Offerings

Key:
+ subject to prerequisites, co-requisites, exclusions, or professor permission
1L first year required course
a extends over more than one quarter
c/l cross listed
e first-year elective
m seminar
p meets the professional responsibility/ethics requirement
r papers may meet substantial research paper (SRP) graduation requirement
s meets the professional skills requirement
u simulation class
w may meet writing project (WP) graduation requirement
x offering available for bidding
(#) the number of Law School credit hours earned for successful completion
  • Litigation Laboratory

    LAWS 91563 - 01 (3) s, u, w, 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 2015
    Catherine Masters, James A. Clark
  • Mental Health Advocacy Clinic

    LAWS 67013 - 01 (1 to 3) +, 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 fifty 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 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 2014
    Mark J. Heyrman
  • Mental Health Advocacy Clinic

    LAWS 67013 - 01 (1 to 3) +, 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 fifty 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 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.
    Winter 2015
    Mark J. Heyrman
  • Mental Health Advocacy Clinic

    LAWS 67013 - 01 (1 to 3) +, 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 fifty 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 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.
    Spring 2015
    Mark J. Heyrman
  • National Security Issues and the Development of Legal Practice Skills

    LAWS 70703 - 01 (3) +, m, s, x
    This seminar will address current national security issues including presidential power, indefinite incarceration, assassination, electronic surveillance, and cyberwarfare. More than the typical seminar, this class will also focus on helping students develop a range of skills required for successful law practice. Students will form teams of 2-4 persons. Each team will present its analysis of a topic to the class and help facilitate class discussion of the topic. Each team will also submit a short memo on its selected topic. Constitutional Law I or the equivalent is recommended but not required (and can be taken concurrently).
    Spring 2015
    Robert A. Helman
  • Partnership Taxation

    LAWS 44301 - 01 (3) +, s, x
    A review of the principals of partnership taxation, with an emphasis on the tax consequences of the formation, operation and dissolution of partnerships. Matters discussed include the treatment of leverage, capital accounts, disguised sales, mixing bowls, anti-abuse rules and other aspects of partnership taxation. Introductory Income Tax is a prerequisite. Meetings will be held at the offices of Baker & McKenzie, 300 E. Randolph, in the Loop. Dinner is provided. The grade is based on a final take-home examination.
    Spring 2015
    Richard Lipton, Todd Golub
  • Poverty and Housing Law Clinic

    LAWS 90512 - 01 (3 to 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 (30%) and work at LAF (70%).
    Winter 2015
    Lawrence Wood
  • Poverty and Housing Law Clinic

    LAWS 90512 - 01 (3 to 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 (30%) and work at LAF (70%).
    Spring 2015
    Lawrence Wood
  • 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 Advocacy Clinic; Exoneration Project Clinic; Employment Discrimination 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 2015
    Erin Kelly
  • 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. Business Organizations and Contracts are prerequisites.
    Winter 2015
    Mark Fennell, Stephen Ritchie
  • 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 course 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 prior to the beginning of the first day of class in a pre-screened placement program with a federal or state prosecutor or defender office. A list of potential placements is available upon request. Field placements will run for both the Winter and Spring quarters (January through May) and will be formally supervised by coordinators within each program’s office. 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. The clinic will be held only if a minimum of nine (9) students secure internships and signup for the course.
    Winter 2015
    Lisa Noller, Gabriel Plotkin
  • 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 course 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 prior to the beginning of the first day of class in a pre-screened placement program with a federal or state prosecutor or defender office. A list of potential placements is available upon request. Field placements will run for both the Winter and Spring quarters (January through May) and will be formally supervised by coordinators within each program’s office. 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. The clinic will be held only if a minimum of nine (9) students secure internships and signup for the course.
    Spring 2015
    Lisa Noller, Gabriel Plotkin
  • Strategic Business Partnerships

    LAWS 79917 - 01 (2 to 3) s, u, x
    As modern businesses face increasing pressure to increase innovation and speed to market while cutting costs and mitigating risk, they have increasingly recognized that the path to success includes partnering with third parties. Success in these relationships requires significant advance planning, a focus on shared goals, and the ability to capture the essence of the transaction in a legal document that is often negotiated on an accelerated time frame. Lawyers working for or with these businesses must bring more than legal expertise and negotiating skills to the table; they must also draw upon sound business principles, their knowledge of the underlying business, its core competencies and strategic needs, to implement successful and durable arrangements. This class, intended for those planning careers as either business/transactional attorneys or business leaders, will explore various alternative partnering options and how they are documented by the legal and business teams. These alternatives, intersecting law and business, will be examined, discussed, and negotiated against a backdrop of real-world business intelligence and agreements, using a publicly traded Fortune 100 retailer as the business case upon which much of the class will be based. A former CEO of the company will join the class as a guest speaker to provide business context; external attorneys involved in many of the transactions will provide occasional commentary and additional context. Grades will be based on a series of short reflection papers, substantial in-class exercises and negotiations, and out-of-class projects. A 2-CREDIT OPTION IS AVAILABLE WITH PERMISSION OF INSTRUCTOR.
    Spring 2015
    David Zarfes, Matt Myren
  • Strategic Drafting

    LAWS 79914 - 01 (2) m, s, x
    Effective drafting requires not only clarity and precision, but also (a) an awareness of the fundamental principles of contract interpretation and (b) a consideration of the context and strategic objectives. In this seminar, we will discuss principles of contract interpretation and explore scenarios in which a lawyer may be called upon to draft/revise contracts and related documents. These scenarios may be informed by a variety of factors, including the objectives and leverage of the parties, the nature of the transaction, and the allotted resources (e.g., time, money) for drafting and negotiating. Through encountering these scenarios, students will develop the ability to draft strategically. Grades will be based on class participation, a series of short exercises, and a final exercise.
    Spring 2015
    David Finkelstein
  • Strategies and Processes of Negotiation

    LAWS 46702 - 01 (3) s, u, x
    Increasingly negotiation is part of the day-to-day life of managers. The aim of this class is to make students more effective negotiators. Students should leave the class with (1) a structured approach for preparing for and thinking about negotiations; and (2) a refined set of skills for carrying out negotiations. A central part of the class is an extensive set of negotiation simulations. These simulations take students through a variety of negotiations: single and multiple issue; two-negotiator and multiple-negotiator (coalitional); and internal (within organization) and external. In addition, the class includes a number of cases. Lectures, readings, and structured analytical exercises supplement the simulations and cases. The grade is based on a series of reaction papers and problem sets, class participation, and a final group paper. Note: The class will end at 11:30 a.m. on November 13 and 20.
    Autumn 2014
    George Wu
  • Structuring Venture Capital, Private Equity, and Entrepreneurial Transactions

    LAWS 71401 - 01 (3) +, s
    This course covers tax, legal, and economic principles applicable to a series of interesting, complex, current entrepreneurial transactions, utilizing venture capital or private equity financing, including (1) new business start up, (2) growth equity investment in existing business enterprise, (3) leveraged buyout of private or public company (including going-private transaction), (4) use of flow-through tax entity such as S corporation, partnership, or LLC for variety of venture capital or private equity financed transactions, (5) devising equity-based executive compensation program, (6) private equity financed restructuring or workout (in or out of bankruptcy) for troubled over-leveraged enterprise and utilizing troubled company’s NOL after restructuring, (7) devising exit scenario for successful venture capital or private equity financed enterprise (such as IPO, SEC rule 144 sale, sale of company, or merger of company into larger enterprise), and (8) forming new venture capital, LBO, or private equity fund. Substantive subjects include federal income tax, securities regulation, corporate law, partnership law, LLC law, bankruptcy law, fraudulent conveyance law, and other legal doctrines, as well as accounting rules and practical structuring issues (including use of common and preferred stock, subordinated debt, convertible debt, convertible preferred stock, warrants, and options), all reviewed in a transactional context, and with discussion of their policy underpinnings and likely future evolution. No specific prerequisites, but introductory income tax strongly recommended, entity taxation desirable, and knowledge of corporate law, securities regulation, bankruptcy, and accounting helpful. However, the course book and the course book appendix contain adequate discussion and supplemental precedents for an understanding of the material covered by the course. Booth students do not require instructor consent in order to submit a registration request. The grade is based on a final in-class examination.
    Spring 2015
    Jack S. Levin, Donald Rocap
  • Trial Advocacy

    LAWS 67603 - 01 (3) s, u, x
    This class will focus on the trial phases of civil litigation. Simulated trial problems designed to promote knowledge of the litigation process and to afford individual experience in selected phases of trial practice will be employed to familiarize students with pragmatic tactical issues and solutions. Written trial materials will be used and instruction will by lecture, demonstration, and exercise (including a mini-trial). Students who have taken the Intensive Trial Practice Workshop (LAWS 67503) may not take Trial Advocacy (LAWS 67603). An understanding of the Federal Rules of Evidence is preferred but not a prerequisite. Final grades will be based on class participation, performance during courtroom exercises and the mini-trial, and one or more written assignments. Enrollment is limited to 24 students.
    Spring 2015
    Jay Cohen
  • U.S. Supreme Court: Theory and Practice

    LAWS 50311 - 01 (2) m, s, x
    This seminar will provide an in-depth look at the Supreme Court---its current docket and recent trends in its decisions, the modern debate over its proper role, and both written and oral advocacy before the Court. In addition to class participation, students are graded on a legal brief (generally 15-25 pages in length) and on their performance in a moot court.
    Autumn 2014
    Michael Scodro
  • Workshop: Legal Scholarship

    LAWS 78711 - 01 (3) c/l, m, s, x
    This workshop may be taken for a full year on only in the fall quarter. It is open to all students, JSDs and LLMs are welcome. Both versions count as 1 seminar for purposes of the seminar limit. Students registered for the full year are required to either write a paper of publishable quality or revise a previously written paper for publication. The goal is to prepare students for the academic job market. Special attention is paid to topic selection, how to approach working on an original (not synthetic) project, and presentation skills. Students enrolled for the year will be expected to conduct themselves as they would if they were junior faculty members at a top law school, reading and commenting on the work of their peers. Optional lunches to discuss writing will be held throughout the year in the same format as the Faculty Round Table. The goal is to create a learning community that will provide students with the type of scholarly atmosphere the faculty here enjoys. There will be meetings on average every other week during Winter and Spring Quarters. The fall quarter only option is designed for several audiences: (1) students who want to decide if an academic career is for them; (2) students who wish to improve their skills as a public speaker; (3) students who want to improve their skills of critique while reading papers from a wide variety of subject areas; (4) and students who simply enjoy arguing about the law. Each week a young scholar present works-in progress and students play the role of the faculty in a faculty workshop. The class and the professor then provide feedback and suggestions to the presenter on aspects of both presentation style and the substance of the paper. The FALL ONLY version is graded on the basis of short reaction papers, a short research paper, and class participation. During Winter, the workshop is expected to meet the first four weeks of the quarter; during Spring, every other week.
    Autumn 2014
    Lisa Bernstein
  • Young Center Immigrant Child Advocacy Clinic

    LAWS 65013 - 01 (1 to 3) a, s, w
    The Young Center for Immigrant Children's Rights Clinic combines international human rights, immigration law and children's rights law. Students in the clinic serve as Child Advocate (similar to a guardian ad litem) for unaccompanied immigrant children detained in Chicago. Unaccompanied immigrant children come to the U.S. from all corners of the world, on their own. They are apprehended—typically at the U.S./Mexico border—then detained and placed in deportation proceedings. Law students are appointed to serve as Child Advocate for the most vulnerable of these children and are responsible for advocating for the best interests of the assigned child on issues relating to care, custody, release, legal relief and safe repatriation. Since there is no substantive best interests standard under the Immigration and Nationality Act, students look to state child welfare law and international human rights law, including the Convention on the Rights of the Child and UNHCR Guidelines. In addition, students have the opportunity to engage in legislative and policy advocacy aimed at reforming the immigration system to better protect the rights of children. Students are assigned to work one-on-one with children at Chicago-area detention facilities. Each student meets weekly with the child, and advocates on behalf of the child with federal officials, immigration judges and asylum officers. The clinic admits both 2Ls and 3Ls. Language skills are not required, but students who speak Spanish, Mandarin, Romanian, or American Sign Language are strongly encouraged to apply. Students who enroll in the clinic must: 1. Participate in a 2-day orientation on Oct. 4 & 5, 2014; 2. Participate in brown bag lunch meetings. For more information, visit: www.TheYoungCenter.org. You may also contact Elizabeth Frankel at efrankel@law.uchicago.edu or 773-702-9587 or Maria Woltjen at mwoltjen@uchicago.edu or 773-702-0349.
    Autumn 2014
    Elizabeth Frankel, Maria Woltjen, Jajah Wu, Marcy Phillips