar, and instructor approval is required. If there is sufficient student interest, there may be a follow-on leadership seminar offered in the Spring.
A 2-credit option is available with permission of instructor.
Winter 2014
David Zarfes
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Legal Elements of Accounting
LAWS 79102
- 01
(1)
s
This mini-course introduces accounting from a mixed law and business perspective. It covers basic concepts and vocabulary of accounting, not so much to instill proficiency with the mechanics of debits and credits as to serve as a foundation from which to understand financial statements. The course then examines accounting from a legal perspective, including consideration of common accounting decisions with potential legal ramifications. It also analyzes throughout the reasons for and roles of financial accounting and auditing, as well as the incentives of various persons involved in producing, regulating, and consuming financial accounting information. The course will touch on some limitations of, and divergent results possible under, generally accepted accounting principles. Current cases, proposals, and controversies will be discussed.
Attendance and participation will be very important.
Grades will be based on a take-home final examination.
Students with substantial prior exposure to accounting (such as students with an MBA, joint MBA/JD, and undergraduate finance or accounting majors) may not take the course for credit.
Class will meet for nine sessions, five days during week 1 (M-F Jan 6-10, 2014) and four days during week 3 (T-F Jan 21-24, 2014), and completion earns one credit.
Winter 2014
John Sylla
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Litigation Laboratory
LAWS 91563
- 01
(3)
s, u, x
This simulation class brings lawyers and students together to analyze and develop aspects of the lawyers’ ongoing cases. It allows good lawyers to use law students for collaborative help with open cases, and allows law students to learn litigation skills by working with the lawyers. A different lawyer with a different case will participate in most class sessions. Typically the lawyer will provide materials for the students to review before the class. During the class, students will discuss, argue, debate, and work with the lawyer to solve hard issues. Following each class, students will complete written materials analyzing and evaluating the problem. In classes when lawyers are not included, students also learn practical litigation skills through various advocacy exercises.
Students will be graded based on active participation and their written materials.
Winter 2014
Catherine Masters, James A. Clark
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Managing Risk in a Global Economy
LAWS 73913
- 01
(3)
m, s, w
In today's global economy, companies, investors and other economic actors are operating on a cross-border basis more than ever before. As a result, they are faced with the daunting prospect of managing legal, regulatory and other business risks in a multitude of countries across the globe. This seminar will introduce students to the intriguing challenges of managing cross-border legal, regulatory and other risks in today's global and increasingly complex and interconnected economy. The seminar will cover an array of substantive issues including, among other things, anti-corruption, regulation, economic sanctions, managing cross-border liability risks, tools for the effective resolution of cross-border litigation, including the use of bilateral investment treaties, and the management of political and country risks. The Seminar also will explore the various dimensions of the General Counsel role in today's multinational enterprises, as well as the important relationship between counsel (in-house and external) and company management in effectively managing risk on a global basis.
The seminar will be taught on the basis of readings as well as case studies.
The format of the seminar will depend heavily upon active student participation.
Law students and business students are both encouraged to participate in the seminar.
Students will be graded based upon the quality of their preparation for and active participation in the seminar, as well as the quality of a final project, which involves substantial research requiring students to analyze and address a specific fact pattern drawing on the various concepts and issues that will be discussed during the seminar.
This seminar may satisfy the WP graduation requirement, if sufficient research and written work is completed as part of the final project.
Spring 2014
Javier Rubinstein
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Mental Health Advocacy Clinic
LAWS 67013
- 01
(1 to 2)
+, a, s, w
Mental Health Advocacy teaches a variety of advocacy skills. With the permission of the clinical teacher, students may choose 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 clinic 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 or contemporaneous enrollment in Law and the Mental Health System is encouraged, but not required, for all students.
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.
Student may enroll in this clinical course for between one and six quarters.
Winter 2014
Mark J. Heyrman
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Mental Health Advocacy Clinic
LAWS 67013
- 01
(1 to 2)
+, a, s, w
Mental Health Advocacy teaches a variety of advocacy skills. With the permission of the clinical teacher, students may choose 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 clinic 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 or contemporaneous enrollment in Law and the Mental Health System is encouraged, but not required, for all students.
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.
Student may enroll in this clinical course for between one and six quarters.
Spring 2014
Mark J. Heyrman
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Mental Health Advocacy Clinic
LAWS 67013
- 01
(1 to 2)
+, a, s, w
Mental Health Advocacy teaches a variety of advocacy skills. With the permission of the clinical teacher, students may choose 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 clinic 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 or contemporaneous enrollment in Law and the Mental Health System is encouraged, but not required, for all students.
See the general rules for all clinical courses for further details concerning enrollment, including the rules governing the award of credit.
There is a mandatory one-credit seminar component for this course which meets once a week during the Autumn Quarter.
Mental Health Advocacy satisfies part of the writing requirement if substantial written work is completed.
Student may enroll in this clinical course for between one and six quarters.
Autumn 2013
Mark J. Heyrman
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Post Incarceration Reentry Clinic
LAWS 67243
- 01
(1)
a, s, w
The Post Incarceration Reentry Clinic (PIRC) will assist individuals returning to society after detention and imprisonment. Approximately 600,000 people are annually released from state and federal prisons in the United States; in Illinois, about 40,000 prisoners return to their communities each year and a substantial percentage of Illinois prisoners return to a small number of Chicago neighborhoods (several on the Southside) where they encounter restricted housing, employment, and educational opportunities, inadequate social, medical, and mental health services, real obstacles to care and provide for their families, and other policies and practices that make it difficult to become productive members of the community. Students will be engaged in individual representation, policy reform, and public education. In terms of direct representation, students may interview and counsel clients, prepare and present witnesses at hearings before the Circuit Court of Cook County or the Prisoner Review Board, provide advice and assistance on reviewing criminal records, prepare petitions for expungement and sealing of records, apply for certificates of good conduct and relief from disabilities, provide counsel in parole and probation revocation proceedings, and consider petitions for executive clemency and other post-conviction relief. With regard to policy and public education, we will, inter alia, collaborate with other community organizations and providers in advocating for alternatives to incarceration, legislative reform, and the elimination of barriers to employment, housing, public benefits, and education for those with criminal records. PIRC will engage in effective interdisciplinary collaboration with the Clinic social worker and social work students as well as related law school clinics, interested academics, and other university departments and disciplines.
Autumn 2013
Herschella G. Conyers, Randolph N. Stone
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Post Incarceration Reentry Clinic
LAWS 67243
- 01
(1)
a, s, w
The Post Incarceration Reentry Clinic (PIRC) will assist individuals returning to society after detention and imprisonment. Approximately 600,000 people are annually released from state and federal prisons in the United States; in Illinois, about 40,000 prisoners return to their communities each year and a substantial percentage of Illinois prisoners return to a small number of Chicago neighborhoods (several on the Southside) where they encounter restricted housing, employment, and educational opportunities, inadequate social, medical, and mental health services, real obstacles to care and provide for their families, and other policies and practices that make it difficult to become productive members of the community. Students will be engaged in individual representation, policy reform, and public education. In terms of direct representation, students may interview and counsel clients, prepare and present witnesses at hearings before the Circuit Court of Cook County or the Prisoner Review Board, provide advice and assistance on reviewing criminal records, prepare petitions for expungement and sealing of records, apply for certificates of good conduct and relief from disabilities, provide counsel in parole and probation revocation proceedings, and consider petitions for executive clemency and other post-conviction relief. With regard to policy and public education, we will, inter alia, collaborate with other community organizations and providers in advocating for alternatives to incarceration, legislative reform, and the elimination of barriers to employment, housing, public benefits, and education for those with criminal records. PIRC will engage in effective interdisciplinary collaboration with the Clinic social worker and social work students as well as related law school clinics, interested academics, and other university departments and disciplines.
Spring 2014
Herschella G. Conyers, Randolph N. Stone
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Post Incarceration Reentry Clinic
LAWS 67243
- 01
(1)
a, s, w
The Post Incarceration Reentry Clinic (PIRC) will assist individuals returning to society after detention and imprisonment. Approximately 600,000 people are annually released from state and federal prisons in the United States; in Illinois, about 40,000 prisoners return to their communities each year and a substantial percentage of Illinois prisoners return to a small number of Chicago neighborhoods (several on the Southside) where they encounter restricted housing, employment, and educational opportunities, inadequate social, medical, and mental health services, real obstacles to care and provide for their families, and other policies and practices that make it difficult to become productive members of the community. Students will be engaged in individual representation, policy reform, and public education. In terms of direct representation, students may interview and counsel clients, prepare and present witnesses at hearings before the Circuit Court of Cook County or the Prisoner Review Board, provide advice and assistance on reviewing criminal records, prepare petitions for expungement and sealing of records, apply for certificates of good conduct and relief from disabilities, provide counsel in parole and probation revocation proceedings, and consider petitions for executive clemency and other post-conviction relief. With regard to policy and public education, we will, inter alia, collaborate with other community organizations and providers in advocating for alternatives to incarceration, legislative reform, and the elimination of barriers to employment, housing, public benefits, and education for those with criminal records. PIRC will engage in effective interdisciplinary collaboration with the Clinic social worker and social work students as well as related law school clinics, interested academics, and other university departments and disciplines.
Winter 2014
Herschella G. Conyers, Randolph N. Stone
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Poverty and Housing Law Clinic
LAWS 90512
- 01
(4)
a, s
This clinic, conducted over two sequential quarters, exposes students to the practice of poverty law work by giving them the opportunity to work on housing cases at LAF, which provides free legal services to indigent clients in civil matters. Students will spend twelve hours per week in LAF’s Housing Practice Group, and may be asked to attend administrative grievance hearings, represent defendants in eviction actions, prevent landlords from performing lockouts or refusing to make necessary repairs, and participate in ongoing federal litigation. All students will be expected to interview clients, prepare written discovery, and draft motions. In addition to working at LAF, students will attend a weekly two-hour class at which they will learn about poverty law, subsidized housing programs, eviction actions, housing discrimination, the intersection between domestic violence and housing, using the bankruptcy code to preserve subsidized tenancies, challenging barred lists and "no trespass" policies, jury trial practice, and the extensive and often misunderstood connection between criminal law and subsidized housing.
Enrollment is limited to twelve students.
The seminar is taught by Lawrence Wood (Director, LAF’s Housing Practice Group).
Each student's grade is based on his or her class participation (20%), one paper-10 pages minimum (10%), and work at LAF (70%).
Spring 2014
Lawrence Wood
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Poverty and Housing Law Clinic
LAWS 90512
- 01
(3)
a, s
This clinic, conducted over two sequential quarters, exposes students to the practice of poverty law work by giving them the opportunity to work on housing cases at LAF, which provides free legal services to indigent clients in civil matters. Students will spend twelve hours per week in LAF’s Housing Practice Group, and may be asked to attend administrative grievance hearings, represent defendants in eviction actions, prevent landlords from performing lockouts or refusing to make necessary repairs, and participate in ongoing federal litigation. All students will be expected to interview clients, prepare written discovery, and draft motions. In addition to working at LAF, students will attend a weekly two-hour class at which they will learn about poverty law, subsidized housing programs, eviction actions, housing discrimination, the intersection between domestic violence and housing, using the bankruptcy code to preserve subsidized tenancies, challenging barred lists and "no trespass" policies, jury trial practice, and the extensive and often misunderstood connection between criminal law and subsidized housing.
Enrollment is limited to twelve students.
The seminar is taught by Lawrence Wood (Director, LAF’s Housing Practice Group).
Each student's grade is based on his or her class participation (20%), one paper-10 pages minimum (10%), and work at LAF (70%).
Winter 2014
Lawrence Wood
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Pre-Trial Advocacy
LAWS 67403
- 01
(2)
+, s, u, x
This class focuses on fundamental pretrial litigation strategies and skills, including creation and evaluation of legal and factual theories, motion practice, interviewing clients, discovery planning, depositions, and pretrial preparation. The class employs a variety of learning methodologies, including lectures, small group discussions, simulated exercises, and oral arguments.
Students taking Pre-Trial Advocacy are also eligible to enroll in the Intensive Trial Practice Workshop.
Because of the overlap in topics, students are ineligible for Pre-Trial Advocacy if they have taken or are currently enrolled in any of the following litigation clinics: Criminal and Juvenile Justice Project Clinic; Civil Rights Clinic: Police Accountability; Mental Health Litigation Clinic; Complex Mental Health Litigation Clinic; Exoneration Project Clinic; Employment Discrimination Clinic; Employment Law Clinic; Abrams Environmental Law Clinic; and Federal Criminal Justice Clinic.
The student's grade is based on class participation and written work product.
Evidence is a prerequisite (may be taken concurrently).
Spring 2014
Erin Kelly
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Private Equity Transactions: Issues and Documentation
LAWS 71402
- 01
(3)
+, m, s, x
This seminar will examine from a practical perspective the issues and documentation arising in a typical private equity acquisition transaction. The seminar will follow this type of transaction through its various stages and provide students in-depth and practical experience with common deal issues and drafting contractual provisions to address those issues. The goal of the seminar is to help prepare students for the practical aspects of being a deal lawyer. Coursework will include reading acquisition contracts, cases and legal commentators and weekly written assignments (contract drafting and issue analysis).
Grades will be based on class participation and the written assignments.
Corporations and Contracts are prerequisites.
Winter 2014
Mark Fennell, Stephen Ritchie
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Prosecution and Defense Clinic
LAWS 67713
- 01
(3 to 4)
+, a, s
The Prosecution and Defense Clinic is designed to provide students with an opportunity to learn about the criminal justice system through: (1) a 2-quarter seminar taught by a former Assistant United States Attorney and a former Federal Defender; and, (2) a clinical placement in either a prosecutor’s office or public defender’s office. The goal of the clinic is to enable students to gain hands-on criminal clinical experience, as well as to familiarize students with the legal procedures and issues which arise in a typical criminal case, including ethical and social justice issues (such as race and poverty) routinely considered by all criminal justice attorneys and courts. The clinic will provide students with a unique combination of substantive criminal law and procedure, ethics, trial practice (through participation in courtroom exercises built around actual criminal cases), and hands-on experience through a clinical placement.
Each student in the clinic is responsible for securing a field placement and participating in a pre-screened placement program with a federal or state prosecutor or defender office for the Winter and Spring quarters (January through May). Field placements will be formally supervised by coordinators within each program’s office, and the faculty instructors will monitor the student’s substantive work and performance in conjunction with the field placements. Students must comply with the clinical placement’s requirements regarding hours and assignments, which will be considered part of the course grade. In the clinical placements, students may be expected to research substantive criminal law issues, draft affirmative and responsive pleadings and memos, interview witnesses and clients, assist lawyers with court hearings and where permitted (and with an appropriate 711 license), appear in court under the supervision of practicing attorneys.
For additional information concerning placements, please see http://www.law.uchicago.edu/clinics/prosecutiondefense.
Winter 2014
Lisa Noller, Gabriel Plotkin
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Prosecution and Defense Clinic
LAWS 67713
- 01
(3 to 4)
+, a, s
The Prosecution and Defense Clinic is designed to provide students with an opportunity to learn about the criminal justice system through: (1) a 2-quarter seminar taught by a former Assistant United States Attorney and a former Federal Defender; and, (2) a clinical placement in either a prosecutor’s office or public defender’s office. The goal of the clinic is to enable students to gain hands-on criminal clinical experience, as well as to familiarize students with the legal procedures and issues which arise in a typical criminal case, including ethical and social justice issues (such as race and poverty) routinely considered by all criminal justice attorneys and courts. The clinic will provide students with a unique combination of substantive criminal law and procedure, ethics, trial practice (through participation in courtroom exercises built around actual criminal cases), and hands-on experience through a clinical placement.
Each student in the clinic is responsible for securing a field placement and participating in a pre-screened placement program with a federal or state prosecutor or defender office for the Winter and Spring quarters (January through May). Field placements will be formally supervised by coordinators within each program’s office, and the faculty instructors will monitor the student’s substantive work and performance in conjunction with the field placements. Students must comply with the clinical placement’s requirements regarding hours and assignments, which will be considered part of the course grade. In the clinical placements, students may be expected to research substantive criminal law issues, draft affirmative and responsive pleadings and memos, interview witnesses and clients, assist lawyers with court hearings and where permitted (and with an appropriate 711 license), appear in court under the supervision of practicing attorneys.
For additional information concerning placements, please see http://www.law.uchicago.edu/clinics/prosecutiondefense.
Spring 2014
Lisa Noller, Gabriel Plotkin
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Secured Lender Remedies and Workout Transactions
LAWS 71404
- 01
(2)
m, s, x
Starting first by discussing the parameters under which a borrower company must typically operate under its secured loan facility, this seminar will focus on the remedies available to secured lenders when that borrower defaults and the various workout transactions that may ensue, either before bankruptcy or as a bankruptcy alternative. Remedies will be viewed from the perspective of the secured lender's counsel, including negotiation and documentation of forbearance agreements, consensual turnovers and UCC sales of assets and equity, as well as exercise of pledged equity voting rights.
Spring 2014
Erin Casey
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Strategies and Processes of Negotiations
LAWS 46702
- 01
(3)
s, u, x
This simulation class aims to make you a better negotiator by giving you the analytical frameworks as well as the hands-on experience of negotiating in various roles. In addition to discussing the theoretical “science” of negotiations, you will participate in a series of increasingly complex (and fun!) exercises where you will fine tune the “art” of negotiations. You will work your way from participating in simple two-party, single issues negotiations to multi-party, multi-issue negotiations with internal (within the organization) and external (outside the organization) parties. You will learn how to categorize the problem and prepare for the negotiation; how to create value in an ethical manner; how to ensure that you capture a fair share of the value created; how to form effective coalitions; and how to apply specific tactics to overcome common biases and mistakes made by negotiators. The class will enable you to hone your personal negotiating strengths and work on your personal weaknesses by giving constant feedback showing you how your strategies and tactics worked relative to those used by your classmates.
Attendance in every class is compulsory.
Grades are based on preparation, participation, reflection reports and a final project.
This simulation course will meet 10/2-11/20.
Autumn 2013
Radhika Puri
