Nudging Toward Learning Outcomes

City University of New York (CUNY) School of Law

Natalie Gomez-Velez, Presenter

CUNY Law’s Dual Mission

Public Interest/Public Service Law School: “Law in the Service of Human Needs”

Access to the Legal Profession for Underrepresented Groups

Sequenced Curriculum

Public interest/access mission led to sequenced curriculum to prepare students from varied backgrounds for excellent public interest practice upon graduation.

Sequenced Integrated Curriculum

Curricular design includes:

Doctrinal Foundation Lawyering Seminars in the first and

second years Required Clinics and Concentrations Bar readiness

Mission and Curricular DesignNudge Toward Learning Outcomes

Public interest practice requires readiness Required clinics and concentrations in the

third year nudge toward preparation for supervised practice by third year

Social justice focus supports emphasis on tools for self-assessment, critical analysis, and reflection

Faculty Focus on Student Learning Outcomes

Use of multiple evaluative devices (formative as well as summative evaluation) and feedback

Integrating academic support

Integrating support for “writing across the curriculum”

Development of teaching competencies focused on student learning for public interest practice

Multiple Evaluative Devices Set as academic policy

Use of rubrics, scaffolding, clear evaluative criteria, stated expectations, and feedback

Teaching workshops to discuss evaluation

Teaching rounds to discuss in-class interaction and evaluation

Integrating Academic Support

Academic Support faculty visit first year doctrinal classes and required second year classes

Academic Support as resource to students and faculty alike

Faculty workshops on effective teaching approaches for adult learners

Writing Across the Curriculum

Emphasis on legal writing in context starting in the first year and connected to doctrinal courses

Writing center

Support for advanced writing Faculty workshops on teaching and

evaluating writing

Teaching Competencies

Evaluation of teaching includes competencies developed by faculty with an emphasis on sequenced and integrated pedagogy for public interest practice

Competencies focus on student learning and explicitly reference the use of assessment devices throughout the semester and at the end of the semester to foster emphasis on learning outcomes

Challenges

Balancing institutional teaching expectations with individual teaching styles (and differences among faculty).

Supporting innovative teaching approaches within a sequenced and integrated curriculum

Finding time and opportunities for effective ongoing information sharing and ideas

Continuous process of monitoring student learning needs and curricular offerings to be responsive to change while delivering sequenced and integrated curriculum (each change affects other components)