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Winter 2018 Course Descriptions

As of 10/16/2017 5:47:50 AM

Clinic

980   Advanced Clinical Law

This graded course is intended to give a few students who have excelled in any clinical law course the chance to spend another semester doing casework for that clinic. Students will work under faculty supervision on more complicated cases and will shoulder more of the responsibility for those cases. The course gives students a broader range of lawyering experience at a higher level of sophistication than is possible the first time through. Students are enrolled by invitation only, after having expressed interest to one of the clinical faculty or administrators. Faculty and invited students determine the number of credits to be awarded.

910   Child Advocacy Clinic

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience in problems of child abuse and neglect and of children in foster care. The clinic represents parents in one Michigan county, children in another, and the Michigan Child Protection Agency in six counties all in specific child maltreatment and termination of parental rights cases. With close support and supervision of an interdisciplinary faculty, the law student addresses the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. Law students will work with practicing professionals, faculty, and students from social work, psychology, pediatrics, and psychiatry. The Child Advocacy Law Clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. The Clinic especially focuses on the relationship between the lawyer and other professionals facing the same social problem. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Child Advocacy Law Clinic meets the New York Pro-Bono requirement. CALC is a 7 credit course, all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

911   Child Advocacy Clinic Seminar

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience in problems of child abuse and neglect and of children in foster care. The clinic represents parents in one Michigan county, children in another, and the Michigan Child Protection Agency in six counties all in specific child maltreatment and termination of parental rights cases. With close support and supervision of an interdisciplinary faculty, the law student addresses the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. Law students will work with practicing professionals, faculty, and students from social work, psychology, pediatrics, and psychiatry. The Child Advocacy Law Clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. The Clinic especially focuses on the relationship between the lawyer and other professionals facing the same social problem. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Child Advocacy Law Clinic meets the New York Pro-Bono requirement. CALC is a 7 credit course, all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

921   Civil-Criminal Litig Clnc Sem

Civil-Criminal Litigation Clinic Seminar [aka Michigan Clinical Law Program] The classroom component of the MCLP includes some trial advocacy simulations to introduce basic trial skills. Students must enroll in the 4-credit clinic and the 3-credit seminar, taken concurrently. Each student will also participate in two intensive trial practice exercises: a mock adversarial hearing at mid-term and a mock trial at the end of the term. Other class sessions address topics including the role of the lawyer, ethical issues in law practice, client-centered lawyering, the adversarial process, other related issues affecting the clinic's poor client population, and case rounds. The seminar and field-work are graded. The MCLP meets the NY bar pro bono requirement. For a more detailed description, see: https://www.law.umich.edu/clinical/generalclinic/Pages/default.aspx The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

920   Civil-Criminal Litigation Clnc

Civil-Criminal Litigation Clinic [aka Michigan Clinical Law Program] The Michigan Clinical Law Program (MCLP) is a 7-credit litigation clinic that gives students the chance to practice law in a variety of issue areas affecting low-income clients. Students must enroll in the 4-credit clinic and the 3-credit seminar, taken concurrently. The clinic covers many areas of the law. The civil case-load changes term to term, but may include landlord-tenant, consumer, family law, public benefits, employment discrimination, asylum and refugee, contracts, torts, and prisoners' civil rights cases. We try to keep a wide mix of work, from simple one-issue cases to class actions raising issues of first impression. On the criminal side, students handle misdemeanor cases for their short-term files, and do (mostly post-conviction) felony cases for their more complex files. Students do all of the work for their clients (under faculty supervision), including interviewing, counseling, legal research, discovery, negotiation, motion practice, bench and jury trials, and appeals. Students have "first-chair" responsibility for their cases and primary responsibility for their clients. MCLP students handle cases in the state district, circuit, and probate courts, as well as the federal district courts, state and federal administrative agencies, and appeals to all levels of both court systems. The seminar and field-work are graded. The MCLP meets the NY bar pro bono requirement. A more detailed description can be found at: https://www.law.umich.edu/clinical/generalclinic/Pages/default.aspx The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

955   Comm & Econ Develop Clinic

Community and Economic Development Clinic The Community and Economic Development Clinic provides transactional legal assistance to nonprofits and community-based organizations in the City of Detroit and surrounding areas. Students engage in the supervised practice of law, assuming primary responsibility for all matters affecting your clients. Under close faculty supervision, students are responsible for all aspects of representation -- interviewing and counseling clients; planning; researching; drafting correspondence, memos, and legal documents; managing relationships with clients and others; negotiating agreements; and implementing client decisions. The Clinic works with new and established organizations. You will learn various substantive areas of law. Most students work with several clients on several matters throughout the term. The Clinic's goals are to provide first-rate legal services to sustain effective organizations and build institutions that provide needed services and opportunities in under-served urban communities and contribute to the economic development of the region while providing our students the opportunity to enhance their professional capabilities by doing actual "lawyering." Students interested in corporate, government, or public-interest practice should enroll in the course. The Clinic helps prepare students for work with organizational clients, while giving them an introduction to opportunities for transactional attorneys to serve the community, as well as government, public-interest and commercial organizations, through pro bono, board service, and volunteer work. The seminar is a time for reflections and discussion. We explore the practice of law, the Clinic's clients and issues facing the community and the region. We use simulation exercises to explore lawyering skills. Through the client work, students will identify legal issues, research them, consider different alternatives and implement client decisions. Students receive seven credits for the Clinic: three for the seminar and four for the client work. Each component is graded separately. The CEDC meets the New York Pro Bono requirement. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

956   Comm & Econ Develop Clinic Sem

Community and Economic Development Clinic The Community and Economic Development Clinic provides transactional legal assistance to nonprofits and community-based organizations in the City of Detroit and surrounding areas. Students engage in the supervised practice of law, assuming primary responsibility for all matters affecting your clients. Under close faculty supervision, students are responsible for all aspects of representation -- interviewing and counseling clients; planning; researching; drafting correspondence, memos, and legal documents; managing relationships with clients and others; negotiating agreements; and implementing client decisions. The Clinic works with new and established organizations. You will learn various substantive areas of law. Most students work with several clients on several matters throughout the term. The Clinic's goals are to provide first-rate legal services to sustain effective organizations and build institutions that provide needed services and opportunities in under-served urban communities and contribute to the economic development of the region while providing our students the opportunity to enhance their professional capabilities by doing actual "lawyering." Students interested in corporate, government, or public-interest practice should enroll in the course. The Clinic helps prepare students for work with organizational clients, while giving them an introduction to opportunities for transactional attorneys to serve the community, as well as government, public-interest and commercial organizations, through pro bono, board service, and volunteer work. The seminar is a time for reflections and discussion. We explore the practice of law, the Clinic's clients and issues facing the community and the region. We use simulation exercises to explore lawyering skills. Through the client work, students will identify legal issues, research them, consider different alternatives and implement client decisions. Students receive seven credits for the Clinic: three for the seminar and four for the client work. Each component is graded separately. The CEDC meets the New York Pro Bono requirement. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

927   Crim Appellate Practice

This is a clinical course in which each student is assigned to help represent an indigent defendant in the appeal of his or her felony conviction, under the supervision of attorneys from Michigan's State Appellate Defender Office. The focus of the course is on the completion of an effecitvely written appellate brief on behalf of the client, to be filed in state or federal court. The goal of the course is to develop the student's understanding and skill in all phases of appellate advocacy. The student will review the trial transcripts and lower court records, interview the client in prison (with the instructor), develop a strategy for appeal, conduct legal research, and help draft the client's brief on appeal. Feedback is provided by frequent individual meetings with the instructors, as well as oral argument before a panel of attorneys experienced in criminal law. The course gives the student the opportunity to work on a real case with real consequences for the client. While most directly relevant to those interested in criminal law, its lessons in appellate advocacy should be of general interest. Class size is limited to 12 students to assure individual attention to each student. The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. For students who matriculated in or after May 2016, the Clinic can either fulfill the Law School's professional responsibility requirement for graduation, fulfill the upper-level writing requirement, or the credits can count toward the Experiential Learning requirement -- it cannot be used to fulfill more than one of these three particular requirements.

928   Criminal Appel Pract Field

This is a clinical course in which each student is assigned to help represent an indigent defendant in the appeal of his or her felony conviction, under the supervision of attorneys from Michigan's State Appellate Defender Office. The focus of the course is on the completion of an effecitvely written appellate brief on behalf of the client, to be filed in state or federal court. The goal of the course is to develop the student's understanding and skill in all phases of appellate advocacy. The student will review the trial transcripts and lower court records, interview the client in prison (with the instructor), develop a strategy for appeal, conduct legal research, and help draft the client's brief on appeal. Feedback is provided by frequent individual meetings with the instructors, as well as oral argument before a panel of attorneys experienced in criminal law. The course gives the student the opportunity to work on a real case with real consequences for the client. While most directly relevant to those interested in criminal law, its lessons in appellate advocacy should be of general interest. Class size is limited to 12 students to assure individual attention to each student. The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. For students who matriculated in or after May 2016, the Clinic can either fulfill the Law School's professional responsibility requirement for graduation, fulfill the upper-level writing requirement, or the credits can count toward the Experiential Learning requirement -- it cannot be used to fulfill more than one of these three particular requirements.

993   Entrepreneurship Clinic

The Entrepreneurship Clinic, launched in winter 2012, is the first clinical law program focusing exclusively on providing legal assistance to student entrepreneurs. The Clinic will give law students the opportunity to provide greatly needed legal advice and services to student start-up businesses throughout the University of Michigan, training both the student lawyer and student businessperson to work together in addressing the legal issues in an entrepreneurial business. Under the close supervision of clinical faculty, law students in the Clinic will have primary responsibility for providing legal services to their clients. Students will provide transactional legal services to student entrepreneurs in a number of areas including entity formation, contract issues, capital structure and intellectual property including trademark, trade secret, copyright and patent. Students will have the opportunity to interview and counsel clients, strategically plan cases, draft contracts, legal memoranda, correspondence and other documents, negotiate agreements and manage client relationships. In the Clinic seminar, students will explore how to effectively represent entrepreneurs, ethical issues, lawyering skills and different substantive areas of law. The Clinic is a seven credit course. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. All 7 credits are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

994   Entrepreneurship Clinic Sem

Entrepreneurship Clinic Seminar The Entrepreneurship Clinic, launched in winter 2012, is the first clinical law program focusing exclusively on providing legal assistance to student entrepreneurs. The Clinic will give law students the opportunity to provide greatly needed legal advice and services to student start-up businesses throughout the University of Michigan, training both the student lawyer and student businessperson to work together in addressing the legal issues in an entrepreneurial business. Under the close supervision of clinical faculty, law students in the Clinic will have primary responsibility for providing legal services to their clients. Students will provide transactional legal services to student entrepreneurs in a number of areas including entity formation, contract issues, capital structure and intellectual property including trademark, trade secret, copyright and patent. Students will have the opportunity to interview and counsel clients, strategically plan cases, draft contracts, legal memoranda, correspondence and other documents, negotiate agreements and manage client relationships. In the Clinic seminar, students will explore how to effectively represent entrepreneurs, ethical issues, lawyering skills and different substantive areas of law. The Clinic is a seven credit course. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. All 7 credits are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

930   Environmental Law Clinic

The Clinic offers students the opportunity to learn to be effective advocates while representing the National Wildlife Federation. NWF pursues its mission to conserve wildlife in administrative, judicial, and legislative forums, and through a wide range of educational programs and publications. The course has both a clinical and a classroom component. Clinical work will teach students the mechanics of litigation, primarily in state or federal appellate venues, as well as pertinent environmental laws and administrative law. Students will also practice investigative, research, and writing skills. Class work will introduce students to principles and techniques relevant to the clinical work, and may include such subjects as drafting pleadings and motions; oral argument; and negotiation. The Clinic is a graded seven-credit-hour offering. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. Credits count toward New York's pro bono requirement. Courses in administrative and environmental law are not prerequisites, but would be helpful. For further information, please contact Professor Nancy Wang, Clinic Director, at 734-764-5673 or nancymw@umich.edu. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

931   Environmental Law Clinic Sem

Environmental Law Clinic Seminar The Clinic offers students the opportunity to learn to be effective advocates while representing the National Wildlife Federation. NWF pursues its mission to conserve wildlife in administrative, judicial, and legislative forums, and through a wide range of educational programs and publications. The course has both a clinical and a classroom component. Clinical work will teach students the mechanics of litigation, primarily in state or federal appellate venues, as well as pertinent environmental laws and administrative law. Students will also practice investigative, research, and writing skills. Class work will introduce students to principles and techniques relevant to the clinical work, and may include such subjects as drafting pleadings and motions; oral argument; and negotiation. The Clinic is a graded seven-credit-hour offering. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. Credits count toward New York's pro bono requirement. Courses in administrative and environmental law are not prerequisites, but would be helpful. For further information, please contact Professor Nancy Wang, Clinic Director, at 734-764-5673 or nancymw@umich.edu. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

973   Federal Appel Litig Clnc II

Federal Appellate Litigation Clinic II Students who have taken Federal Appellate Litigation Clinic I are eligible to enroll in Federal Appellate Litigation Clinic II by invitation of the professors.

951   Human Trafficking Clinic

The Human Trafficking Clinic (HTC), launched in 2009, is the first clinical law program solely dedicated to the issue of human trafficking. Also known as modern-day slavery, human trafficking is the recruitment, transportation, harboring, or receipt of people for the purposes of slavery, forced labor, and servitude. The HTC offers students the opportunity to work on both domestic and international human trafficking issues and cases. The HTC provides a range of services, including direct representation of both domestic trafficking victims and foreign nationals trafficked into the United States, advocacy for trafficking victims, and community education and training. The HTC also provides students with the opportunity to learn, practice, and improve essential advocacy skills. Students working in the HTC obtain real-world experience by working on behalf of victims of human trafficking. They also collaborate with a variety of stakeholders, including survivors of human trafficking, law enforcement, government officials, and nongovernmental organizations, to identify solutions to combat human trafficking. Students are responsible, under supervision, for all of the cases and projects within the HTC. The HTC is a 7 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. The 4 credit clinic and 3 credit seminar are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. The Clinic fulfills the International or Comparative Law Distribution Requirement for graduation.

954   Human Trafficking Clinic Sem

The Human Trafficking Clinic (HTC), launched in 2009, is the first clinical law program solely dedicated to the issue of human trafficking. Also known as modern-day slavery, human trafficking is the recruitment, transportation, harboring, or receipt of people for the purposes of slavery, forced labor, and servitude. The HTC offers students the opportunity to work on both domestic and international human trafficking issues and cases. The HTC provides a range of services, including direct representation of both domestic trafficking victims and foreign nationals trafficked into the United States, advocacy for trafficking victims, and community education and training. The HTC also provides students with the opportunity to learn, practice, and improve essential advocacy skills. Students working in the HTC obtain real-world experience by working on behalf of victims of human trafficking. They also collaborate with a variety of stakeholders, including survivors of human trafficking, law enforcement, government officials, and nongovernmental organizations, to identify solutions to combat human trafficking. Students are responsible, under supervision, for all of the cases and projects within the HTC. The HTC is a 7 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. The 4 credit clinic and 3 credit seminar are mandatory graded and ineligible for letter grade conversion to pass ("P"). The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. The Clinic fulfills the International or Comparative Law Distribution Requirement for graduation.

907   Int'l Transactions Clinic

International Transactions Clinic The International Transactions Clinic (ITC) will concentrate on teaching students skills that are critically important to their professional development as they enter into practice areas that involve international transactions. These include drafting and negotiation skills as applied to cross-border transactions, exposure to ethical issues that arise in the international commercial context, structuring and documenting investments in enterprises that primarily work in emerging markets, and an understanding of international economic and financial policy. Students in the ITC are strongly encouraged to participate for two semesters so as to allow them to provide legal support in the negotiation and documentation of multiple international transactions. To the greatest extent possible, students will have significant client exposure in the course of working on transactions, although in some cases due to the international context of these transactions such client exposure may be "virtual" making use of email, skype, and other means of electronic communication. The transactional work of the ITC will be focused on negotiating and documenting cross-border deals, particularly in emerging markets. In some cases, clients of the ITC might be providers of microfinance (loans, savings, insurance and/or remittances) to microentrepreneurs and other low income households. In other cases, clients of the ITC might be socially responsible investors that want to see their investments provide a double bottomline return, eg making a positive social impact on people's lives while also earning a financial return. Still other clients might be stakeholders interested in promoting business opportunities at the base of the pyramid, such as microfranchises (or those that fund microfranchises) that are developing "business in a box" models to build business skills and offer employment opportunities to poor individuals. Clients also could include international organizations that are helping to build enabling legal and regulatory environments for businesses operating in emerging markets. And, finally, clients might include multinational corporations or other types of business enterprises, such as small or medium entrepreneurs, that are conducting cross-border transactions. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. The Clinic can either fulfill the Law School's professional responsibility requirement for graduation or the credits can count toward the Experiential Learning requirement, but not both. The Clinic fulfills the International or Comparative Law Distribution Requirement for graduation.

952   Juvenile Justice Clinic

In the Juvenile Justice Clinic, students will represent minors charged with violations of the criminal law and status offenses in Michigan's family courts. While primarily a litigation clinic, students may from time-to-time handle appellate matters and may be involved in public policy issues such as analyzing proposed legislation. In the course of clinic, students will develop litigation skills including case investigation, trial preparation, and presenting evidence and argument in the courtroom. Casework, which is supervised by a clinical professor, may involve client interviewing and counseling, legal research and motion drafting, negotiation with prosecuting authorities, and courtroom presentation of the case. In addition to trial advocacy and casework, classroom sessions will also focus on legal ethics, the basics of child development and other topics. The Juvenile Justice Clinic meets the New York Pro-Bono requirement. JJC is a 7 credit course of which all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

953   Juvenile Justice Clinic Sem

Juvenile Justice Clinic Seminar In the Juvenile Justice Clinic, students will represent minors charged with violations of the criminal law and status offenses in Michigan's family courts. While primarily a litigation clinic, students may from time-to-time handle appellate matters and may be involved in public policy issues such as analyzing proposed legislation. In the course of clinic, students will develop litigation skills including case investigation, trial preparation, and presenting evidence and argument in the courtroom. Casework, which is supervised by a clinical professor, may involve client interviewing and counseling, legal research and motion drafting, negotiation with prosecuting authorities, and courtroom presentation of the case. In addition to trial advocacy and casework, classroom sessions will also focus on legal ethics, the basics of child development and other topics. The Juvenile Justice Clinic meets the New York Pro-Bono requirement. JJC is a 7 credit course of which all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

933   Low-Income Taxpayer Clinic

Students in the Low-Income Taxpayer Clinic (LITC) represent individuals with federal and state tax controversies through administrative advocacy and litigation in the United States Tax Court. Students can expect to gain exposure to a broad range of tax problems, both substantive and procedural, that will be valuable when working with clients of any income level in the future. Students also work with community organizations to provide information about tax issues and taxpayer rights and responsibilities to individuals who speak English as a second language. The LITC is a 5 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 2 credit clinic and the 3 credit field component, taken concurrently. The 2 credit clinic and 3 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. The Clinic can either fulfill the Law School's professional responsibility requirement for graduation or the credits can count toward the Experiential Learning requirement, but not both. The Clinic fulfills the Statutory or Regulatory Course Distribution Requirement for graduation applicable to JD students who matriculated in May 2016 and thereafter.

934   Low-Income Taxpayer Clnc Field

Students in the Low-Income Taxpayer Clinic (LITC) represent individuals with federal and state tax controversies through administrative advocacy and litigation in the United States Tax Court. Students can expect to gain exposure to a broad range of tax problems, both substantive and procedural, that will be valuable when working with clients of any income level in the future. Students also work with community organizations to provide information about tax issues and taxpayer rights and responsibilities to individuals who speak English as a second language. The LITC is a 5 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 2 credit clinic and the 3 credit field component, taken concurrently. The 2 credit clinic and 3 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. The Clinic can either fulfill the Law School's professional responsibility requirement for graduation or the credits can count toward the Experiential Learning requirement, but not both. The Clinic fulfills the Statutory or Regulatory Course Distribution Requirement for graduation applicable to JD students who matriculated in May 2016 and thereafter.

976   Michigan Innocence Clinic

Founded in 2009, the Michigan Innocence Clinic was the first innocence clinic in the country to focus exclusively on non-DNA cases. In the Clinic's four-year history, it has exonerated seven individuals who had been wrongfully convicted of crimes they did not commit. Students registered in the Clinic investigate and litigate cases on behalf of inmates who are actually innocent of the crimes for which they have been convicted. Students work on all aspects of the cases, including researching claims and the law pertaining to them, investigating new evidence, writing and editing court briefs and motions, and participating in courtroom activities when there are hearings scheduled in their cases. This is a full-year clinic with seven credits per semester and meets the New York Pro-Bono requirement. All credits are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic features both the clinical component described above and a seminar component, where students explore in class the legal and policy issues underlying wrongful convictions. There are no exams or papers, and students are graded on their preparedness and contribution to class, the progress they make in their cases, and the quality of the work product they produce in their cases. The Innocence Clinic's docket is diverse and relatively novel. No two cases are the same, and non-DNA innocence litigation continues to be a fascinating challenge within the field of criminal litigation. Students work with supervising attorneys to craft legal strategies and explore evidentiary avenues that would have been unimaginable even for experienced criminal litigators just a few years ago. Students interested in criminal law/procedure, appellate practice, brief writing, public interest work, innocence litigation or courtroom advocacy would be especially suitable for the Innocence Clinic. That said, there are no specific prerequisites (outside of the regular first-year courses), and no prior specialized knowledge of criminal defense or innocence litigation is required or expected. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. Those with further questions should email innocenceclinicapplications@umich.edu.

977   Michigan Innocence Clinic Sem

Founded in 2009, the Michigan Innocence Clinic was the first innocence clinic in the country to focus exclusively on non-DNA cases. In the Clinic's four-year history, it has exonerated seven individuals who had been wrongfully convicted of crimes they did not commit. Students registered in the Clinic investigate and litigate cases on behalf of inmates who are actually innocent of the crimes for which they have been convicted. Students work on all aspects of the cases, including researching claims and the law pertaining to them, investigating new evidence, writing and editing court briefs and motions, and participating in courtroom activities when there are hearings scheduled in their cases. This is a full-year clinic with seven credits per semester and meets the New York Pro-Bono requirement. All credits are mandatory graded and ineligible for letter grade conversion to pass ("P") election. The Clinic features both the clinical component described above and a seminar component, where students explore in class the legal and policy issues underlying wrongful convictions. There are no exams or papers, and students are graded on their preparedness and contribution to class, the progress they make in their cases, and the quality of the work product they produce in their cases. The Innocence Clinic's docket is diverse and relatively novel. No two cases are the same, and non-DNA innocence litigation continues to be a fascinating challenge within the field of criminal litigation. Students work with supervising attorneys to craft legal strategies and explore evidentiary avenues that would have been unimaginable even for experienced criminal litigators just a few years ago. Students interested in criminal law/procedure, appellate practice, brief writing, public interest work, innocence litigation or courtroom advocacy would be especially suitable for the Innocence Clinic. That said, there are no specific prerequisites (outside of the regular first-year courses), and no prior specialized knowledge of criminal defense or innocence litigation is required or expected. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. Those with further questions should email innocenceclinicapplications@umich.edu.

958   Pediatric Advoc Clinic

Pediatric Advocacy Clinic The Pediatric Advocacy Clinic (PAC) was one of the first medical-legal partnerships to be based in a law school clinical setting. Through this partnership, students are able to reach families most in need of legal assistance, including immigrant and Limited English Proficient (primarily Spanish-speaking) families, and become part of a team working to improve child health. Casework includes domestic violence and family law, special education, public benefits, and low-income housing. Students in the clinic are involved in all aspects of a case and learn a range of advocacy skills, from preventive legal advocacy (focusing on identifying issues at an early stage and on developing creative, multidisciplinary approaches to addressing them) to traditional litigation skills in both administrative and trial court settings. The PAC is 7 credits (4 for the seminar and 3 for the clinic) and all credits are graded. The PAC meets the New York Pro Bono requirement. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. For more information please contact Debra Chopp (dchopp@umich.edu).

959   Pediatric Advoc Clinic Sem

Pediatric Advocacy Clinic Seminar The Pediatric Advocacy Clinic (PAC) was one of the first medical-legal partnerships to be based in a law school clinical setting. Through this partnership, students are able to reach families most in need of legal assistance, including immigrant and Limited English Proficient (primarily Spanish-speaking) families, and become part of a team working to improve child health. Casework includes domestic violence and family law, special education, public benefits, and low-income housing. Students in the clinic are involved in all aspects of a case and learn a range of advocacy skills, from preventive legal advocacy (focusing on identifying issues at an early stage and on developing creative, multidisciplinary approaches to addressing them) to traditional litigation skills in both administrative and trial court settings. The PAC is 7 credits (4 for the seminar and 3 for the clinic) and all credits are graded. The PAC meets the New York Pro Bono requirement. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement. For more information please contact Debra Chopp (dchopp@umich.edu).

966   Transactional Lab & Clinic

The Transactional Lab & Clinic (TLC) provides students with an opportunity to learn contract drafting, analysis, and negotiation through live-client experience and an immersive drafting-and-feedback process. Students in TLC work for large, complex organizations based around the world, as well as small, local organizations based around the Law School; this diversity provides students with an opportunity to learn how businesspeople and lawyers, occupying a variety of positions in the global and local economy, think about and do deals. TLC includes a classroom component that involves readings, discussions, and simulations regarding the skills and knowledge that contribute to successful practice as a transactional attorney (e.g., client counseling, client development, communication, contract analysis and drafting, and project management). Outside of the classroom, students will spend a substantial amount of time working in small teams on projects, which typically include, among other matters: (1) designing and developing tools (e.g., annotated contract templates) to be used across an organization for future deals and (2) negotiating, drafting, and analyzing contracts (and other transactional documents) for present deals or other live matters. Students will work under faculty supervision, meet with faculty on a weekly basis, and interact directly and regularly with clients in connection with project work. TLC is made available for 7 credits, all of which are graded. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. Whether time spent working on TLC matters meets the New York Pro-Bono requirement depends on the client for which the student works. TLC seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

957   Transactional Lab & Clinic Sem

Transactional Lab & Clinic Seminar The Transactional Lab & Clinic (TLC) provides students with an opportunity to learn contract drafting, analysis, and negotiation through live-client experience and an immersive drafting-and-feedback process. Students in TLC work for large, complex organizations based around the world, as well as small, local organizations based around the Law School; this diversity provides students with an opportunity to learn how businesspeople and lawyers, occupying a variety of positions in the global and local economy, think about and do deals. TLC includes a classroom component that involves readings, discussions, and simulations regarding the skills and knowledge that contribute to successful practice as a transactional attorney (e.g., client counseling, client development, communication, contract analysis and drafting, and project management). Outside of the classroom, students will spend a substantial amount of time working in small teams on projects, which typically include, among other matters: (1) designing and developing tools (e.g., annotated contract templates) to be used across an organization for future deals and (2) negotiating, drafting, and analyzing contracts (and other transactional documents) for present deals or other live matters. Students will work under faculty supervision, meet with faculty on a weekly basis, and interact directly and regularly with clients in connection with project work. TLC is made available for 7 credits, all of which are graded. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. Whether time spent working on TLC matters meets the New York Pro-Bono requirement depends on the client for which the student works. TLC seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

974   Unemployment Insurance Clnc I

Unemployment Insurance Clinic I The Unemployment Insurance Clinic I offers a unique opportunity for second semester, first year students to quickly develop key lawyering competencies. Under faculty supervision, UIC I students represent recently unemployed workers in their claims for state unemployment insurance benefits. In this role they will have significant opportunities to interview and counsel clients, conduct fact investigations, write and file briefs and conduct administrative trials. Each student team will have multiple cases throughout the term depending on case complexity and procedural status. It is the Clinic's goal that each student will participate in at least one live administrative trial during the semester. These proceedings allow students to perform direct and cross examination, make objections, and deliver closing statements, all in front of an administrative law judge. Because worker claims for UI are typically contested by the former employer through counsel, hearings provide a relatively low-key, classic adversarial environment introduction to real-world lawyering. Students have weekly faculty supervision sessions in which they review and plan strategy for their assigned cases. Classroom instruction consists of four two-hour sessions, held in the early evening on two weekdays during each of the first two weeks of the term. Additional class sessions may be scheduled on an as-needed basis. The classroom component includes preparation and participation in a mock administrative hearing during the 3rd or 4th week of the term. Students earn two ungraded credits for their work.

975   Unemployment Insurance Clnc II

Unemployment Insurance Clinic II This graded, four credit course allows students who excelled in the Unemployment Insurance Clinic I to move beyond administrative hearings to more complex oral and written advocacy. UIC II students work on unemployment insurance appeals and impact projects and also provide peer support to first year students taking UIC I. Examples of possible impact projects include organizing and writing amicus briefs on cases with important UI policy implications, work on complex federal litigation, and work on state UI policy issues. UIC II students are assigned multiple appeals and/or impact projects each term in addition to peer support of several UIC I student teams. Students are enrolled by invitation only after having expressed interest to the UIC professor.

978   Veterans Legal Clinic

The Veterans Legal Clinic offers students the opportunity to learn holistic, client-centered lawyering through representing military veterans in a broad array of civil legal matters. In addition to issues specific to this client population, such as veterans benefits cases and discharge upgrades, students will handle matters in areas that may include family law, housing, disability, employment, consumer disputes, etc. The clinic seeks to foster in its students a strong professional identity, advocacy skills, and consistent engagement in reflective, intentional practice while providing excellent legal services to a severely underserved population. Students will take the lead in all aspects of cases, including intake, investigation, written pleadings, negotiation, and court hearings. Students will also have the opportunity to interact professionally with a wide variety of social service, medical, mental health, and other providers in the effort to meet their clients' needs. The Veterans Legal Clinic meets the New York Pro Bono requirement. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Veterans Legal Clinic is a 7-credit course; all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

979   Veterans Legal Clinic Seminar

The Veterans Legal Clinic offers students the opportunity to learn holistic, client-centered lawyering through representing military veterans in a broad array of civil legal matters. In addition to issues specific to this client population, such as veterans benefits cases and discharge upgrades, students will handle matters in areas that may include family law, housing, disability, employment, consumer disputes, etc. The clinic seeks to foster in its students a strong professional identity, advocacy skills, and consistent engagement in reflective, intentional practice while providing excellent legal services to a severely underserved population. Students will take the lead in all aspects of cases, including intake, investigation, written pleadings, negotiation, and court hearings. Students will also have the opportunity to interact professionally with a wide variety of social service, medical, mental health, and other providers in the effort to meet their clients' needs. The Veterans Legal Clinic meets the New York Pro Bono requirement. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Veterans Legal Clinic is a 7-credit course; all credits are graded. The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

Seminar

809   Anatomy of a Deal

An introduction to business combinations, with particular emphasis on the practical aspects of (1) a merger involving two publicly traded entities and (2) an acquisition of assets by one public entity of another public entity, including the following: strategic planning/reasons for the transactions; obligations/rights of various constituencies; due diligence; analysis of merger and acquisition documentation; drafting and negotiation of various terms of merger and acquisition agreements and of certain documentation relating thereto; principal legal concerns; and conditions to consummation, both legal and contractual.

854   Anti-corruption Law & Practice

This seminar will trace the beginnings of the Foreign Corrupt Practices Act, corruption in international business, the OECD initiatives and the United Nations Convention Against Corruption. We will also discuss compliance programs, investigations and prosecutions/defense of FCPA issues.

805   Environmental Justice

A discussion of environmental justice begins with the question, "why are the burdens of environmental decisions disproportionately imposed upon those who by virtue of diminished economic and political power are least able have a voice in those decisions and least able to resist or object to their consequences?" The underlying premise of EJ is that there are deeply rooted inequities in our society, both political, economic and racial, and that government as well as private entities make decisions without regard to the adverse environmental impact that those decisions have upon the health and safety of others. Those citizens who shoulder that impact have neither the economic nor political power to influence these decisions. The purpose of this course is to develop an understanding of how political and economic power is used to impose inequitably the environmental burdens upon the less powerful to satisfy the needs of more powerful. The decision-making ranges from the siting and zoning for factories, power generating plants and waste disposal plants as well as decisions about the treatment and delivery of water.

844   Evolution of Energy Law

The Evolution of Energy Law (and Federalism?) The energy system in the US is undergoing radical transformation: new market structures, shifting energy economics, increased regulation and rapid technological breakthroughs are all happening at once. As always, these kind of changes mean federal and state governments must grapple with how to adapt their regulatory regimes to achieve reliable, affordable, and environmentally-protective energy in a rapidly evolving context. For reasons we will explore, such changes can make applying traditional jurisdictional roles of federal and state governments much more difficult. This seminar, taught by professors affiliated with different parties -- one D, one R -- and different levels of government -- one state, one federal -- will be focused on the legal context for some of the most difficult practical problems in energy law and policy today. While we will provide an overview of the energy system and its forms of regulation by way of essential backdrop, and then will focus in particular on the respective, and increasingly blurry, regulatory roles of the federal and state governments.

454   Financial Reform

The seminar will explore ongoing debates regarding financial reform, including regulation, legislation, and litigation surrounding financial reform.

863   Forensic Science and the Law

This seminar will explore the tenuous but necessary relationship between forensic science and the law. Science, by its very nature, must constantly evolve, expand, and change. The law, on the other hand, places great value in consistency, predictability, and finality. After some background on this tension, we will focus on the various legal frameworks for vetting, admitting and repudiating the forensic testimony presented in court. The seminar will also include a survey of specific types of forensic science such as fingerprinting, DNA testing, ballistics, fire investigation and forensic pathology. Included in this survey will be an analysis of the general limitations of forensic science, exploring how science can be abused, overstated, falsified, and subject to cognitive bias. The course will examine the effect of scientific evidence on juries, and more broadly on the goal of achieving fair and just outcomes. Finally, we will discuss ways of undoing the damage caused by faulty science and ideas for future reforms.

894   Good Life/Government

"What Makes a Good Life? and What Should Government Do About It?" This seminar is the continuation, under a new title, of a seminar I have given for years called "The One, The Many, and the Good". The change in title reflects the fact that the emphasis has shifted over the years from the political philosophy aspect ("What Should Government Do About It?") to the moral philosophy aspect ("What Makes a Good Life?"). But the questions are the same as they have always been (as they have been, indeed, right back to Plato): What sort of activities and projects and relationships make up a valuable human life, a life worthy of choice by a reflective person with reasonable opportunities? How does one put together and organize such a life? And, on the political side, what is the appropriate role of government in facilitating or encouraging such lives? Is the standard contemporary liberal view that government should be neutral between competing "conceptions of the good" correct? The seminar will read no legal materials and it will eschew all questions of legal doctrine. On the other hand, the sort of issues we will discuss are central to major legal problems, ranging from what mix of uses to allow in national parks to the issue of assisted suicide. We will explore some such issues along the way. The issues for the seminar are also issues each of us confronts in trying to shape a satisfactory life in (or out of) the law. I think of this as a philosophy seminar, but no formal philosophical background is required. What is required is some degree of philosophical temperament - a willingness to try to figure out what to think about questions that most people give up on at about age eight, or regard as unaswerable, or both. Although there may be some readings from philosophical classics (Plato, or Airstotle, or Nietzsche, or Rawls, for example), most of the readins will be novels or memoirs chosen to try to call up a vivid picture of what various sorts of activity or relationship are like from the inside - first-person popular science accounts, memoirs of artists or adventurers or engineers, Sherwin Nuland's "How We Die", Camus' "The Plague", Augustine's "Confessions", that sort of thing (if you can figure out what sort of thing all that is). One of the objects is just to read a variety of good books. The success of the seminar depends utterly on having students who are willing to do the reading as we go and talk about difficult and amorphous questions. I have been fortunate in this regard in the past. There is one paper required, on a topic of your choice connected to the seminar, due the first day of exams. (Incompletes are freely given, but I will want the paper by the official date if you need a grade for a bar or imminent graduation.)

846   Impact Litigation

Impact Litigation: Theory and Practice One model of social change entails the strategic use of carefully planned litigation to achieve law and policy reforms. In this seminar we will explore the benefits and drawbacks of the impact litigation model, compare impact litigation to other models of public interest law, and consider its ethical and professional implications. Then, turning to two local case studies involving criminal justice reform, we will examine how impact litigation can work in practice. How were these cases selected and developed? What strategic decisions had to made along the way? How were the cases shaped by procedural limitations and extrajudicial considerations? Students will be tasked with either undertaking their own case study or proposing a new case that fits within the impact litigation model.

839   Innovation in Life Sciences

Innovation in the Life Sciences The life sciences generate tremendously exciting new innovations -- drugs to cure cancer, algorithms to predict disease and recommend treatment, and medical devices that can pull individual cells out of the bloodstream for analysis. These technologies are the object of a complex array of laws that govern their invention, development and deployment. This research seminar will provide an introduction to this set of laws, focusing on how they provide incentives for and shape the process of innovation. We will consider intellectual property, FDA-administered regulatory exclusivity, insurance reimbursement, prize systems, and potentially other regimes. While there are no prerequisites, students should be prepared to grapple with both biomedical technologies and with the mix of law and policy questions presented. Students will write a research paper over the course of the term.

820   IP Law: Future of Publishing

IP Law and Policy: the Future of Publishing We will look at the future of book and periodical publishing through the lenses of copyright and antitrust law, economics, policy, and technology. Digital technology changes the publishing industries and the ways in which IP law affects those industries. We will look at these changes and at how different policy regimes affect publishing and the uses of published works. The topics we plan to cover include: *The economic theory underlying copyright and how digital technology changes the economics of copyright; *The ways that ebooks differ from paper books, both legally and in the marketplace; *The struggle for control of the ebook market among legacy book publishers, Amazon.com, and Apple; *21st century public and academic libraries; *Scholarly publishing; *Open access publishing; *Mass digitization and orphan works; and *Evaluation of policy responses to technical change. Students will be required to write weekly short reaction papers and three or four longer-but-still short papers over the course of the semester.

861   Law and Economics Workshop

All seminar participants will attend the Law and Economics Workshop, a series of afternoon presentations by leading scholars from around the country who are engaged in research at the intersection of law and economics. The Workshop is also attended by faculty members from the Law School, the Business School, and the Economics Department. In advance of each session, students will read the paper to be presented and prepare a two- or three-page critique. No background in Economics or in Law and Economics is required.

898   Law and Psychiatry Crossroads

Introduction to Law and Psychiatry at Civil, Criminal and Policy Crossroads Instructor: Professor Debra A. Pinals, M.D. Course Summary: In this course, students will become oriented to common crossroads where law and psychiatry intersect. The course will begin with an overview of mental illness, substance use disorders, and intellectual and developmental disabilities. A review of case law pertaining to civil commitment, the right to treatment, and the right to refuse treatment will help students gain an understanding of the legal regulation of psychiatric practice. Risk assessment, confidentiality and the duty to protect third parties and related tort claims will be covered. Students will explore mental health assessments and expert witness testimony pertaining to criminal law and psychiatry in areas such as competence to stand trial, criminal responsibility, competence to proceed pro se, sex offenders, and the death penalty. Finally, the course will review systems issues pertaining to persons with mental illness and intellectual and developmental disabilities in psychiatric hospitals, jails and prisons, and treatment courts and will explore how federal legislation, government agencies, and litigation can shape services in public systems. The course will consist of discussion of assigned readings, short lectures, and the use of video material as a basis for discussion. There will be at least one field trip as part of the course. Short written or activity-related assignments, classroom participation and a final brief paper will be the basis for final grades.

482   Law and Theology

This seminar explores the ways in which the problems considered, analytical techniques used, and conceptual models developed by theologians can provide useful insights to students of the law. Specific subjects addressed may vary depending upon the backgrounds and interests of class participants, contemporary legal developments, and the availability of guest speakers, but are likely to include: identifying and defining sources of authority; the interpretation of complex texts composed by multiple authors; the significance of ritual; the tension between justice and mercy; the importance of storytelling; and the role of mystery. Active class participation and preparation of a research paper will be required.

435   Law Firm Careers/Evolv Prof

Law Firm Careers in an Evolving Profession This seminar will expose and sensitize students to the myriad real-world considerations that will affect their legal careers in the private practice of law. It will focus on current developments within the legal profession, various law practice management issues, and will explore whether the profession is undergoing transformational change as law firms increasingly adopt business models. During the first two weeks of class students will articulate what they hope to learn about the legal profession and for the remainder of the semester, work closely with their instructor to ensure that learning. Students will read "The Curmudgeon's Guide to Practicing Law" and course materials posted on Canvas. Leaders within the legal profession will appear as guest lecturers. Grades will be primarily based upon a research paper.

877   Law in Slavery and Freedom

The Law in Slavery and Freedom: From the Historical to the Contemporary This seminar offers an opportunity to explore the interplay of historical research and legal analysis around an issue that was central to the constitutional history of the United States. We will analyze the ways in which slavery, long defined in the Americas as the ownership of property in human beings, interacted with the structures and practices of law, both in the United States and in the Caribbean and Latin America. We will examine how law created the category of "slave" and codified the power of slave owners. At the same time, slaves themselves were on occasion able to make use of law to advance their own interests and, in some instances, achieve their freedom. In a final unit, we will analyze cases of contemporary slavery and human trafficking, and explore several legal strategies that have been employed to combat such practices, including the use of domestic criminal law, international law, new statutes aimed at human trafficking, and (in the case of Brazil) longstanding labor law. Course readings include monographic works by legal scholars and historians, as well as files from Supreme Court cases and everyday legal challenges. We will pay particular attention to the cases of The Antelope; Prigg v. Pennsylvania; The United States v. The Libellants and Claimants of the Schooner Amistad; and Dred Scott v. Sandford, from the United States; and the modern case of Siliadin v. France, from the European Court of Human Rights. Students will work together on panels for the presentation of specific cases. Each student will submit two short papers, followed by a longer primary source document analysis.

838   Law of Armed Conflict

The law of armed conflict, or international humanitarian law, is one of the oldest areas of international law. This seminar will examine the two core prongs of that law: the limitation on methods of warfare (such as rules on targeting and bans on certain weapons), and the protection of people not engaged in combat (especially civilians and POWs). We will pay particular attention to recent developments, including challenges to the law from counter-terrorism operations and the conflict in Iraq. The last part of the course will turn to the implementation of international humanitarian law through the work of the International Committee of the Red Cross, national armies, and methods of holding individuals criminally responsible for violations of the law of war.

873   Legislation

We live in an age of statutes, regulations, and administrative rules. This seminar explores the distinctive legal and political problems and principles involved in the shift from common law to statutes as the source of law governing much modern American social and economic life. While covering some basic issues like the legislative process and statutory interpretation, the seminar also intends to delve deeply into some of the interdisciplinary perspectives from history, political theory, and political economy that have recently done so much to shape and enliven this field of inquiry. Topics to be discussed include: the historical origins of parliamentarism, the rise of legislative regulation, the implementation of statutes in the administrative state, the problem of representation, and the significance of the legislature in modern democratic theory.

849   Pro Bono and BigLaw

Pro Bono and BigLaw: Public Interest Work in Private Practice This seminar will expose students to the real-world considerations related to large law firm pro bono practice in order to help them do pro bono work while being successful associates in their billable practice. The first session will introduce students to law firm economics and explore how the top law firms can run large pro bono programs and how this affects the firm?s bottom line. Students will learn about law firm pro bono policies, explore motivations to do pro bono, and learn how to navigate obstacles to pro bono. Finally, we will explore pro bono in practice, including balancing billable matters with pro bono matters, working with legal service organizations, and partnering with clients on pro bono. Students will be provided with reading materials, and leaders within the legal profession will appear as guest lecturers. Grades will primarily be based upon an assignment to interview law firm and public interest leaders and synthesize those conversations.

859   Religious Liberty

In this seminar, we will inquire into the appropriate relationship between the state and religion from a variety of perspectives: historical, philosophical, comparative, and with some attention, but not a primary focus, on the American law of church and state. We will certainly devote a session to Locke's "Letter Concerning Toleration," and another to Madison's "Memorial and Remonstrance and Jefferson's Virginia Statute for Religious Freedom." We will probably devote a session to Ronald Dworkin's, "Religion Without God"; and another to John Rawls' argument for religious freedom in "A Theory of Justice." We will definitely discuss some selection of European arrangements and judicial decisions about the state and religion, which are often wildly at odds with what many Americans assume is the right path for a liberal democracy. And we will discuss some selection of American cases and problems. With regard to both the European and American cases/problems, there will be room for student input about what topics to consider, and for substantial student presentations in the latter part of the seminar. (Such an in-class presentation will not be a requirement, but it will be an option for some. Of course, regular attendance, and preparation, and participation are required of everyone.)

404   SexualOrien/GenderID & the Law

Sexual Orientation, Gender Identity, and the Law This seminar will examine sexual orientation and gender identity in the U.S. legal system. We will explore the ways in which different views of sexual orientation and gender identity have influenced the constitutional and statutory rights of gays, lesbians, and transgender people. Topics will include: anti-sodomy laws; associational rights (relating to both associations among LGBT persons and those who seek to exclude such persons from public and private spaces and activities); anti-gay ballot initiatives; military service; efforts to expand and limit family and parental rights, including second-parent adoption and marriage rights; equality rights in educational contexts; equal employment opportunity; and religious freedom restoration acts. Throughout, we'll consider the interactions among lawyers and legal advocacy; LGBT movements; legislative politics; and doctrinal development in state and federal courts, as well as in administrative agencies such as the EEOC and the federal Department of Education.

878   State Supreme Court Practice

This seminar will teach students about appellate practice in state supreme courts. Students will alternate roles throughout the term, experiencing the week's cases sometimes from the perspective of a lawyer and sometimes from that of a justice. Students will analyze, advocate, hear oral arguments and draft opinions. In most classes, students will spend half of the classes in the role of state supreme court justices, will argue one case before the court as an advocate, and will actively participate in the discussion following each class session's "case call." The goal is to analyze what makes an argument effective (both in the briefing and during oral argument), and how the lawyering affects the outcome.

821   Unjustified Enrichment

Course description coming soon . . .

822   Women, Peace and Security

Course description coming soon . . .

Practice Simulation

608   Advanced Legal Research

This course is designed to strengthen students ability to analyze legal problems and to do effective legal and non-legal research. Students will increase their knowledge of research sources and methods and develop the skills to solve practical research problems in a cost-effective manner. The course also synthesizes material found throughout the Law School curriculum, to the extent that students are required to apply both substantive and procedural analysis in their course work.

612   Alt Dispute Resolution

This course introduces students to the concepts inherent in resolving disputes while utilizing processes other than traditional litigation. The most basic of these processes is negotiation. A lawyer cannot be a successful negotiator without the development of analytical skills to aid in understanding the totality of the dispute and the underlying interests of the disputing parties. In addition, a lawyer must have an appreciation for interpersonal skills necessary to become effective in communication, trust building and persuasion in an informal setting. Mediation is a somewhat more structured process of dispute resolution in which an outside neutral in engaged by the parties to facilitate the negotiation. Mediation advocacy presents a unique set of challenges not typically confronted by the courtroom advocate. Similarly, the skills required of a mediator are distinctly different from those required of a trial judge. Arbitration, summary jury trials and mini-trials are examples of other forms of alternative dispute resolution processes which are designed to enable parties to resolve disputes more quickly and inexpensively. Using case books and related materials, Jonathan Harr's A Civil Action (Vintage paperback edition), and running simulation exercises, students will develop an understanding of these alternative dispute resolution processes, will learn to confront both strategic and ethical challenges presented in these exercises and to acquire the analytical and interpersonal skills necessary to effectively assist clients to resolve disputes without litigation. Students will learn to serve as an advocate in mediation, as a mediator and as an arbitrator of simulated disputes. In addition, we will consider issues of public policy dealing with judicial reform of dispute resolution processes.

617   Anatomy of a Commercial Trial

This simulation course is a practicum, taught by a veteran federal court, state court and arbitration tribunal trial lawyer, which will take students from the initial drafting of a complaint and answer in a hypothetical commercial case through trial, jury verdict and post-judgment motions. Students, working together both individually and as teams, will strategize the complaint allegations to be filed and the responses to those allegations; will draft pleadings and papers in pursuance of the claims and defenses; will file dispositive motions; will conduct written discovery and depositions; will participate in a pretrial conference; will file and respond to dispositive motions; will attend a pretrial conference and a settlement conference; and will then prepare for and participate in trial, including presentation of voir dire questions and peremptory challenges, opening and closing statements, direct examination and cross-examination, evidentiary objections and responses thereto and motions for directed verdict and responses thereto at the close of proofs. While the course will have some theoretical discussion about the art of persuasion, the primary emphasis will be on a hands-on approach that is designed to mirror, as much as possible, what a student's experience will be like in prosecuting or defending a commercial case when he or she is a practicing lawyer. More and more hiring law firms are expecting law students to be as "trial ready" as possible when they enter private practice and join their firms' litigation departments. This course aims to provide students with that experience.

486   Couns & Advocacy in Antitrust

Counseling and Advocacy in Antitrust Attorneys don't just practice law in a courtroom; they practice law in meeting rooms and boardrooms with officials and corporate clients. This practice simulation course will give students opportunities to practice these interactions with regulators, clients and judges through the lens of antitrust law. The course will be divided into four sections: Merger Advocacy Before the FTC or DOJ Antitrust Division; Implementing a Compliance Program; Exploring Settlement of Difficult Legal Issues; and Summary Judgment Motions on the Issue of Agreement. Each of the sections will include a discussion of the substance of a common antitrust issue and the counseling or advocacy issues that could surround it. At the end of each section, selected students will role-play a common method of applying the substance and counseling/advocacy discussed. Depending on enrollment, students will select three or four of the role-playing exercises in which to participate. All four sections will utilize fictionalized versions of facts and documents used by the instructor in practice.

654   Editing and Advocacy

A lot of cases are won in the editing phase, given that few first drafts are very polished or persuasive. This course will teach you how to excel at that phase. You'll learn how to tighten sentences and rearrange paragraphs. You'll learn how to spruce up dull headings and tame unwieldy quotations. And because many of the short, weekly assignments will focus on fine-tuning documents you'll need on the job market -- a writing sample, a cover letter, even your resume -- you'll also leave the course with a much stronger portfolio of material for potential employers. Most of all, though, you'll gain a set of tools and vocabulary designed to help you develop one of the most sought after traits in a lawyer: being good with words.

428   Evidence Practicum

The course will focus on the effective and strategic use of the Rules of Evidence in litigation. We will look in-depth at several critical areas of evidence, including impeachment, hearsay, expert testimony and privileges. Our study will include both drafting exercises (motions to admit or exclude various pieces of evidence) as well as courtroom based scenarios in which students will have to dissect and apply the various Rules. The goal of the course is for students to have a functional mastery of several critical (and challenging) areas of evidence, preparing them for future work as litigators.

417   Fair Housing Practicum

(Instructors John Relman and Tara Ramchandani from Relman, Dane & Colfax PLLC) This practicum will examine the Fair Housing Act through a detailed case study of a civil rights case successfully litigated by attorneys at Relman, Dane & Colfax PLLC. The course will take students through the anatomy of building a civil rights lawsuit while also examining the substantive provisions and protections offered by the Fair Housing Act. The practicum will immerse students in the legal strategy required to litigate a fair housing case in federal court, beginning with the investigation and filing of a case, through discovery and dispositive motions, concluding with trial before a jury. The course will also give students an opportunity to gain litigation skills through mock depositions, oral arguments, legal writing, and trial practice. The practicum will allow students to learn from seasoned litigators and to interact with a variety of guest speakers.

415   Family Law Litigation

Family Law Litigation Lawyers representing clients in legal proceedings involving children, such as divorce, custody or child protection cases, face unique challenges. They must learn to interview and counsel clients in emotional distress. They must zealously advocate for their client's wishes while remaining sensitive to the needs of the child, whose best interests remain the court's paramount concern. This dynamic complicates strategic decisions that have to be made regarding the presentation of the case, including filing motions, calling and questioning witnesses, making objections, and negotiating with other parties. Additionally, they must learn to work with actors, foreign to other civil proceedings, such as the Friend of the Court, mediators, social workers, and guardians ad litem. This course, which will be held in the Washtenaw County Courthouse, will familiarize students with essentials of advocacy in these unique cases. Focus will be given on building a case theory, developing skills such as interviewing and counseling clients, negotiating with opposing counsel and pro se litigants, working with third parties and experts, and drafting pre-trial motions and trial briefs. Additionally, students will work on applying traditional trial skills (opening statements, closing arguments, questioning witnesses) to children's law cases. Each week, students will practice these skills through simulations and will receive feedback from the professors. Students, in thinking about creative advocacy, will also reflect about and critique the legal standards applied in these cases. Throughout the course, the importance of professionalism and legal ethics will be emphasized. The course will culminate in a mock trial, which will be videotaped for the purposes of evaluation.

430   Fund of Appellate Practice

Fundamentals of Appellate Advocacy This class will focus intensively on improving students' skills as written and oral advocates. Most of the course readings address these topics directly, although some of the readings are not specifically legal. We will spent a great deal of time discussing the fine points of effective writing, e.g., the rules set forth on pages 1-33 of The Elements of Style. Students who become bored with this sort of thing should probably not take this class. The students will also work fairly hard for their credits. Each student will brief and orally argue three cases over the course of the class. The briefs typically run 10-15 pages each. Judge Kethledge presides over the oral arguments and provides extensive (but constructive) criticism of each student's briefing and argument. The course also discusses judicial decision-making to the extent relevant to effective advocacy.

729   Innovation Platform

This class will be comprised of four tracks that will allow students to explore ways to work in various innovation fields. The weekly class component will examine various legal and business principles related to innovation and support the students' field work. The students will spend significant time working on their projects in the field. Students will routinely discuss their field work in class. Track 1: ZEAL - INVEST DETROIT & MERCURY FUND VENTURE CAPITAL LAB: Students will work with the Invest Detroit and Mercury Fund venture capital firms to learn the fundamentals of the venture capital process by assisting with deal due diligence, writing investment committee memos, and working with portfolio companies. Students will gain exposure to the venture capital and startup community in Ann Arbor and Detroit and sit in on actual deal and investment committee meetings. Students will be required to attend frequent meetings off campus, and workflow will vary with deal volume. Learn more about the lab here (http://www.legalnews.com/detroit/1402506). A competitive application process for this track will be announced in March. Track 2: SOCIAL VENTURE FUND: Students will work as a law student advisor to the Ross School of Business's Social Venture Fund ("SVF") (http://www.umsocialventure.com/). Students will be required to attend the weekly SVF meeting (typically on Sunday afternoons) and actively participate in SVF. Once the fund selects potential companies in which to invest, students will join at least one due diligence team and be responsible for the legal due diligence on potential investments. For companies in which SVF votes to invest students will review the financing deal documents. This track is a year-long track, so students will be required to take this course both semesters. Track 3: Office of Tech Transfer / MTC Autonomous Vehicle Project: Students will provide legal research support to the Office of Tech Transfer or the MTC legal working group (comprised of inhouse counsel from MTC leadership circle partners (http://www.mtc.umich.edu/partners/industry)). Students will immerse themselves in the legal and regulatory issues related to tech transfer and/or autonomous and connected vehicles. Enrollment in this Track is allowed only with permission of Bryce Pilz (bpilz@umich.edu). Track 4: Startup Immersion: Students may arrange to work for a local startup and participate in this course. While some opportunities to work with startups may be announced through Professor Ohmer, students may also arrange their own startup work and propose the arrangement to Professor Ohmer. Note: Because participating students will work with proprietary information related to their field work, as a condition of participating in this program, all students will be required to sign Non-Disclosure Agreements particular to their tracks. Enrollment in this class is allowed only with permission of Professor Adrian Ohmer (aaohmer@umich.edu).

470   Intellectual Property Practice

Intellectual Property Practice Intellectual Property Practice examines contemporary issues such as social networking, game platforms and development, plagiarism, entrepreneurship, licensing, user generated content, publishing, creative collaboration, web site terms of use, and cultural institutions, and how these issues are intertwined with trademark (including trade dress), copyright, right of publicity, right of privacy, and trade secret. Students will examine real life cases, prepare/file applications to register copyrights and trademarks, draft plagiarism policies, advise start-up companies on intellectual property strategy, structure license agreements, make presentations to the class, and engage in practical activities that help to develop and solidify the students' understanding of intellectual property law. To further development leadership skills, small student groups will prepare in advance and deliver class presentations on certain topics. The final exam is a final project that integrates the law and practice.

489   IP & Innovation Strategy

Intellectual Property and Innovation Strategy The course examines intellectual property and innovation strategies for startup ventures, including early stage intellectual property and legal decisions. Topics will include an overview of building an IP portfolio, freedom to operate, establishing and protecting a brand, protecting software IP, entity formation, venture capital financing, IP monetization, research conflicts of interest, and due diligence as they relate to all stages of entrepreneurial ventures--from the invention stage, to entity formation and financing, through exit. This course does not require students to have a technical background, although students should have an interest in launching or representing ventures based on technical innovation. This class includes graduate level engineering and science students who will be working on technological innovations they have created.

732   Joint Ventures Practicum

In this course, students will have a seat at the table structuring, negotiating and documenting a joint venture or other contractual alliance. The attractiveness of such ventures is evident as they allow for risk management particularly in connection with new markets, large-scale investments or integrating complimentary skills and assets. As an example, Warren Buffett and the Brazilian private equity fund that owns Burger King "joint ventured" to buy Heinz Ketchup! At the same time, the challenges posed by a continuing relationship are significant and consequently, the incidence of success is not high. The practicum will explore the complexities of entering into a relationship in which the birth, growth over potentially a long time frame (including funding, governance and dispute resolution within the venture) and its ultimate death need to be agreed upon ab initio. The practice/simulation will focus on analyzing and drafting contractual provisions from the perspective of each party, including the reciprocity of various provisions which adds a somewhat unique element to the negotiations. The course will take an interactive, practical approach with simulations in class and drafting outside of the class.

703   Legal Issues/Autonomous Veh

Legal Issues Surrounding Autonomous Vehicles In this practice simulation course, law students will work with a hypothetical liability event involving autonomous vehicles. Students will work in teams to analyze the event from the perspective of one of several involved parties (such as, for example, a driver, the OEM, the insurance companies, a parts supplier). Students will apply the existing legal and regulatory framework to the scenario to understand how that framework will impact specific parties at various stages of a legal proceeding. Students will also learn legal and regulatory subject matter related to autonomous vehicles, gain an understanding of the perspectives of various parties involved in autonomous vehicle development and deployment, and formulate and suggest changes that could be made to the industry or legal or regulatory framework in order to facilitate the broad deployment of autonomous vehicles. Students will generate written and/or oral work product as required by the relevant stages of the hypothetical legal and/or regulatory proceedings.

663   Legal Technology & Innovation

Legal Technology & Innovation: Legal-Service Delivery in the 21st Century Technology and innovation are rapidly transforming legal-service delivery and what it means to be a lawyer. Law firms face pressure from clients to innovate, embrace technology, and deliver greater value. Corporate legal departments--the primary clients of large law firms--are investing in technology and legal operations, engaging alternative legal-service providers, and increasing their capabilities to deliver legal services internally. Meanwhile, startups are using artificial intelligence to automate tasks previously performed by lawyers, from document review and diligence to more sophisticated work. While the evolution of the legal industry threatens traditional career pathways, it also presents many opportunities. This course introduces students to the legal technology and innovation knowledge, skills, and theory needed to thrive in law firms, legal departments, government, legal aid organizations, and other legal-service environments. Terms like artificial intelligence, Big Data, design thinking, lean thinking, knowledge management, and project management are frequently used, but what are these disciplines and how do they differ from what savvy legal professionals have been doing for decades? This course explores these topics, beginning with an overview of the evolving legal industry, legal-service delivery models, legal process outsourcing, and legal operations. After establishing a foundation of legal-service delivery knowledge, we will focus on innovation and technology, from basics to document assembly, process automation, expert systems, algorithms, chatbots, machine learning, and other forms of artificial intelligence. We will explore how lawyers engage in substantive practice with these tools, from finding, analyzing, and applying the law to counseling clients and producing outcomes. We will also examine how legal technology and innovation hold great promise for increasing access to legal services. This course will also introduce the regulatory, legal, and ethical issues related to algorithmic decision making, both in society generally and specifically in the delivery of legal services. Law firm leaders, legal-services experts, technologists, and other experts will join us for discussions and problem-solving exercises. Students are not required to have a background in statistics or technology--this is an introductory course. Students will complete hands-on projects (usually in groups), short papers, and presentations throughout the term. Projects include deconstructing a legal matter and exploring how it can be re-engineered and delivered through a combination of people, process, and technology, not only to provide greater efficiency, but also to improve quality and obtain better substantive outcomes. Upon completing this course, students will have the understanding, knowledge, and skills to actively participate in technology and innovation initiatives in law firms, legal departments, legal aid organizations, and other legal environments.

712   Negotiation

Learning to negotiate effectively involves negotiating, observing, critiquing, and consciously applying effective strategy and skill. This course introduces students to the science, the art, and the practice of negotiation through a sequenced series of simulation exercises, which students will perform inside and outside of class. Class sessions will be used, in part, for negotiations, debriefing results, and discussion. Course readings will include negotiation literature and theory that inform effective practice. Students will be evaluated based on some combination of class participation, negotiation exercises, and periodic reflection papers.

457   Nuts /Bolts of Estate Planning

Nuts and Bolts of Estate Planning The only certainties in life, they say, are death and taxes. Estate planning addresses both. Regardless of the area of law you decide to pursue, a basic understanding of estate planning will prove invaluable in developing client relationships. This course will provide students with a basic overview of the applicable laws, including the law of intestacy, wills, trusts, joint ownership, beneficiary designations, planning for incapacity, and a high level introduction to federal estate and gift tax. The class sessions will include discussion and lectures on the substantive law, working with clients, and the structure and drafting of basic estate planning devices, including wills and trusts. We will use a case study approach involving hypothetical clients ranging from unmarried young adults, to married and unmarried couples, with and without children, to elderly adults. Emphasis will be on learning to work with clients and writing exercises involving the drafting of documents to achieve client objectives.

406   Real Estate Transactions

In this "practicum" course, we will explore the various types of real estate transactions students may encounter in their professional careers. Through weekly reading, written assignments and active class participation, students will learn to identify the salient aspects of each transaction type (such as purchase and sale transactions, leases, construction contracting, and public/private development partnerships) and how each "side" should press for issue resolution. Students will review and analyze various documents collateral to a transaction, such as due diligence reports, title work, environmental assessments, loan and closing documents. We will also discuss structuring the appropriate acquisition/disposition entity, as well as financing and tax issues facing each party. In lieu of a final examination, each student will participate in a graded exercise in which the student will have an opportunity to apply the principles covered in the course.

437   Tax Planning for Business

This practice simulation course will be taught by J. Phillip Adams., a Partner in the New York office of Skadden, Arps, Slate, Meagher & Flom, LLP. The professor will submit to the seminar cutting-edge problems which he has faced in practice. The students will resolve those problems by structuring transactions to accomplish the client's business goals within the framework of non-tax legal requirements, without incurring unnecessary tax liabilities and in a manner that otherwise optimizes the client's tax posture. Typically, the students will be assigned to work in teams. With each problem, the students submit their solutions in writing, and one team will present its solution to the class orally. The professor will discuss and evaluate the teams' solutions in light of the one that was employed in practice. Prior to the students preparing and submitting their solutions, there will be lectures and discussion of the tax issues involved in each problem. The goal of the practice simulation course is to immerse the students in the process of approaching problems from a transactional perspective. The students will be given a set of facts and objectives, and will be required to determine what steps should be taken to achieve those objectives. An additional goal is to provide the students with exposure to the manner in which experienced lawyers utilize their skills to solve complex problems. The principal issues on which the problems will focus are corporate tax issues, but other areas will likely be covered. For example, partnership tax issues are certain to arise, as well as issues involving the taxation of financial instruments. In recent semesters, problems have involved, among other matters, complex tax-free corporate mergers, corporate divisions (spin-offs), acquisitions of controlling interests in non-U.S. corporations, and transactions designed to illustrate the difference between legitimate tax planning and abusive corporate tax shelters.

433   Transactional Drafting

In this practice/simulation course, students will begin to develop the legal skills needed to represent clients in business transactions. Among other things, the seminar covers translating the client's business objectives into legal concepts, and then incorporating those concepts into the actual language of an agreement in clear, consistent, and concise manner. Students will learn how to analyze a contract from the client's perspective, with an eye to advancing the client's interests and protecting the client as much as possible from risk. The practice/simulation course also identifies how attorneys can use drafting techniques to solve problems that arise while a deal is being done. Students will engage in simulations and exercises in class, and undertake drafting assignments outside of class.