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LAW 203: Constitutional Law

This course is part of the required first-year JD curriculum. This course offers an introduction to American constitutional law. In addition to examining questions of interpretive method, the course focuses on the powers of the federal government and the allocation of decision making authority among government institutions, including both federalism and separation of powers. Class participation, attendance, written assignments, and final exam. This course is open to first-year Law School students only.
Terms: Win | Units: 3

LAW 207: Criminal Law

This course is part of the required first-year JD curriculum. It examines the traditional general issues in the substantive criminal law, including the purposes of punishment and the appropriate limits on the use of the criminal sanction. It focuses predominantly on how criminal statutes are organized around objective offense elements (conduct, causation, and attendant circumstances) and mental states, and to a lesser degree on inchoate crimes, complicity, justification and excuse.
Terms: Win | Units: 4

LAW 224A: Federal Litigation in a Global Context: Coursework

This course builds on the writing skills developed in Legal Writing. Students submit and orally argue one persuasive brief on a motion in federal district court. Students represent the plaintiff or defendant in a simulated global torts case that raises complex issues of federal civil procedure. Students work in an open universe with the online legal research tools, bluebook the cases, plan litigation strategy, peer review drafts, and moot a motion. This course depends on participation; attendance is mandatory. Winter grading reflects students¿ written work, including outlines, drafts, final briefs, citation, and professionalism. This course is open to first-year JD students only.
Terms: Win | Units: 2 | Repeatable 2 times (up to 4 units total)

LAW 400: Directed Research

Directed Research is an extraordinary opportunity for students beyond the first-year to research problems in any field of law. Directed research credit may not be awarded for work that duplicates the work of a course, clinic, or externship for which the student has registered. Directed research credit may be awarded for work that expands on work initially assigned in, or conceived during, a course, clinic, or externship, but only if the continued work represents a meaningful and substantial contribution to the already existing project, significantly beyond mere editing or polishing. If a student seeks to continue or expand on work that the student initiated previously (whether for a course, clinic, externship, or otherwise) a student must (1) share the initial work with the professor supervising the directed research, to the extent that work is non-privileged, and (2) obtain permission for the expansion from the instructor or supervisor who supervised the initial project. The final product must be embodied in a paper or other form of written work involving a substantial independent effort on the part of the student. A student must submit a detailed petition of at least 250 words, approved by the sponsoring faculty member, outlining his or her proposed project and demonstrating that the research is likely to result in a significant scholarly contribution. A student may petition for "Directed Research: Curricular Development" when the work involves assisting a Law School faculty member in developing concepts or materials for new and innovative law school courses. Both the supervising faculty member and the Associate Dean for Curriculum must approve petition for "Directed Research: Curricular Development." Students must meet with the instructor frequently for the purposes of report and guidance. Unit credit is by arrangement. Students whose projects warrant more than four units should consider a Senior Thesis or the Research Track (See SLS Student Handbook for requirements and limitations). With the approval of the instructor, successful completion of a directed research project of two units or more may satisfy the JD writing requirement to the extent of one research writing course (R course). See Directed Research under Curricular Options in the SLS Student Handbook for requirements and limitations. Directed Research petitions are available on the Law School Registrar's Office website (see Forms and Petitions). Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr | Units: 1-4 | Repeatable 8 times (up to 8 units total)

LAW 403: Senior Thesis

An opportunity for third-year students to engage in original research and to prepare a substantial written-work product on the scale of a law review article. The thesis topic should be chosen no later than two weeks after the beginning of the seventh term of law study and may be chosen during the sixth term. The topic is subject to the approval of the thesis supervisor, who may be any member of the Law School faculty under whose direction the student wishes to write the thesis and who is willing to assume the responsibility therefor. An oral defense of the thesis before members of the faculty, including the thesis supervisor, will be conducted late in the student's ninth academic term. Acceptance of the thesis for credit requires the approval of the thesis supervisor and one or more other members of the faculty who will be selected by the supervisor. Satisfactory completion of the senior thesis will satisfy graduation requirements to the extent of (a) 5 - 8 units of credit and (b) two research courses. The exact requirements for a senior thesis are in the discretion of the supervising faculty member. Special Instructions: Two Research credits are possible. Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr | Units: 5-8 | Repeatable 3 times (up to 9 units total)

LAW 406: Research Track

The Research Track is for students who wish to carry out a research project of a scope larger than that contemplated for a Senior Thesis. Research Track projects are to be supervised by two or more professors, at least one of whom must be a member of the Law School faculty. At least one faculty member in addition to the supervisors must read the written product of the research, and the student must defend the written work orally before the readers. Students will be admitted to Research Track only if they have a demonstrated capability for substantial independent research, and propose a significant and well-formulated project at the time of application. Special Instructions: Two Research credits are possible. Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr | Units: 9-12 | Repeatable for credit
Instructors: ; Honigsberg, C. (PI)

LAW 411: Directed Professional Writing

Directed professional writing projects involve professional writing, such as motions, briefs, proposed legislation, and congressional testimony, undertaken with the assistance of --- and in collaboration with --- a faculty member. Directed professional writing credit is designed to allow a student, or a small group of students working together, to receive academic credit for their work tackling real-world problems. Only projects supervised by a member of the faculty (tenured, tenure-track, senior lecturer, or professor from practice) may qualify for Directed Professional Writing credit. It will not necessarily be appropriate to require each member of the team to write the number of pages that would be required for an individual directed research project earning the number of units that each team member will earn for the team project. The page length guidelines applicable to individual papers may be considered in determining the appropriate page length, but the faculty supervisor has discretion to make the final page-length determination. Students must meet with the instructor frequently for the purposes of report and guidance. Unit credit is by arrangement. A petition will not be approved for work assigned or performed in a course, clinic, or externship for which the student has or will receive credit. Directed Professional Writing petitions are available on the Law School Registrar's Office website (see Forms and Petitions). Elements used in grading: As agreed to by instructor.
Terms: Aut, Win, Spr | Units: 1-4 | Repeatable 8 times (up to 8 units total)

LAW 808W: Policy Practicum: Global Trends in Judicial Reforms

The past decade has been defined by democratic backsliding and the reemergence of authoritarianism around the globe. Freedom House marked 2021 as the 18th consecutive year of global democratic decline, exacerbated by the COVID-19 pandemic, increasing polarization, and rising inequality. In the face of such trends, what role can a healthy, independent judiciary play in halting the rise of anti-democratic leaders and preserving the rule of law? Students enrolled in this policy lab will have the opportunity to investigate answers to this question by conducting comparative research on 21st century judicial reform efforts. Which nations have pursued innovative new strategies to improve the functioning of their judiciaries? Topics for research will include advances in judicial independence, vetting, appointment mechanisms, balance of power structures, constitutional review, access to justice, and other factors affecting the rule of law. This year, we will adopt a special focus on judicial education and the evolving role of technology in the judiciary. Students will have the opportunity to attend in-person talks and dinners with foreign Supreme Court and Constitutional Court Justices. (The lab has received grants to host these foreign justices at Stanford). Guests to the lab this year include visiting judges and Justices from Israel, India, Brazil, Mexico, and Poland. Students will be able to interview these judges in small groups. Students will compile their findings, along with recommendations for future research and reform efforts, into a judicial reform database. Throughout the quarter, students will survey the impact of a specific country's reforms on various stakeholders in the legal system, including judges, legal practitioners, and the public. The lab can also sponsor smaller student/research trips to other Latin American countries, including Costa Rica, Mexico, Peru, or Chile. This practicum is by Consent of Instructor and has limited enrollment for law students who can demonstrate practical expertise or academic training in the field. Elements in used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/.
Terms: Win | Units: 2 | Repeatable 2 times (up to 4 units total)
Instructors: ; Zambrano, D. (PI)

LAW 809D: Policy Practicum: "What's Next? After Students for Fair Admissions"

Policy Client: Stanford Center for Racial Justice, https://law.stanford.edu/stanford-center-for-racial-justice/. The Supreme Court's decision in Students for Fair Admissions has upended nearly a half century of precedent. Universities that had long relied on race-based affirmative action in their admissions policies will no longer be permitted to do so. This policy lab will take up the question with which universities across the country must now grapple: What next? The orientation of the lab will be forward-looking and inclined toward innovation. New principles. New goals. New ideas. Rather than merely try to accomplish indirectly what the Supreme Court has prohibited universities from doing overtly, the practicum aims to treat the Supreme Court's prohibition of race-based affirmative action as an opportunity to reconsider more broadly the goals of selective college admissions and the ways in which America's leading educational institutions may reform admissions and associated practices in order to improve higher education broadly. Advanced education is crucially important both to national well-being and to racial justice. There is no path to racial justice that does not entail an educational system that works better for people of all backgrounds. The recent Supreme Court decisions regarding race preferences in admissions, and also student loan forgiveness, create an uncommon opportunity to fairly radically rethink how universities make good on their implicit bargain with the American people: to receive public patronage in exchange for enhancing educational opportunity and social mobility. Two understandings of the issues inform the scope of work. One is that race-based affirmative action is far from the only aspect of university activity that has been or will be subject to criticism. Thus, we will not limit our focus to the one practice the Supreme Court has already prohibited. Rather, the entire array of marketing, recruitment, admissions and outreach practices and principles should be up for re-examination. The other important point to understand is that a school's admissions practices are connected to broader questions about the role of prestigious colleges and universities in American society. Only through engaging those broader questions can one think clearly about the normative aims that selective colleges and universities should seek to further, through admissions, financial aid and otherwise. In considering the issues, the lab will squarely confront a salient feature of American higher education that has received too little attention: the extraordinary stratification of American colleges and universities. The institutions at the apex of the hierarchy are the envy of the world; they are wealthier, more influential, and more sought after than ever before in our history. Yet, they educate a minuscule percentage of all students, most of whom struggle at less well-resourced institutions, which themselves struggle financially among other operational and educational challenges. The lab will consider the extent to which this extreme stratification is incompatible with the educational needs of our nation and will explore and develop strategies to counter it. The work product of the lab will be a guidance document for universities, policymakers, and stakeholders across the country that serves as a road map for how to promote learning and advance racial justice after Students for Fair Admissions. The report will synthesize and evaluate the most successful higher education reforms and offer robust analysis, innovative policy development and recommendations for how to forge better systems of learning for all students. Accomplishing this goal will require the participants in the lab to understand and assess a wide array of issues concerning the structure and goals of higher education, and to take arguments that emanate from conservatives as seriously as those that emanate from liberals. Students in this policy lab will research, identify, and design strategies and policy solutions to entrenched racial inequities within our higher education system, particularly at our most elite universities. Students will take a multidisciplinary approach to problem solving in the lab, researching and interacting with a wide range of experts and relevant fields, including but not limited to government, law, business, education, psychology, sociology, health, and technology. This class is open to Stanford Law School students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside the Law School to apply, particularly students from the Graduate School of Education, the Graduate School of Business, and those interested in developing their design-thinking skills. Students will be working together in small teams. Grading will be based on presentations, class participation, group work, and written assignments, including a final paper. The long-term client for this policy lab is the Stanford Center for Racial Justice. Please note this lab is a fall quarter 3-unit commitment with the option for a winter quarter extension. The winter quarter extension is a variable 1-3 units. For winter term, this policy practicum is open only to students who are continuing in the project from the fall term. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Additionally, students must submit a resume, transcript, and brief policy exercise via email to Dionna Rangel at drangel@law.stanford.edu. Applications are due by Sunday, September 17 at 11:59 pm. Directions for the policy exercise are below. POLICY EXERCISE: You are a senior advisor to the president of a small university that has relied on using race as a factor in their admissions process. The president has expressed major concerns about the implications for the school after the Supreme Court's decision to strike down affirmative action in Students for Fair Admissions. They have asked you to draft a policy memo to help them navigate the uncertainty brought on by this landmark decision, specifically: 1. Briefly summarize Students for Fair Admissions, including what the decision says is prohibited and what is permitted. 2. Identify potential avenues for the university to respond to the decision that might be worthy of further investigation, including innovative policy ideas and reforms but also anything the administration should be thinking about more broadly as a higher education institution. 3. Include a short bibliography of select readings that can help the president stay informed about the issues, ideas, and responses post-affirmative action. The memo should be no longer than two pages, single-spaced, and use 12-point font. SKILLS TRAINING: Students who enroll in a Law and Policy Lab practicum for the first time are asked to participate in the full-day methods boot camp typically held on the first Saturday of the term. If you wish to earn course credit for developing your policy analysis skills, you may formally enroll in "Elements of Policy Analysis" (Law 7846) for one unit of additional credit. As you will see from the course description, credit for Law 7846 requires your attendance at the full-day methods boot camp plus at least two additional lunch-hour workshops. If you enroll in a practicum but prefer to audit the supplemental skills class -- rather than receive formal credit -- please let Policy Lab Program Director Luciana Herman (lherman@law.stanford.edu) know and she will contact you with more details. Only students who participated in the prior quarter's project will be admitted to the spring quarter practicum. Elements used in grading: Attendance, performance, class participation, written assignments, and final paper.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

LAW 809E: Policy Practicum: AI For Legal Help

The policy client for this project is the Legal Services Corporation (https://www.lsc.gov/): This project works closely with the Legal Services Corporation's Technology Information Grant Program (https://www.lsc.gov/grants/technology-initiative-grant-program) to research how the public interacts with AI platforms to seek legal assistance, and to develop a strategy around how to mitigate risks, ensure quality, and enhance access to justice on these AI platforms. AI increase access to justice, by helping people resolve their legal problems in more accessible, equitable, and effective ways? What are the risks that AI poses for people seeking legal guidance, that technical and policy guardrails should mitigate? In this course, students will conduct research to identify key opportunities and risks around AI's use by the public to deal with common legal problems like bad living conditions, possible evictions, debt collection, divorce, or domestic violence. Especially with the launch of new AI platforms like ChatGPT, Google Bard, and Bing Chat, more people may turn to generative AI platforms for guidance on their legal rights, options, and procedures. How can technology companies, legal institutions, and community groups responsibly advance AI solutions to benefit people in need? Students will explore these questions about AI and access to justice through hands-on interviews, fieldwork, and design workshops with different stakeholders throughout the justice system. They will run interview sessions online and on-site at courts, to hear from various community members about whether they would use AI for legal help and to brainstorm how the ideal AI system would behave. Students will also observe how participants use AI to respond to a fictional legal problem, to assess how the AI performs and understand how people regard the AI's guidance. Students will be required to complete ethical training for human subjects research, which takes approximately 2 hours through the CITI program online. They will then conduct community interviews according to an approved IRB research protocol. Students will synthesize what they learn in these community interviews, observations, and brainstorm sessions, in a presentation to legal and technical experts. They will hold a multi-stakeholder workshop at to explore how their findings may contribute to technical and legal projects to develop responsible, human-centered AI in the legal domain. Students will develop skills in facilitating interdisciplinary policy discussions about how technology and regulation can be developed alongside each other. The students¿ final report will contribute to policy and technology discussions about the principles, benchmarks, and risk typologies that can guide the ethical development of AI platforms for access to justice. Students are asked to enroll in both Fall and Winter quarters of the class. The class may be extended to Spring quarter, depending on the issues raised. Elements used in grading: Attendance, Performance, Class Participation, and Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/.
Terms: Aut, Win | Units: 3 | Repeatable 3 times (up to 9 units total)

LAW 809F: Policy Practicum: Regilla Project: Women Incarcerated for Killing their Abusers

Nearly 1200 people are incarcerated in female correctional facilities in California and are serving lengthy sentences for murder and manslaughter convictions. It is not known in California (or in any other state) how many of these individuals are incarcerated for crimes that directly relate to histories of intimate partner violence. The Stanford Criminal Justice Center, through its Regilla Project, is attempting to assess this frequency. During Summer 2023, the Stanford Criminal Justice Center undertook data collection at the larger of the two women's prisons in California. The surveys were completed by individuals who have murder and manslaughter convictions to assess how their convictions were related to intimate partner violence. Nearly 500 individuals completed the survey during July 2023. Students enrolled in the policy lab will code the narrative portions of the survey responses (not everyone who participated in the surveys completed a narrative portion), analyze the quantitative data collected through the surveys, and assist in drafting a report for researchers, policymakers and practitioners aimed to better understand the nature of who is incarcerated and what their needs are, and to suggest front-end policy reforms. Application process: Interested students should submit a Consent of Instructor form (see Policy Lab Practicums webpage or https://registrar.law.stanford.edu/) with a copy of their resume, transcript, and statement of interest to Debbie Mukamal (dmukamal@law.stanford.edu) by September 11, 2023 at 5:00 pm. Only students who participated in the prior quarter's project will be admitted to the winter quarter practicum. The statement of interest should indicate relevant expertise, including whether the student has any data analysis experience (quantitative and/or qualitative) as well as the type of software the student has used in such data analysis. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. Important note: Admitted students may enroll for three units. Four units is limited to one or two students with consent of the instructors.
Terms: Aut, Win | Units: 3-4 | Repeatable 2 times (up to 8 units total)

LAW 809I: Policy Practicum: The Future of Eviction Prevention

Over the past 5 years, eviction prevention has become a hot topic for local policy in the US. Local coalitions of city governments, courts, and community groups have launched hundreds of pilots of laws, legal services, rent assistance, technology tools, mediation, navigators, and more in order to reduce the number of eviction lawsuits and mitigate their harmful consequences on families and communities. National groups like the American Bar Association, HUD, and the Treasury Department have issued guidance spotlighting promising interventions that could prevent evictions, reduce the number of forced moves, and improve housing stability. Five years into this work on eviction prevention, what do we know about what works? And how might policy-makers compare and assess these highly localized eviction prevention systems? This class will have students conduct interviews, workshops, and legal research to create a clearer vision of what the state of eviction prevention interventions are, and propose what the future agenda for eviction prevention should be over the next decade. In the course, students will learn how evictions happen, what the general court process is, and how this differs across jurisdictions. They will also familiarize themselves with the landscape of eviction prevention solutions that has developed, especially during the Covid pandemic and the increased federal funding for rental assistance and eviction prevention. Students will learn about local experiments launched in cities and states across the US, including new legislation (like a right to counsel in eviction hearings and just cause requirements for filing an eviction lawsuit), new court rules (like requiring mediation before a case could be filed or proceed to a hearing), new technology (like text message reminders and online dispute resolution), and new services (like case managers and housing navigators). Then students will conduct research with community members, service providers, and policymakers across the country, to learn about their local eviction prevention systems. What pilots have been launched, what has worked, and what has not? What kinds of policies, services, and technology would be the most useful to a person going through an eviction? What does the data show about the impact of different interventions on the number of cases filed, the number of forced moves, the participation rates of tenants in the court process, or other key metrics? In addition to qualitative interviews, students will also do legal and policy research to document how different jurisdictions meet established eviction prevention standards. Which jurisdictions have implemented the legislation, court rules, and due process protections that national groups have recommended? Students will create a policy map that gives a national view of local eviction prevention laws and court rules. Students will create deliverables that can help both national and local policy-makers understand the state of local eviction prevention systems. Class work will include a report that summarizes the interview findings about what eviction prevention initiatives have worked or not, and that recommends an agenda for the next decade of eviction prevention work. It will also include a policy map, in the form of a report and website, that assesses how different regions perform according to recommended standards. As the class progresses, students will determine what other class deliverables might be useful. For example, students might create training materials for local judiciary, bar, and civic leaders on eviction prevention best practices and assessments. They may also propose an ongoing eviction prevention assessment protocol, that national and local leaders could use to regularly measure how robust their local eviction prevention efforts are, how they are performing, and where improvements may be needed. During the class, students will be required to complete a 2 hour online CITI program on ethical human subjects research. They will then follow an IRB-approved protocol to conduct interviews with community members and experts about eviction prevention efforts. The class will be a two quarter sequence. Students will gain expertise and leadership in housing policy, court innovation, and access to justice initiatives. They will have the opportunity to present their deliverables to national and local leaders, and to build lasting relationships in the field. Elements used in grading: Attendance, performance, class participation, written assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)

LAW 809J: Policy Practicum: Juvenile Justice & Education: Re-envisioning San Mateo County Alternative Schools

This policy practicum will provide students the opportunity to be part of designing and operationalizing an innovative approach to alternative education in San Mateo County. Students will work closely with the County Office of Education, the San Mateo Community College District and the Youth Law Center. Participants in the practicum will be involved in supporting the San Mateo County Office of Education (SMCOE) as it re-envisions its alternative education program. In California, the County Office of Education is responsible for educational programs for certain students that are not attending school within their school district. This includes incarcerated students and students who have been referred to the County-run alternative school based on an expulsion from their district due to a disciplinary incident, a referral from the truancy review board, or through their involvement in the juvenile justice system. One of the alternative schools overseen by SMCOE is the community school-Gateway. SMCOE would like to completely redesign the Gateway program while, at the same time, consider changes and improvements in the entire alternative education system, including how students enter the County program and transition out of the program. SMCOE is particularly interested in increasing its collaboration with the community college district, which offers an exciting opportunity for an innovative approach that could be replicated throughout the state. SMCOE has already engaged the National Equity Project to begin this redesign process. Practicum students will work in collaboration with SMCOE, the community college district, the Youth Law Center and the National Equity Project to support the design and implementation of a reimagined alternative school program. Students will conduct research on legal issues, funding, best practices and models from other jurisdictions. They will provide a written to report to SMCOE to assist them in making the new vision a reality. They will also document all steps in the redesign and implementation process to create a useful tool for other counties who might wish to engage in a redesign of their alternative education program. (Note: this final portion of the project will likely be completed in the spring quarter, with both new and continuing students.). In the Winter Quarter, graduate and professional students from law, education, and public policy are invited to apply. R credit (Section 02) is possible only by consent of the instructor. After the Winter Quarter begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Winter quarter students will have completed internal research memos. The role of spring quarter students will be to synthesize that research and create a public-facing set of recommendations. During the spring quarter we will have the opportunity to present draft recommendations to community partners before finalizing a report for the County Superintendent and County Board of Education. The class will be primarily made up of continuing students but there will be a few spaces available for new students to join, with the instructor's permission. Our weekly meeting time will be determined once we have our student cohort finalized. The weekly meeting times may include a full class meeting and additional small group meetings. Elements used in grading: Attendance, performance, class participation, written assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Trillin, A. (PI)

LAW 809K: Policy Practicum: Blue Foods for Indonesia: A Human & Planetary Health Action Lab

Globally, more than 1 billion people rely on seafood, yet this source of vital nutrition is chronically neglected in discussions about the future of food systems. In 2021, the UN Food Systems Summit brought international attention to the potential of "blue foods," thanks in part to insights and evidence provided by the Stanford-led Blue Food Assessment. Now, the Indonesian Ministry of National Development Planning has asked Stanford to help them build blue foods into Indonesia's national development strategy. Indonesia is the 4th most populous country, home to 278 million people and the most marine biodiversity on the planet. Over the next 18 months, we will work with the Ministry, Indonesian researchers, and NGO partners to develop a Blue Food Assessment for Indonesia that can help policymakers realize the potential of blue foods to meet pressing food system priorities -- improving nutrition, food security, and livelihoods, both nationally and in rural communities. This Blue Foods Action Lab is the first of a series to help Indonesia implement a far-reaching national program that could transform its food system and could be used as a model for other countries. For Spring quarter the role of the students will be to evaluate successful programs implemented by other nations in the areas that align with client interests and build from the student progress on topics from the winter quarter (i.e., aquaculture, small scale fisheries, blue food tech and justice and inclusion). A report will be produced and shared with the Indonesian Ministry and our NGO partner. The practicum seeks graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, international policy, business, law, sociology, and marine biology. Policy client: Indonesian Ministry of National Development Planning. Graduate and professional students from law, environmental science and policy, marine sciences, food systems, and public policy are invited to apply. R credit (Section 02) is possible only by consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: An application is required for acceptance into the course available at https://forms.gle/WzXQDpt9Wa6hy7j87 Application deadline: March 13, 2024. Cross-listed with Doerr School of Sustainability (SUSTAIN 121/221).
Terms: Win, Spr | Units: 2-3 | Repeatable 2 times (up to 6 units total)

LAW 809L: Policy Practicum: Expanding Access to Justice in Eviction and Family Law

This policy lab will launch a significant collaboration between the Los Angeles Superior Court -- the largest court in the U.S., serving a population of 10 million -- and a Stanford research team from the Deborah L. Rhode Center on the Legal Profession and the Legal Design Lab. Students will work with senior court leaders and the Stanford team to understand the barriers and challenges court users face in eviction and family law matters (Winter Quarter), and then develop an actionable, evidence-based blueprint for an end-to-end process and digital pathway to promote access to justice that can be piloted and evaluated (Spring Quarter). The American civil justice system is in crisis. In roughly three-quarters of the 15 million civil cases filed in America¿s state courts each year, at least one side lacks a lawyer. Many of these cases involve significant, life-altering matters: debt collection actions, evictions, and family/domestic disputes. Such large, systemic gaps in access to legal services limit who can meaningfully participate in court proceedings, magnifying disparities based on income, education, race, gender, and ethnicity. While the access to justice crisis has many causes, there is mounting evidence that a core part of the problem is the courts themselves. Many courts are difficult to navigate without a lawyer, with inscrutable forms, arcane terminology, and outdated filing systems and requirements. The result is that many people do not engage with the court at all, instead suffering default judgments. And while many courts offer a variety of in-person and digital services to people who need assistance, those services are often hard to access, kludgy, and disconnected. This policy lab will be the first in a series of two, with a second offering in Spring Quarter. During Winter Quarter, students will work with the court to study barriers to litigant access and engagement using mixed-method quantitative and qualitative analysis. Students will analyze existing court data to understand procedural patterns and litigant needs, and they will also help collect new data through surveys, interviews, and focus groups with court users and personnel. This diagnostic work will include opportunities to travel to Los Angeles. Students in the Spring Quarter will use the learnings to design a pilot for a new, end-to-end process that can improve court users¿ participation rates, their engagement, their sense of procedural justice, and their substantive justice outcomes. The practicum will be led by Professor David Freeman Engstrom, Co-Director of the Deborah L. Rhode Center on the Legal Profession and Margaret Hagan, Executive Director of the Stanford Legal Design Lab. We hope to draw students from a variety of disciplines from around the University. Technical or data science expertise is welcome but not required. Students need not take both the Winter and Spring quarter practicums, though they are welcome to do so. Law students wishing to undertake R credit will perform additional research or take on additional tasks analyzing the issues and results of the collective research. R credit (Section 02) is possible only by consent of the instructor. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. Policy Client: Los Angeles Superior Court. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)

LAW 809M: Policy Practicum: Regulating Professional Enablers of Russia's War on Ukraine

Law firms' withdrawal from Russia in the wake of the country's brutal invasion of Ukraine in February 2022 surfaced challenging and timely questions around what it means to practice ethically in an increasingly challenging globalized context. This proposed policy lab explores the role of lawyers in times of conflict and crisis. Western legal professionals have garnered criticism, including from Ukrainian civil society, for their alleged role as "enablers" of Russian aggression, especially by helping sanctioned individuals move and hide their wealth. The role of Western lawyers as enablers of corrupt regimes is not new; a 2006 Senate subcommittee report found that "lawyers help establish offshore structures, draft financial instruments, and provide legal opinions justifying offshore transactions." Congress finally responded with the 2022 ENABLERS Act, which would force lawyers to investigate the source of clients' funds when making a transaction, the way banks currently do. The bill failed in the Senate last year however, largely under pressure from the ABA. With sanctions effectiveness being a focus of the Freeman Spogli Institute's McFaul-Yermak International Sanctions Working Group, this SLS policy lab would contribute a unique perspective to a live area policy debate at Stanford and Washington. Students would have the chance to consider the duties of lawyers towards clients credibly linked to ongoing human rights abuses and war crimes, assessing current ABA guidelines, constitutional due process guarantees, recent policy developments like the 2022 ENABLERS Act, and the perspectives of local civil society in Ukraine and other affected areas. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. Only students who participated in the prior quarter's project will be admitted to the spring quarter practicum. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Jensen, E. (PI)

LAW 809N: Policy Practicum: Repairing the State and Local Relationship in a Red State / Blue City Context

Policy Client: Mississippi State Conference NAACP (Charles Taylor and Frank Figgers). As anyone in Jackson, Mississippi will tell you, the city has a terrible relationship with its state government. Chronic mistrust flows in both directions, and for at least the past 25 years, state/local acrimony has been both a cause and symptom of state actions to withdraw authority and funds from Jackson. Current measures to intervene in the governance of Jackson's infrastructure and take over the city's downtown police and courts system mark new escalation in state/city tensions. So far, these deepening tensions have been answered with the typical modes of conflict: adversarial litigation and polarized politics. But those interventions have only power and blame at stake, without fostering cooperative solutions to the city's immense challenges. Jackson has serious, urgent human needs: an old, failing water system that would need heroic reinvestment even without the extreme flood and freeze events now made more common by climate change; a devastating violent crime and homicide rate; a poverty rate above 25% (among the highest rates in the country); a population more than 26% smaller than it was in 1980 (and all the blight associated with such a fall); and more. Challenges that significant (especially in a state facing disinvestment and poverty from border to border) will mean that neither the city nor the state can act effectively alone. But after so many years of antipathy, state and local cooperation will require nothing less than a restorative process. As one small start toward that longer work, this policy lab will work to understand the origins and consequences of Mississippi and Jackson's legal and political relationship. Mediation, after all, requires mutual understanding the setting of baseline facts. Our group will confront the question "how did Jackson and Mississippi reach this crossroads?" from the following angles: (1) Mississippi's constitutional history, (2) the history of other state laws governing municipal power, (3) the history of public corruption cases against both state and local officials, (4) major real estate deals involving state actors within city limits, (5) a recent history of state interventions in valuable local enterprises (including the Jackson Airport and Two Mississippi Museums complex), (5) the recent history of infrastructure and other federal block grant allocation to Jackson, and (6) the history of the battle for voting rights and basic individual civil rights within Jackson. Each student in the lab will take on an independent lane of legal/political research from the list above and write up their findings in sole-authored memos that are organized both topically and chronologically. We will then share and integrate our findings across memos, fusing them in the final two weeks of the lab into a single chronological report documenting the state and local relationship. We will share this final work product with civil rights leaders in Jackson to factcheck and "ground-truth" this research, identifying next steps for sharing, factchecking, and publishing this information with state leaders in future quarters. While this policy lab will be specialized to Jackson's situation, we will take opportunities (at the start of the quarter and at the end) to read and discuss how it relates to broader red state/blue city conflicts in other Southern states. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win | Units: 2-3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Anderson, M. (PI)

LAW 809O: Policy Practicum: Drafting a Foreign Sovereign Anti-SLAPP Statute

Client: Neukom Center for the Rule of Law. It's almost impossible to sue a foreign government in U.S. courts. The Foreign Sovereign Immunities Act, the court-created "act of state" doctrine, and other common-law immunities shield foreign officials and governments from most lawsuits. For instance, courts have dismissed claims against China, Cuba, Venezuela, and Russia over allegations of torture, detentions, and election interference. Yet foreign governments have unfettered access to U.S. courts as plaintiffs. And foreign dictatorships--including Russia, China, Turkey, and Venezuela--have leveraged this access to harass political dissidents, critics, and even newspapers in the United States. These doctrines create an asymmetry: foreign dictators and their proxies can access our courts as plaintiffs to harass their opponents, but their regimes are, in turn, immune from lawsuits here. Congress and the U.S. China Commission have asked the Neukom Center for the Rule of Law to propose a bill that would remedy this asymmetry. The policy lab will focus on researching and drafting proposed bill language to present to Congress. The lab will need students who are knowledgeable about statutory interpretation and are ready to research jurisdictional and foreign relations law questions. We plan to enroll no more than four students by consent of the instructor. Elements used in grading: Attendance, performance, class participation, and written assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win | Units: 1-2
Instructors: ; Zambrano, D. (PI)

LAW 881: Externship Companion Seminar

The practice of public interest law -- whether in the criminal or civil context, or a government or non-profit setting -- requires an attorney to consider a host of issues distinct from one in private practice. How should decisions be made about priorities with limited resources? Where an organization has a broad social justice mission, where does litigation on behalf of individual clients or a group of clients fit in? Prior to initiating litigation or advancing a defense, what quantum of evidence should an attorney require? What role, if any, should an attorney's personal beliefs play in a course of representation? Through directed supervision of their externships, as well as participation in weekly seminars, students will evaluate such questions in the context of their practical experience. Students are required to write weekly reflection papers of 2 to 3 pages. Elements used in grading: Attendance, class participation, weekly reflection papers and final reflection paper.
Terms: Aut, Win, Spr | Units: 2
Instructors: ; Winn, M. (PI)

LAW 882: Externship, Civil Law

Following approval of a student's application, the Civil Standard Externship Program (SEP) allows second and third year students to obtain academic credit for externing with select non-profit public interest, public policy, and government agencies for one quarter. The Civil SEP allows students to (a) gain experience in a field where a clinical course is not offered, or (b) pursue advanced work in an area of prior clinical practice. Students may extern for 20, 24, 30, or 34 hours per week. For a complete description of the Civil SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0 . Students wishing to enroll in an externship must meet various requirements that are set out in the Handbook. Students participating in the Civil SEP must also concurrently enroll in the Externship Companion Seminar (Law 881). An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of two to three pages. .
Terms: Aut, Win, Spr | Units: 5-12
Instructors: ; Winn, M. (PI)

LAW 883: Externship, Criminal Law

Following approval of a student's application, the Criminal Standard Externship Program (SEP) allows second and third year students to work for credit in criminal prosecutors' and defenders' offices for one quarter. Students may extern for 20, 24, 30, or 34 hours per week. For a complete description of the Criminal SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0 . Students wishing to enroll in an externship must meet various requirements that are set out in the Handbook. Students participating in the Criminal SEP must also concurrently enroll in the Externship Companion Seminar. An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of two to three pages.
Terms: Aut, Win, Spr | Units: 5-12
Instructors: ; Winn, M. (PI)

LAW 884: Externship, Special Circumstances

Following approval of a student's application, the Special Circumstances Externship Program (SCEP) allows second and third year students to work for credit for one quarter in non-profit public interest, public policy, and government agencies outside of the Bay Area. Standards for approval of a SCEP placement are similar to those for Directed Research proposals, although they are higher. Because there is a preference for local civil and criminal SEP placements (see Law 882 and Law 883), your SCEP proposal must explain (a) how it meets the goals of the externship program; and (b) why a similar project cannot be accomplished in one of the placements offered in the Bay Area. SCEP placements outside the Bay Area must be full-time. Students wishing to undertake a SCEP placement obtain the supervision of a faculty member who will oversee their externship and an accompanying tutorial. For a full description of the SCEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0. Students wishing to enroll in an externship must meet the various requirements that are set out in the Handbook. An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of three to five pages, and a final reflection paper of a length to be determined by your faculty supervisor.
Terms: Aut, Win, Spr | Units: 12

LAW 902: Advanced Community Law Clinic

The Advanced Community Law Clinic offers law students who already have some significant civil clinical experience the opportunity to work under supervision on more advanced projects and cases being handled by the Stanford Community Law Clinic, including litigation and other matters. Advanced Clinic students will also work with Clinical Supervising Attorneys to provide direction and guidance to those enrolled in the Community Law Clinic for the first time, in areas in which Advanced Clinic students have already acquired some expertise. In addition, Advanced Clinic students may function as team leaders on larger projects in which the Clinic is engaged. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career. Special Instructions: Completion of the Community Law Clinic (Law 902A,B,C) or its equivalent is a prerequisite for the advanced clinic. Elements used in grading: Participation, reflective paper and project.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 902A: Community Law Clinic: Clinical Practice

Located off-campus in a community location at the border between Palo Alto and East Palo Alto, the Community Law Clinic is the closest thing to a traditional legal services office within the Mills Legal Clinic. Serving low-income individuals throughout the neighborhoods near Stanford, CLC is fundamentally a trial practice clinic, practicing in three distinct, but intertwined subject areas: (1) housing, (2) social security disability and public benefits, and (3) post-conviction relief. In addition to its off-campus location, hallmarks of the CLC practice include extensive client contact, civil litigation skills (motion practice, oral advocacy, fact investigation), and the fast pace that comes from being responsible for several matters at once. Each student represents clients in all three practice areas, allowing for a diverse experience with clients, opponents, and other system-actors. Students may also participate in larger policy and legislative efforts in the relevant subject matters. CLC work emphasizes students' embodying the role of a lawyer (as opposed to a policymaker, judge, or intern) and the development of communication, collaboration, time management, cultural humility and other skills necessary for any professional setting. After intensive training in weeks 1 and 2, the clinic curriculum includes two group seminar sessions per week and a once/week student-led case rounds session. CLC's off-campus location affords students a feel for daily life in the communities surrounding the Stanford campus, and the opportunity to form a close-knit and collaborative learning environment. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

LAW 902B: Community Law Clinic: Clinical Methods

Located off-campus in a community location at the border between Palo Alto and East Palo Alto, the Community Law Clinic is the closest thing to a traditional legal services office within the Mills Legal Clinic. Serving low-income individuals throughout the neighborhoods near Stanford, CLC is fundamentally a trial practice clinic, practicing in three distinct, but intertwined subject areas: (1) housing, (2) social security disability and public benefits, and (3) post-conviction relief. In addition to its off-campus location, hallmarks of the CLC practice include extensive client contact, civil litigation skills (motion practice, oral advocacy, fact investigation), and the fast pace that comes from being responsible for several matters at once. Each student represents clients in all three practice areas, allowing for a diverse experience with clients, opponents, and other system-actors. Students may also participate in larger policy and legislative efforts in the relevant subject matters. CLC work emphasizes students' embodying the role of a lawyer (as opposed to a policymaker, judge, or intern) and the development of communication, collaboration, time management, cultural humility and other skills necessary for any professional setting. After intensive training in weeks 1 and 2, the clinic curriculum includes two group seminar sessions per week and a once/week student-led case rounds session. CLC's off-campus location affords students a feel for daily life in the communities surrounding the Stanford campus, and the opportunity to form a close-knit and collaborative learning environment. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

LAW 902C: Community Law Clinic: Clinical Coursework

Located off-campus in a community location at the border between Palo Alto and East Palo Alto, the Community Law Clinic is the closest thing to a traditional legal services office within the Mills Legal Clinic. Serving low-income individuals throughout the neighborhoods near Stanford, CLC is fundamentally a trial practice clinic, practicing in three distinct, but intertwined subject areas: (1) housing, (2) social security disability and public benefits, and (3) post-conviction relief. In addition to its off-campus location, hallmarks of the CLC practice include extensive client contact, civil litigation skills (motion practice, oral advocacy, fact investigation), and the fast pace that comes from being responsible for several matters at once. Each student represents clients in all three practice areas, allowing for a diverse experience with clients, opponents, and other system-actors. Students may also participate in larger policy and legislative efforts in the relevant subject matters. CLC work emphasizes students' embodying the role of a lawyer (as opposed to a policymaker, judge, or intern) and the development of communication, collaboration, time management, cultural humility and other skills necessary for any professional setting. After intensive training in weeks 1 and 2, the clinic curriculum includes two group seminar sessions per week and a once/week student-led case rounds session. CLC's off-campus location affords students a feel for daily life in the communities surrounding the Stanford campus, and the opportunity to form a close-knit and collaborative learning environment. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

LAW 904: Advanced Criminal Defense Clinic

Advanced clinic allows students who have taken the Criminal Defense Clinic to continue working on cases. Participation in case rounds is required. Advanced clinic may be taken for 2-7 units. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical units during their law school career. Students must have taken Criminal Defense Clinic (Law 904A,B,C). Elements used in grading: Class participation, attendance, written assignments and case work. Instructor permission required.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)
Instructors: ; Horne, C. (PI); Tyler, R. (PI)

LAW 904A: Criminal Defense Clinic: Clinical Practice

Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Win, Spr | Units: 4
Instructors: ; Horne, C. (PI); Tyler, R. (PI)

LAW 904B: Criminal Defense Clinic: Clinical Methods

Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Win, Spr | Units: 4
Instructors: ; Horne, C. (PI); Tyler, R. (PI)

LAW 904C: Criminal Defense Clinic: Clinical Coursework

Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Win, Spr | Units: 4
Instructors: ; Horne, C. (PI); Tyler, R. (PI)

LAW 906A: Criminal Prosecution Clinic: Clinical Practice

The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors and Professor George Fisher. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. Their cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week--Mondays, Tuesdays, Thursdays, and Fridays--at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a weekly lunch seminar at the D.A.'s office. Toward the beginning of the term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour San Quentin State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win | Units: 4
Instructors: ; Fisher, G. (PI)

LAW 906B: Criminal Prosecution Clinic: Clinical Methods

The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors and Professor George Fisher. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. Their cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week--Mondays, Tuesdays, Thursdays, and Fridays--at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a weekly lunch seminar at the D.A.'s office. Toward the beginning of the term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour San Quentin State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win | Units: 4
Instructors: ; Fisher, G. (PI)

LAW 906C: Criminal Prosecution Clinic: Clinical Coursework

The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors and Professor George Fisher. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. Their cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week--Mondays, Tuesdays, Thursdays, and Fridays--at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a weekly lunch seminar at the D.A.'s office. Toward the beginning of the term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour San Quentin State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win | Units: 4
Instructors: ; Fisher, G. (PI)

LAW 908: Advanced Environmental Law Clinic

The Advanced Environmental Law Clinic provides students who have already taken the Environmental Law Clinic the opportunity to continue intense individual project work. Advanced students often work on matters they worked on as full-time students, but they also have the chance to work on new matters and develop new skills. Advanced students work closely with supervising faculty on their designated projects and are expected to take increasing responsibility for managing their work and representing clients. In addition, advanced students often serve as mentors to less experienced full-time students and thereby receive training in basic team building and supervision. Advanced students may arrange to receive between two and seven units. No student may receive more than 27 total clinical units during the course of the student's law school career. Elements used in grading: TBA.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 908A: Environmental Law Clinic: Clinical Practice

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win | Units: 4

LAW 908B: Environmental Law Clinic: Clinical Methods

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win | Units: 4

LAW 908C: Environmental Law Clinic: Clinical Coursework

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 credits. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical credits during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win | Units: 4

LAW 910: Advanced Immigrants' Rights Clinic

The Immigrants' Rights Advanced Clinic offers the opportunity for students who have already successfully completed the Immigrants' Rights Clinic to pursue: a specific immigrants' rights advocacy project; advanced individual client representation; and/or working with the clinic director to provide direction/guidance to those enrolled in the Clinic for the first time. All advanced Clinic projects will be jointly designed by the director and the advanced student. Advanced students providing guidance/direction to first-time students will receive additional training on providing supervision. Special instructions: Advanced students are expected to attend the case-rounds portion of the weekly seminar, and to participate as needed in the lecture/discussion portion of the seminar. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Elements used in grading: Attendance and participation in class, project work, writing assignments, and case preparation.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 914: Advanced Juelsgaard Intellectual Property and Innovation Clinic

Advanced clinic allows students who have taken the Advanced Juelsgaard Intellectual Property and Innovation Clinic to continue working on cases. Advanced clinic may be taken for 2-7 units. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical units during their law school career. Elements used in grading: TBA.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 914A: Juelsgaard Intellectual Property and Innovation Clinic: Clinical Practice

The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to help shape the course and outcome of significant legal and policy debates before courts, regulatory bodies, legislators, and other policy makers. Students in the clinic engage in hands-on representation of clients in cutting-edge matters involving IP (copyright, patent, and trademark) and other laws and technology policy that affect innovation, such as online speech and content moderation, antitrust, pharmaceutical regulation, privacy, cybersecurity, net neutrality, and more. They draft amicus briefs for the Supreme Court or federal appellate and district courts, or pursue litigation in district court, or submit detailed comments and live testimony in rulemaking proceedings before the FCC, Copyright Office, PTO, FDA, FTC, and other agencies. Students also provide counseling and legal advice to help their clients solve complex tech, IP or other innovation-related legal, technical, and business problems. Students may draft public-facing policy whitepapers or "best practices" documents to influence tech policy in ways that benefit innovators and innovation. Throughout the quarter, clinic student engage with and seek to understand the role that race, racism, and structural inequality play in the development, deployment, use, and regulation of technology, and advocate for antiracist policies, laws, and regulations. Our clients are non-profits and advocacy organizations; groups of innovators, entrepreneurs, technology users/consumers, legal academics, computer scientists, or technologists; or sometimes individual entrepreneurs, startups, biohackers, media critics, or open-source advocates, among others. Students' work ranges across tech areas such as internet/information technology, biotech, pharmaceuticals, and online speech and media. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate advocacy for their clients. The bi-weekly clinic seminar focuses on student-led workshops regarding client projects, and on engaging with current thinking around race, technology, and the legal system; innovation and innovation economics; and the impact of IP, antitrust, and other law and regulation on innovation. Students will critically examine the role of lawyers advocating for the public interest, for racial justice and reforms to the legal system, and for sound and sensible innovation policy outcomes. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic.--Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr | Units: 4

LAW 914B: Juelsgaard Intellectual Property and Innovation Clinic: Clinical Methods

The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to help shape the course and outcome of significant legal and policy debates before courts, regulatory bodies, legislators, and other policy makers. Students in the clinic engage in hands-on representation of clients in cutting-edge matters involving IP (copyright, patent, and trademark) and other laws and technology policy that affect innovation, such as online speech and content moderation, antitrust, pharmaceutical regulation, privacy, cybersecurity, net neutrality, and more. They draft amicus briefs for the Supreme Court or federal appellate and district courts, or pursue litigation in district court, or submit detailed comments and live testimony in rulemaking proceedings before the FCC, Copyright Office, PTO, FDA, FTC, and other agencies. Students also provide counseling and legal advice to help their clients solve complex tech, IP or other innovation-related legal, technical, and business problems. Students may draft public-facing policy whitepapers or "best practices" documents to influence tech policy in ways that benefit innovators and innovation. Throughout the quarter, clinic student engage with and seek to understand the role that race, racism, and structural inequality play in the development, deployment, use, and regulation of technology, and advocate for antiracist policies, laws, and regulations. Our clients are non-profits and advocacy organizations; groups of innovators, entrepreneurs, technology users/consumers, legal academics, computer scientists, or technologists; or sometimes individual entrepreneurs, startups, biohackers, media critics, or open-source advocates, among others. Students' work ranges across tech areas such as internet/information technology, biotech, pharmaceuticals, and online speech and media. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate advocacy for their clients. The bi-weekly clinic seminar focuses on student-led workshops regarding client projects, and on engaging with current thinking around race, technology, and the legal system; innovation and innovation economics; and the impact of IP, antitrust, and other law and regulation on innovation. Students will critically examine the role of lawyers advocating for the public interest, for racial justice and reforms to the legal system, and for sound and sensible innovation policy outcomes. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic.--Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr | Units: 4

LAW 914C: Juelsgaard Intellectual Property and Innovation Clinic: Clinical Coursework

The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to help shape the course and outcome of significant legal and policy debates before courts, regulatory bodies, legislators, and other policy makers. Students in the clinic engage in hands-on representation of clients in cutting-edge matters involving IP (copyright, patent, and trademark) and other laws and technology policy that affect innovation, such as online speech and content moderation, antitrust, pharmaceutical regulation, privacy, cybersecurity, net neutrality, and more. They draft amicus briefs for the Supreme Court or federal appellate and district courts, or pursue litigation in district court, or submit detailed comments and live testimony in rulemaking proceedings before the FCC, Copyright Office, PTO, FDA, FTC, and other agencies. Students also provide counseling and legal advice to help their clients solve complex tech, IP or other innovation-related legal, technical, and business problems. Students may draft public-facing policy whitepapers or "best practices" documents to influence tech policy in ways that benefit innovators and innovation. Throughout the quarter, clinic student engage with and seek to understand the role that race, racism, and structural inequality play in the development, deployment, use, and regulation of technology, and advocate for antiracist policies, laws, and regulations. Our clients are non-profits and advocacy organizations; groups of innovators, entrepreneurs, technology users/consumers, legal academics, computer scientists, or technologists; or sometimes individual entrepreneurs, startups, biohackers, media critics, or open-source advocates, among others. Students' work ranges across tech areas such as internet/information technology, biotech, pharmaceuticals, and online speech and media. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate advocacy for their clients. The bi-weekly clinic seminar focuses on student-led workshops regarding client projects, and on engaging with current thinking around race, technology, and the legal system; innovation and innovation economics; and the impact of IP, antitrust, and other law and regulation on innovation. Students will critically examine the role of lawyers advocating for the public interest, for racial justice and reforms to the legal system, and for sound and sensible innovation policy outcomes. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic.--Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr | Units: 4

LAW 916: Advanced Organizations and Transactions Clinic

Advanced clinic allows students who have taken the Organizations & Transactions Clinic to work on ongoing projects. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career. Students must have taken Organizations & Transactions Clinic (Law 916). Elements used in grading: Written assignments and client interactions.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)
Instructors: ; Sonu, M. (PI)

LAW 918: Advanced Religious Liberty Clinic

Advanced clinic allows students who have taken the Religious Liberty Clinic to continue working on cases. Participation in rounds is required. Advanced clinic may be taken for 2-7 units; general rule of thumb is 4 hours of work per week per unit. Students may not enroll in any clinic (basic or advanced) which would result in earning more than 27 clinical units during their law school enrollment. Elements used in grading: Class participation, written assignments, and case work. Students must have taken Religious Liberty Clinic.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)
Instructors: ; Huq, Z. (PI); Sonne, J. (PI)

LAW 918A: Religious Liberty Clinic: Practice

The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr | Units: 4
Instructors: ; Huq, Z. (PI); Sonne, J. (PI)

LAW 918B: Religious Liberty Clinic: Clinical Methods

The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr | Units: 4
Instructors: ; Huq, Z. (PI); Sonne, J. (PI)

LAW 918C: Religious Liberty Clinic: Clinical Coursework

The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr | Units: 4
Instructors: ; Huq, Z. (PI); Sonne, J. (PI)

LAW 920: Advanced Supreme Court Litigation Clinic

The Advanced Supreme Court Litigation Clinic provides an opportunity for students who have already successfully completed the Supreme Court Litigation Clinic to continue their work in the Clinic. Work includes research and drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting on drafts of briefs being filed by lawyers in other cases. Advanced students will also continue to participate in the Clinic's discussion of cases during case rounds. For a more elaborate description of the clinic's content, see the course description for Course Number 436-0-01. Special instructions: Admission is by consent of instructor. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Students have the option to receive R credit upon instructor approval. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Projects and participation.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 922: Advanced Youth and Education Advocacy Clinic

The Youth and Education Advocacy Advanced Clinic provides an opportunity for students who have already successfully completed the Education Advocacy Clinic to continue their advocacy work in the Clinic and/or to pursue a discrete project related to educational equity advocacy. Examples of projects include strategic policy research and management consulting for public education institutions on specific topics (e.g., accountability programs, community outreach and engagement, school climate); investigation and preparation for impact litigation; and community education and outreach on a specific education-related issue. All projects will be jointly designed by the instructor and the advanced student. Advanced students will also continue to participate in the Clinic's discussion of cases during case rounds. Special instructions: Admission is by consent of instructor. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Elements used in grading: Projects and class participation.
Terms: Aut, Win, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)
Instructors: ; Trillin, A. (PI)

LAW 1007: Contracts: American Law

This course will provide advanced-degree students with coverage of Contracts law comparable to the fall course offered for first-year JD students. The course will identify the scope and purpose of the legal protection accorded to interests created by voluntary undertakings. We will focus on problems of contract formation, enforceability, interpretation, performance and excuses for non-performance, and remedies for breach. The course will cover both the U.S. common law of contracts and the basics of UCC Article 2 (sales of goods). Not open to JD students. Open only to students in the SLS Advanced Degree Programs. Elements used in grading: Class Participation, Attendance, Final Exam.
Terms: Win | Units: 4
Instructors: ; Gordon, R. (PI)

LAW 1009: Corporate Finance I

The course discusses the major financial decisions made by corporate managers and investors. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationship between risk and return, capital structure choice, payout policy, introduction to derivative securities, and the concept of efficient financial markets. The goal of the course is to explore the general principles and then apply them in scenarios relevant to the practice of corporate law and in litigation. Evaluation will be based on a final exam (60%) and problem sets (40%). Class will be taught as a combination of lecture (by the instructor and invited guest speakers) and in-class applied practical activities.
Terms: Win | Units: 3
Instructors: ; Zurek, P. (PI)

LAW 1012: Corporate Reorganization

This course examines reorganization of a company under Chapter 11 of the Bankruptcy Code. We will examine reorganization through several stages of a business turnaround and restructuring (such as an out-of-court workout, a Chapter 11 filing, selected Chapter 11 operating issues, and the Chapter 11 plan of reorganization). We will also consider a few controversial issues that test the boundaries of bankruptcy law. For example, should a debtor have virtually unfettered discretion to choose any district (or any judge) for its Chapter 11 case? To what extent does Chapter 11 provide an appropriate forum to resolve mass tort claims? Can a Chapter 11 plan provide for a non-consensual settlement and release of claims held by one third-party against another third-party? Along the way we will touch on topics that often arise in a reorganization setting such as valuation, leveraged buyouts, and distressed debt investing. We will also follow current developments in actual Chapter 11 cases, primarily through reports in the media. Elements used in grading: class participation and final exam.
Terms: Aut, Win | Units: 3
Instructors: ; Ray, S. (PI)

LAW 1013: Corporations

This course is an introduction to the basic legal rules and principles governing the relations among managers, investors, and (to a lesser extent) creditors in the business enterprise. The course is the foundation for advanced business courses. We focus on problems that arise because a firm's managers and shareholders can have conflicting interests. We examine the costs associated with this conflict and how markets, legal rules, and contracts address them. Elements used in grading: Class participation, attendance, written assignments, midterm, final exam.
Terms: Win | Units: 4
Instructors: ; Klausner, M. (PI)

LAW 1016: Deals I

Most of the materials consist of case studies of business transactions (and no case law). We will use those case studies to analyze the economics underlying a wide range of business transactions and the contractual terms and structures used to respond to underlying economic challenges. During the second quarter, in Deals II, we will explore deals in greater detail by studying several complex transactions in full. For this part of the course, students will be divided into groups and will be assigned one deal to analyze. Each group will give a presentation of its deal to the class, and in the following class, a lawyer or other participant in the deal will come to class to present the deal based on his or her experience. We study new deals each year. Deals we have studied over the years have included movie financings, biotech alliances, venture capital financings, joint ventures, private equity investments, corporate reorganizations, and more. Special Instructions: This course is open to all students and required for Global Quarter. Students who take Deals I in the Winter must take Deals II in the Spring (and those who do not take Deals I in the Winter may not take Deals II in the Spring). There is no exam in the Winter Term. An In-School exam will be given in the Spring Term. Elements used in grading: Attendance, class participation, class presentation, written assignments, group paper (first and second draft), and exam. Early drop deadline: Students may not drop this course after the first week of class. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. There is no background required for the course. I use the consent form two reasons: (a) to ensure diversity across 2L, 3L and advanced degree students; and (b) to learn more about you, since we will working together for much of the year.
Terms: Win | Units: 4
Instructors: ; Klausner, M. (PI)

LAW 1021: Estate Planning

This class will cover the basics of the gift and estate tax system and estate planning principles. With these fundamentals, the course will then examine basic and advanced estate planning and wealth transfer techniques, including wills, various types of trusts, titling property, gifts during lifetime, charitable vehicles, handling closely held businesses and valuation matters--with an emphasis on how to use these tools in planning an estate to meet the objectives of a couple or individual. Probate of an estate, administration of trusts, durable power of attorneys, conservatorships, and planning for other life situations will be explored. Elements used in grading: Class participation (is a small factor and only in the positive direction) and final open book exam. This course is open to GSB and other graduate students with consent of the instructor.
Terms: Win | Units: 3
Instructors: ; Pearson, B. (PI)

LAW 1029: Taxation I

This course provides an overview of the federal income tax. Elements used in grading: Class participation and final exam.
Terms: Win | Units: 3
Instructors: ; Joondeph, B. (PI)

LAW 1036: Introduction to Finance

This course is a basic introduction to the principles of finance. It will prepare you for the 3-credit version (Corporate Finance 1009) and introduce you to principles of valuation that are useful in everything from family law to settlement negotiations over civil disputes. The course provides a framework for answering the basic question: how much is this firm (or project) worth? We will cover topics such as: earnings, cash flows, income statements, interest rates, time value of money, risk and return and the cost of capital. No prior knowledge of finance or fancy math skills will be assumed. The course will consist primarily of on-line modules and problem sets that you will complete on your own and in small groups. We will have "live" class sessions to discuss the application of these principles in a legal setting and to hear from lawyers, investors and policy makers how finance has been useful in their careers. There will be weekly problem sets and you will get experience with building a simple excel spreadsheet that will help you estimate the value of a potential new project. There is a final project where you are asked to value a company and present your teams' findings to the class. On-line component. Elements used in grading: Written Assignments, Final Project. Participation.
Terms: Win | Units: 2

LAW 1079: Introduction to Transactional Practice

This course will provide an introduction to corporate and transactional work. It's targeted to 1Ls and 2Ls but open to all, whether you're exploring different areas, curious about a non-litigation practice, intending to do corporate, or just broadening your exposure to legal work. The course will be practical in nature. It will help you prepare for summer jobs and OCI, help you make more informed choices about course selection, and give you practical exposure to contracts and other materials encountered in practice. Along the way we'll identify characteristics of corporate work generally, to give you a big picture take on the work; look at major practice areas (e.g., capital markets, corporate governance, M&A/private equity, credit, commercial, real estate); identify features or realities of work in those areas; walk through (and try to demystify) contracts, governance materials, and other legal and financial documents; explore pro bono and how corporate lawyers can contribute to the community; talk about client service and core practice skills; and suggest some ways to get your hands around and do everyday lawyer work. And we'll try to offer a perspective on professional identity different than that of the litigation-oriented first year. The course is neither a prerequisite nor a substitute for core business law classes such as Corporations, Securities Regulation, and Commercial Law. It's also not a substitute for business-oriented classes such as Accounting, Introduction to Finance, and Corporate Finance; for skills courses such as Advanced Legal Writing: Business Transactions and Advanced Legal Research: Transactional; or for programming provided by the Office of Career Services. But it should provide good context for those courses and programs. Elements used in grading: Attendance, class participation, and written assignments.
Terms: Win, Spr | Units: 2
Instructors: ; Mitchell, J. (PI)

LAW 1080: Sports Law: Emerging Issues in Professional and Amateur Sports

Have you ever wondered what it would be like to work for a sports team or practice law in the sports industry? This course provides an overview of significant legal issues in professional and amateur sports. We will cover a range of legal topics impacting the sports industry including labor issues, intellectual property, Title IX, antitrust, media rights, and more. In addition to reading assignments and class discussion, this course will feature guest speakers who practice law in the sports industry. Grades will be based on attendance, class participation, and either written assignments (Section 01) or a long independent research paper for R-credit (Section 02). After the term begins, students enrolled in the course can transfer from Section 01 into Section 02, which meets the R requirement, with consent of the instructor.
Terms: Win | Units: 3
Instructors: ; Bair, J. (PI); Tovar, A. (PI)

LAW 1083: Startup Law: Sustainability

This course offers an opportunity to study the history, legal structure, and financial incentives of the startup economy while getting hands-on experience advising clients--Stanford founders building sustainability startups. The curriculum has three pillars: lectures and guest lectures outlining fundamental concepts and topics, a simulation in which all students will represent "Model Corporation" throughout its early life cycle, and advisory work on actual startup client matters. For the client work, students will perform client intake, draft an initial scope of work, complete due diligence and make supplemental due diligence requests, make any necessary adjustments to scope of work, and ultimately deliver work product in the format most appropriate & valuable for the particular matter (e.g., drafted documents, written memos, and oral presentations). Because of the nature of the client relationship the course relies on students' hard work, flexibility, and commitment to keeping pace with the material and assignments. The class will meet for 4 hours per week. Elements used in grading: Class Participation, Attendance, Written Assignments, and Client Deliverables. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win, Spr | Units: 4

LAW 2021: Regulating Firearms

This seminar will grapple with the issue of firearm regulation in the face of the aggrandized Second Amendment articulated by the Supreme Court in Heller in 2008 and Bruen in 2022. An important function of law is to establish the rules through which the government regulates and constrains the actions of individuals. Given the high level of firearm violence in the United States compared to other affluent nations, most Americans tell pollsters they would like to see greater levels of controls over firearms. Many other Americans -- including a majority of the Supreme Court and many state legislatures -- place a higher value on eliminating constraints on the ability to purchase and use firearms. As with all forms of regulation, the decision to regulate firearms involves complex questions concerning 1) the cost and benefits of government action; 2) the empirical resolution of these issues; 3) the determination about what institution is best equipped to reach or evaluate these empirical judgments; and 4) the competing visions about the rights of the individual versus the public welfare. We will explore all of these issues in light of the currently evolving complexity of constitutional constraints imposed by the right to keep and bear arms, which will involve a focus on the complex interactions of law, regulation, social science, history, and constitutional law on an issue of considerable present political and substantive salience. Elements used in grading: Attendance, class participation, written assignments, & final paper.
Terms: Win | Units: 2
Instructors: ; Donohue, J. (PI)

LAW 2029: Law and Disorder: Advanced Criminal Law

This seminar is essentially an advanced criminal law class in which we will be studying selected criminal law/procedure issues. The only prerequisite is having taken Criminal Law. Each week you will be asked to watch a particular episode of the long running television series: Law and Order or one of the spin-offs. As you may know there are nearly 1000 episodes and we will be watching and discussing only nine. There are many strong and differing opinions about favorite episodes, so it is likely we will not be studying one of your personal favorites. We will however, discuss such recurring issues like police cutting corners in connection with 4th and 5th Amendment rights, the role of plea bargaining, the role of different actors in the system and so much more. The class will meet twice a week for (60/75?) minutes. During the first class, we will watch selected portions of the television show (you will have already watched the episode prior to the class) and then we will then discuss, at a very high level, the criminal law issues which the show raises. During the second class, a few assigned students will undertake an in-depth analysis of those issues and will lead the discussion. All students will be expected to write a paper on a criminal law topic raised during the class in lieu of a final exam. Special Instructions: This course can satisfy the Research "R" requirement. The instructor and the student must agree whether the student will receive "R" credit. For "R" credit, the paper is substantial and is based on independent research. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Class Participation, Final Paper.
Terms: Win | Units: 3

LAW 2401: Advanced Civil Procedure

This course will address significant areas of procedural law and design that go beyond the first- year civil procedure course, with special attention to aggregate and multiparty litigation (e.g., class actions and Multidistrict Litigation (MDL)). Contemporary litigation frequently involves multiple related actions, multiple parties, and multiple claims that may interact in complex ways, and often aspires to reform institutions in addition to seeking remedies for discrete past harms. This course introduces procedural doctrine, theory, norms, and practice related to complex and/or public law litigation, including such topics as the joinder of claims and parties, claim and issue preclusion, class action law, multidistrict litigation and other forms of aggregation, and the turn towards mandatory arbitration. We will spend much of the quarter on class actions and MDLs (which account for 20-40% of all federal cases!). The course should be of particular interest to aspiring litigators (in any substantive area), future judicial clerks, and public interest lawyers, and complements other curricular offerings in complex and constitutional litigation. By the end of the course, students should be able to identify a range of mechanisms for aggregate litigation in the federal courts; distinguish counsel's responsibilities in class actions as compared to multidistrict litigation; explain the requirements for class certification and settlement approval under Rule 23 of the Federal Rules of Civil Procedure; articulate and evaluate arguments for and against class certification or settlement approval in a given case or fact pattern; and appreciate the logistical and ethical challenges presented by modern MDLs. Elements used in grading: Exam, class participation.
Terms: Win | Units: 3
Instructors: ; Zambrano, D. (PI)

LAW 2402: Evidence

Evidence rules constrain proof at criminal and civil trials. We will study the Federal Rules of Evidence, related caselaw, and those constitutional concepts that limit proof at criminal trials. Topics include relevance, unfair prejudice, character evidence, impeachment, the rape shield law, hearsay, the Confrontation and Compulsory Process Clauses, and expert testimony. Please note that the California Bar Examiners have posted this announcement: "Applicants should be prepared to answer questions that have issues concerning the Federal Rules of Evidence and the California Evidence Code. Applicants should be prepared to compare and contrast the differences between the Federal Rules and the California Evidence Code, especially where the California rules of evidence have no specific counterparts in the Federal Rules." This evidence course covers only the Federal Rules of Evidence and does not address the California Evidence Code. Though similar principles govern the Federal Rules and California Code, the two sets of rules are not identical. Students preparing for the California Bar Exam will have to learn some new material. Elements used in grading: Final exam (one-half essay and one-half multiple choice).
Terms: Win | Units: 5
Instructors: ; Fisher, G. (PI)

LAW 2403: Federal Courts

This course addresses the role of the federal courts in the American system of federalism and separation of powers, as well as their role in the development of substantive federal law and constitutional rights. A central premise of the course is that the institutional, political, and constitutional features of federal litigation cannot be understood without engaging the historical and theoretical context, especially the social, political, and legal movements in response to which the federal courts have developed and related assumptions about structural constitutional theory (including federalism, supremacy, separation of powers, and judicial review). Thus while many of the traditional aspects of federal court jurisprudence will be covered (e.g., federal common law including implied rights of action, justiciability doctrines and other doctrines of restraint, congressional power to limit the jurisdiction of the federal courts and to create "legislative courts" outside of Article III, Supreme Court review of judgments, state sovereign immunity, litigating against the government, and federal habeas corpus), the doctrine will be assessed from an interdisciplinary perspective, including social, political, and theoretical accounts that reveal how the courts and ordinary Americans have come to understand the distinctive role of the federal courts, as well as claims for expansion or contraction of their powers. The course is recommended for students interested in pursuing a career in litigation, government service, and/or judicial clerkships. Special Instructions: In Winter 2023 the Federal Courts class will be capped at 45 students and conducted in small group sessions of 5 students per group. Required class participation includes (a) weekly pre-recorded lectures introducing assigned materials, and (b) weekly small group sessions. The small group sessions are led by Professor Spaulding every week. Some groups will have their sessions during the regularly scheduled hours of the course, but most groups will meet in sessions scheduled during other mutually convenient time slots each week. (Scheduling software will be used to generate time slots for each group for the quarter and students' availability will be solicited). The readings and pre-recorded lectures must be completed before attending small group sessions. The small group sessions run approximately 70 minutes each week and will be led by Professor Spaulding in person assuming health regulations permit. If this is not possible, they will be conducted online. The goal of this format is to create an engaging, interactive, and intellectually rigorous setting for exploration of the course materials and themes. Note that class time is not used for basic exposition of cases -- students are expected to have used the readings and lectures to internalize the basic doctrine. We will instead use our sessions to focus on the hardest doctrinal and structural constitutional questions presented by the cases. Each group will cover a common set of 'hard questions,' so careful preparation is obligatory. There is usually some time for brief Q&A each week, but the sessions are not conducted as open-ended tutorials. Although none is a prerequisite, students generally report that it is useful to have taken some or all of the following classes: Advanced Civ Pro, Administrative Law, Con Law II, Criminal Procedure, Remedies. Elements used in grading: Grading will be based on attendance, participation, a short paper, and a take home final exam. Interested students should fill out a consent form indicating understanding of and interest in this format. Course Planning Note: The law school offers a standard format, open enrollment course in another quarter, so if you are not interested in the small group format or can't take the risk of consent admission in the winter quarter, please plan your academic year and course selection accordingly. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win | Units: 4
Instructors: ; Spaulding, N. (PI)

LAW 2407: Arbitration: Law, Practice & Politics

Arbitration, once narrowly defined as a party-selected method for resolving contract-based disputes arising out of commercial transactions, is now ubiquitous. In the U.S. in addition to resolving run-of the-mill commercial disputes, arbitration may be used to resolve claims invoking anti-trust, securities, and civil rights law, and consumers, employees, patients and other individual claimants may be held to arbitration provisions included in form contracts drafted by corporations that the individuals overlooked or barely understood. Businesses too may find themselves held to an arbitration clause hastily chosen by a transactional lawyer who didn't understand what she was committing her client to. Economic globalization has created increased demand for international commercial arbitration, which offers binding resolution of trans-national business disputes, enforceable in virtually every court in the world. The increased frequency of complex high-value international transactions involving key industries -- e.g. energy and telecommunications -- has led to an increasing fraction of transnational business disputes with a significant public policy dimension. Moreover, the desires of countries with less developed economies to attract foreign direct investment has led to the creation of a specialized form of arbitration for disputes between private investors and states. Often bundled with other forms of alternative dispute resolution ("ADR") such as mediation, arbitration is actually a rule-defined adjudicative procedure, in which parties submit their disputes to privately-chosen and privately-paid decision-makers who deliver binding (and usually unappealable) outcomes, often in closed proceedings. The law that governs arbitration is a mix of domestic statutes (e.g., in the U.S., the Federal Arbitration Act) and international conventions (e.g., the New York Convention on the Recognition and Enforcement of Foreign Arbitral Awards, the Convention on the Settlement of Investment Disputes between States and Nationals of Other States ("ICSID")) that have been entered into by a large majority of countries. Today, arbitration offers a challenging and lucrative practice area to lawyers representing corporations in multiple industries, in domestic and international contexts, and to lawyers serving as arbitrators, who often command high hourly rates. Understanding the differences and similarities among arbitration law and practice in multiple domains and the intersection of public and private law is valuable to lawyers who specialize in arbitration. This seminar is intended for students who wish to develop this capacity as well as for students who want to understand better how to draft business contracts that will protect their clients should they find themselves subject to arbitration. Although arbitration is well-accepted around the world, certain applications of arbitration have become increasingly controversial. In the U.S. the requirement that employees agree to arbitrate sexual harassment claims as a condition of employment has led to boycotts against "big law" firms. Requirements to arbitrate disputes between private investors and national governments have knocked high-profile multi-lateral trade negotiations off-track. Some business decision-makers are turning away from arbitration for "ordinary" commercial disputes, arguing that it has become as expensive and time-consuming as court adjudication, without the protections of the latter. In this course we will consider separately and together, the statutes that provide the legal framework for arbitration, the specific rules that govern different types of arbitration, the ongoing controversies evoked by some of these rules and their application, and the reforms that have been proposed in response to these controversies. We will read and discuss U.S. case law, international arbitration decisions, academic commentary and empirical analyses of arbitration use and consequences, and hear from leading arbitration practitioners. Students will select aspects of arbitration law or practice or the controversies that surround it and write research papers on their topic of interest. Elements used in grading: Attendance, Class Participation, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win | Units: 3
Instructors: ; Hensler, D. (PI)

LAW 2409: Anatomy of the Opioid Litigation: A Case Study in Complex Litigation

Although easy to lose sight of in the midst of the Coronvirus epidemic, the United States is in the midst of an opioid addiction epidemic. More than 10 million Americans 12 years and older are estimated to have misused opioids in 2018, most of which misuse was linked to prescription drugs. Approximately 47,000 Americans died of opioid overdoses in that year. Opioid use is reported to have peaked in 2011 but opioid addiction remains a problem in many parts of the country (CNN Editorial Research, "Opioid Crisis Fast Facts," June 21, 2020, available at https://www.cnn.com/2017/09/18/health/opioid-crisis-fast-facts/index.html). The opioid crisis presents a variety of public policy challenges. Like the Crack epidemic of the 1980s, opioid misuse has had disproportionate effects on certain communities. While the former disproportionately affected poor Black urban communities and other urban communities of color, the latter has primarily affected poor White communities, particularly in non-coastal areas of the country. The former was met with popular criticism of its victims and draconian criminal justice policies that incarcerated a generation of Black Americans and other people of color. The latter has been met with an outpouring of concerned media commentary, and funding (however insufficient) for public treatment programs. It is difficult not to conclude that systemic engrained racism explains much of this difference. The opioid crisis also differs from the crack crisis, however, in that opioid victims and their advocates have been able to target responsible parties and attempt to hold them accountable for the harm and losses their conduct has imposed on addicts, their families and their communities. It is widely agreed that the origin of the epidemic was the virtually unlimited distribution of prescription opioid drugs, allegedly encouraged by the drug manufacturers and enabled by other corporations in the pharmaceutical supply chain and by the physicians who prescribed the drugs. The opioid epidemic has also led to a wide-ranging litigation, which has taken as its role model earlier litigation against tobacco manufacturers and ongoing litigation against gun manufacturers. The opioid litigation stands as an example of joining private and public civil litigation to claim compensation for losses due to alleged wrongdoing by private corporations and in the process reshape public policy with regard to harm. To prevail against defendants, plaintiffs have had to persuade courts to apply liability doctrine in unusual although not entirely new ways. Much of the litigation resulting from opioid overdoses and addiction has been contested in the federal courts, which have deployed an armamentarium of formal and informal procedural rules and practices developed over the past several decades to manage and resolve large-scale litigation. Innovative approaches have been adopted by the federal judge assigned to manage the litigation. Key defendants have chosen to manage their liability by seeking the protection of the bankruptcy courts. In sum, the opioid litigation offers opportunities to consider the roles of socio-economic inequality and racial attitudes in shaping perceptions of harm, the potential of tort law to provide remedies for losses, and the challenge of pursuing remedies for mass loss in federal courts. Through readings, guest lectures, discussion and individual research papers on relevant topics of your choice, this seminar will provide both practical information about litigating mass tort claims and space to consider the appropriate role of courts in solving social policy problems. Attendance, Class Participation, Written Assignments, Final Paper.
Terms: Win | Units: 3
Instructors: ; Hensler, D. (PI)

LAW 2505: Land Use Law

This course focuses on the practical aspects of contemporary land use law and policy, including: the tools and historical/legal foundation of modern land use law; zoning and General Plans; subdivision of land; the process of land development; vested property rights and development agreements; environmental review; environmental justice; growth control, sprawl, housing density, and affordable housing; constitutional challenges to land use regulation; redevelopment; historic preservation; direct democracy over land use; and sea level rise, climate change and climate action plans. Special Instructions: Attendance and student participation is essential; roughly four-fifths of the class time will involve a combination of lecture and classroom discussion. The remaining time will engage students in case studies based on actual land use issues and analysis of pending disputes. This class is limited to 20 students selected by consent. Elements used in grading: attendance, class participation, two short writing assignments, oral presentation of a report from attendance at a public meeting by a land use regulatory agency, and a final exam.
Terms: Win | Units: 3
Instructors: ; Fox, T. (PI)

LAW 2508: The Business of Water

Freshwater is our most crucial natural resource, but it is facing mounting pressures from climate change and other factors. While public agencies traditionally dominated water management, private water companies are playing an increasingly important (and sometime controversial) role. In many cases, private companies are making critical contributions to meeting societal water needs (e.g., by developing new technologies and finding new ways to reduce water use). In other cases, however, the involvement of private companies has proven controversial (e.g., when private companies have taken over public water supply systems in developing countries such as Bolivia). This course will look at established and emerging businesses in the water sector and the legal, economic, and social issues generated by the private sector's involvement. These businesses include water technology companies (e.g., companies commercializing new desalination or water recycling technologies), venture capitalists, water funds (that directly buy and sell water rights), consulting firms, innovative agricultural companies, and large corporations (that increasingly are adopting corporate stewardship programs). The course will begin with two weeks of introduction to water and the private water sector. After that, each class will focus on a different water company. Company executives will attend each class session and discuss their business with the class. In most classes, we will examine (1) the viability and efficacy of the company's business plan, (2) the legal and/or social issues arising from the business' work, and (3) how the business might contribute to improved water management and policy. Each student will be expected to write (1) two short reflection papers on businesses that visit the class, and (2) a 10- to15-page paper at the conclusion of the class on an idea that the student has for a new water company, on an existing water company of the student's choice, or on a legal or policy initiative that can improve the role that business plays in improving water management (either in a particular sector or more generally). This course is open to graduate students from around the campus. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. Cross-listed with Civil & Environmental Engineering (CEE 273B).
Terms: Win | Units: 2

LAW 2513: Climate: Politics, Finance, and Infrastructure

While climate change is often considered an 'environmental problem', the risks and opportunities embedded in a changing climate go well beyond the natural environment. This course reframes climate as a macroeconomic challenge, one in which multilateral politics, global investment, and distribution of impacts must be understood and reconsidered. Based on readings and guest speakers, this interdisciplinary course traces the arc of climate past, present and future on the pillars of politics, finance, and infrastructure (both physical and institutional). Grounded in the latest climate science and the history of global climate negotiations, the bulk of the course investigates innovations at the intersection of finance, law and policy, with particular emphasis on risk management, legal liability, corporations, climate justice and resilience. The final sessions look to the future and consider how the next generation of leaders might solve the greatest challenge of our time. Elements used in grading: Students may take the course for 2 units (section 1) or 3 units (section 2). Section 1 and 2 students will receive grades for attendance, in class participation and guest-speaker questions. Section 1 students will complete a group presentation on the design of a financial, business, legal or policy intervention with the potential to reduce emissions on a large scale. Section 2 students will be required to write an individual research paper meeting the Law School's R paper requirements. This class is limited to 60 students, with an effort made to have students from SLS (30 students will be selected by lottery) and 30 non-law students by consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Terms: Win | Units: 2-3

LAW 2519: Water Law

This course will study how society allocates and protects its most crucial natural resource -- water. The emphasis will be on current legal and policy debates, although we will also examine the history of water development and politics. The course will focus on United States law and policy, but insights from the course are applicable to water regimes throughout the world, and we will occasionally look at law and policy elsewhere in the world for comparison. Among the many issues that we will consider are: how to allocate water during periods of scarcity (particularly as climate change leads to more extremes); alternative means of responding to the world's growing demands for water (including active conservation); the appropriate role for the market and private companies in meeting society's water needs; protection of threatened groundwater resources; environmental limits on water development (including the U.S. Endangered Species Act and the "public trust" doctrine); constitutional issues in water governance; the human right to water; Native American water rights; protection of water quality; challenges to the substantive reform of existing water law; and interstate and international disputes over water. Students will be expected to participate actively in classroom discussions. Elements Used in Grading: Class participation, attendance and final exam.
Terms: Win | Units: 3
Instructors: ; Thompson, B. (PI)

LAW 2520: Climate Law and Policy

Climate change poses an existential threat to our planet. This course, open to law school students and graduate students from other schools, provides a survey of the legal and political mechanisms and social forces that may be leveraged to support decarbonization of global energy systems and adaptation to a warming planet. We will start with a brief introduction to climate science and then consider the international, federal, state and local legal regimes applicable to climate change, with an emphasis on U.S. law and policy. We will also consider the societal dynamics animating public and private net-zero commitments and the role that the environmental justice movement has in advancing climate justice. This course will include guest appearances by luminaries and practitioners in the climate space. Grades will reflect class participation, two short papers, and a take-home exam.
Terms: Win | Units: 3
Instructors: ; Poloncarz, K. (PI)

LAW 3001: Health Law: Finance and Insurance

This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the U.S. We will discuss the Affordable Care Act, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), the approval process and IP protection for pharmaceuticals, antitrust policy, regulation of fraud and abuse, and international perspectives on health care finance. The syllabus for this course can be found at https://syllabus.stanford.edu. Elements used in grading: Participation, attendance, and final exam. Cross-listed with Graduate School of Business (MGTECON 331) & Health Research & Policy (HRP 391).
Terms: Win | Units: 3

LAW 3005: Law and Biosciences Workshop

This workshop seminar will provide students with the opportunity to examine and critique cutting-edge research and work in the field of law and the biosciences presented by different speakers from Stanford and elsewhere. Although it is open to all students, the seminar is designed especially for those with an interest in the field who wish to stay abreast of current issues, work, and ideas. In each class, an academic expert, policy maker, or practitioner will present his or her current research or work and engage in a robust discussion. This class is worth one unit. It will meet five times for 1 hour, 50 minutes per session; students will need to attend at all five sessions and, for each session attended, write a reflection piece of roughly three double-spaced pages, due just before the speaker's presentation. The class may be repeated for credit (three maximum) based on varying course content and speaker presentations. The class is open to first-year Law School students in Winter Quarter. Elements used in grading: Class participation, attendance, and written assignments.
Terms: Win, Spr | Units: 1 | Repeatable 3 times (up to 3 units total)
Instructors: ; Greely, H. (PI)

LAW 3006: Law and Biosciences: Neuroscience

This seminar examines legal, social, and ethical issues arising from advances in the biosciences. This year it focuses on neuroscience. It will examine how neuroscience will affect the law, and society, through improvements in predicting illnesses and behaviors, in "reading minds" through neuroimaging, in understanding responsibility and consciousness, in "treating" criminal behavior, and in cognitive enhancement. Students who have taken the Law and the Biosciences (Genetics) seminar in past years may receive additional credit for taking this year's class. The class is open to 1Ls. Elements used in grading: Class participation, attendance and final research paper. Cross-listed with Health Research & Policy (HRP 211).
Terms: Win | Units: 3
Instructors: ; Greely, H. (PI)

LAW 3254: How to Ask a Question

Asking questions is at the core of the role of an attorney. Whether it is interrogating a witness in a deposition, or conducting a direct or cross examination at trial, knowing how to ask a question is an essential lawyering skill. We'll explore textual materials and real life case examples in transcripts, videotape and cinema to determine the principals and best practices for questioning. We'll learn how to prepare for questioning; how to focus, narrow, and broaden an examination; how to obtain key admissions; how to deal with a difficult opponent; when to stop asking; and how to use what's been obtained in court or otherwise to win for your clients. This course will give you the skills and tools needed for the critical roles of questioning, which has broad applicability for trial lawyers and non trial lawyers alike. Shanin Specter is a founding partner of Kline & Specter, P.C., in Philadelphia, concentrating in catastrophic injury litigation. He has obtained more than 200 settlements or verdicts in excess of $1 million and is a member of the Inner Circle of Advocates, whose membership is limited to the top 100 plaintiffs' attorneys in the United States. Elements used in grading: assessment of two brief reaction papers, as well as classwork; class attendance is required. Class meets Tuesdays, 4:15pm to 7:15pm on January 16, January 30, and February 13.
Terms: Win | Units: 1
Instructors: ; Specter, S. (PI)

LAW 3260: Dealing with Disasters: Perspectives on Tort and Regulation

We live in a time when disasters, tragically, have taken on new meaning. Natural disasters arise with great frequency and growing intensity. And responsible party disasters dominate the headlines, generating fear and a sense of disbelief. Both prospective preventive measures, and retrospective restorative efforts on behalf of victims, raise enormously difficult questions of how best to address these momentous events. This seminar will examine preventive measures and remedial relief for natural disasters, such as pandemics (COVID) wildfires, floods, and hurricanes. Similarly, we will focus on preventive and remedial relief in responsible party disasters, such as acts of terrorism, oil spills, and release of toxic substances. Students may elect to write a research paper for 3 units and R-credit with consent of the instructor. After the term begins, students accepted into the course can transfer from section 01 (2 units) into section 02 (3 units), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, class participation, written assignments, or final research paper
Terms: Win | Units: 2-3
Instructors: ; Rabin, R. (PI)

LAW 3502: Art and the Law

This course covers the legal, public policy, and ethical issues that concern artists, art dealers, auction houses, museums, collectors, and others who comprise the world of visual art. Our focus will be on artists' rights (including copyright, resale royalties, moral rights, and freedom of expression issues), how the markets in art function (such as the artist-dealer relationship, auction rules, and issues faced by collectors), and the legal and ethical rules governing the collection, donation, and display of visual art, particularly for museums and their donors. The course focuses on certain recurrent themes: How do statutes and courts define (or attempt to define) art, and how is art defined differently for different legal purposes? How does the special character of art justify or require different treatment under the law from that accorded other tangible personal property, and how does (and should) the expressive nature of art affect the way it is owned, protected, regulated, or funded? We anticipate having two or three visitors to the class during the quarter, such as a gallery owner, auctioneer, and museum director. In addition, we will also have the students participate in one or two interactive negotiation simulation exercises inspired by real situations and controversies in the art world. Graduate students from other departments and schools are welcome to take this course with the permission of the instructors. Elements used in grading: Class participation, attendance, final exam.
Terms: Win | Units: 2

LAW 3507: Law and the Rhetorical Tradition

The conventions of legal writing and reasoning taught in law school derive from a long tradition of argument and persuasion. This interdisciplinary seminar locates legal conventions in that broader intellectual history, starting with Aristotle and tracing (some of) the ruptures and continuities that have shaped our particular practices. The way we argue matters. The form we give our statements determines not just whether but whom they will persuade. So we will develop a tool kit for identifying the available means of persuasion, crafting sentences and paragraphs that suit the ideas they contain, voicing those ideas with an eye to audience and purpose as well as authority; noticing the way the language we choose implies a social world in which the argument unfolds. The goal is to become both more effective and more conscious in our deployment of those conventions -- as readers, speakers and writers. Elements used in grading: Class participation, attendance, revision and writing assignments. Automatic grading penalty waived for writers. Special Instructions: This course can satisfy the Research "R" requirement. The instructor and the student must agree whether the student will receive "R" credit. For "R" credit, the paper is substantial and is based on independent research. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Terms: Win | Units: 3
Instructors: ; Sassoubre, T. (PI)

LAW 3508: Law and Visual Culture

When we represent our experience today, we do so as much through images as language. When we seek to persuade, we offer photographs, charts, videos. When we witness misconduct, we pull out our smartphones. Social media has emerged as a powerful court of public opinion. AI has made it easy to generate realistic images out of thin air. And as images saturate our cultural discourse, they are increasingly part of legal practice. The power of an image often lies in its apparent simplicity: we know it when we see it. But how much of what we see is produced by the biases and expectations -- the habits of viewing -- that we bring to the encounter? What is left out when an infographic distills information for us? Lawyers and judges have historically tended to treat certain kinds of images as unmediated representations of reality, even though neuroscience, empirical research, and cultural theory all refute this so-called reality effect. Such naïve realism maps on to an ideal of definitive proof embedded in the adversary system. And it haunts our efforts to adapt legal practice to visual persuasion in ways that are consistent with our rule of law values. This interdisciplinary seminar tracks the legal reception of modern visual representation from confusion about the admissibility of photographs in the late 19th century (is it like a drawing? is it like eyewitness testimony?) to the trials of O.J Simpson and the police officers that assaulted Rodney King in the 1990s (how does race affect our perception of trails? do judges and jurors decide differently when the proceedings are televised?) to the frequent and strategic deployment of visual media in pretrial and litigation practice today. We will also consider the roles of visual persuasion in areas of doctrine (like privacy, qualified immunity, and freedom of speech) as well as applications in practice (like contracts and client communications). Throughout the quarter, we will attend to the ways American visual culture has resisted and reinforced systemic racism and inequality. Special Instructions: This course can satisfy the Research "R" requirement. The instructor and the student must agree whether the student will receive "R" credit. For "R" credit, the paper is substantial and is based on independent research. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements Used in Grading: Class Participation. Attendance, Written Assignments, Final Paper. Automatic grading penalty waived for writers.
Terms: Win | Units: 3
Instructors: ; Sassoubre, T. (PI)

LAW 3510: Psychological Development: Myth, Law, and Practice

Collective myths from a variety of traditions and cultures capture enduring psychological truths about human choices and the human condition. Lawyers at various stages in their careers have their own personal myths, sometimes conscious and sometimes not. These personal myths embody key tendencies that determine or heavily influence each lawyer's personal and professional path. This course uses some salient collective myths as well as modern psychological material to create a powerful backdrop for self-examination and self-development. It offers a space and time for each student to consider his or her own personal and professional direction through the course materials, class interactions, and a series of reflection papers. The course benefits from the collaboration of Ron Tyler, Director of the Criminal Defense Clinic, who will conduct a session focusing on mindfulness practices. Elements used in grading: A series of reflection papers totaling at least 18-pages.
Terms: Win | Units: 2
Instructors: ; Strnad, J. (PI)

LAW 4005: Introduction to Intellectual Property

This is an overview course covering the basics of intellectual property law -- trade secrets, patents, copyrights, and trademarks. This course is designed both for those who are interested in pursuing IP as a career, and those who are looking only for a basic knowledge of the subject. There are no prerequisites, and a scientific background is not required. Elements used in grading: Class participation, attendance, and final exam.
Terms: Win | Units: 4
Instructors: ; Ouellette, L. (PI)

LAW 4007: Intellectual Property: Copyright

Copyright law is the engine that drives not only such traditional entertainment and information industries as music, book publishing, news and motion pictures, but also software, video games and other digital products. This course examines in depth all aspects of copyright law and practice, as well as the business and policy challenges and opportunities that the internet and other new technologies such as artificial intelligence present for the exploitation of copyrighted works. There are no prerequisites for this class. Elements used in grading: Final Exam (open book). A detailed description of how the class will be conducted, including reading assignments and modes of student participation, appears in the course syllabus on Canvas.
Terms: Aut, Win | Units: 3
Instructors: ; Goldstein, P. (PI)

LAW 4017: Protection of Personality: Defamation, Privacy, and Emotional Distress

This course will examine the theoretical foundations and common law development of the range of tort remedies designed to afford protection to the interests in personality. Defamation, the right of privacy, and claims of emotional distress and harassment will receive particular attention, along with the constitutional defenses to these claims, based on the First Amendment, and recent issues novel to the internet era. Elements used in grading: Final Exam.
Terms: Win | Units: 3
Instructors: ; Rabin, R. (PI)

LAW 4018: Intellectual Property: International and Comparative Copyright Law

Copyright today is global, and copyright counselling, litigation and licensing increasingly require a general understanding of foreign copyright law and of the international copyright system. This course will focus on the exploitation of US-based music, film, literature, software and other copyrighted works in foreign markets, and of foreign works in US markets, through licensing, litigation, or both. The course will survey the principal legal systems and international treaty arrangements for the protection of copyrighted works as well as the procedural questions that lie at the threshold of protection. There are no prerequisites for the class. Elements used in grading: two problem sets, one mid-course and the other at the end of the course, class participation.
Terms: Win | Units: 2
Instructors: ; Goldstein, P. (PI)

LAW 4051: Governance of the Internet

Internet platforms like Google and Facebook play an enormous role in our online speech and information environment today. This class will review the laws that shape platforms' decisions about online content, with a primary focus on intermediary liability laws like the Digital Millennium Copyright Act (DMCA), Communications Decency Act Section 230 (CDA 230), and the EU's eCommerce Directive. The majority of course material will be from the U.S., but some will explore international models and in particular laws in the European Union. Some classes will explore the impact of related areas of law, including privacy law, and some will go beyond current legal models to explore forward-looking legislative and policy proposals. Important themes of the class include Constitutional and human rights constraints on intermediary liability laws; legal limits (or lack thereof) on platforms' enforcement of privatized speech rules under their Community Guidelines or Terms of Service; global enforcement of national laws requiring platforms to remove content; and tensions between the goals of intermediary liability law and those of privacy, competition, and other legal frameworks. Students will be encouraged to think pragmatically about the legal, operational, and product design choices platforms may make in response to particular laws, drawing on the instructor's experience handling such questions as Associate General Counsel at Google. Students will be responsible for (1) posting six reading response comments or questions to a class discussion board (these are due before class meets on six class days of your choice, they can be very brief and informal); (2) participating in class discussion, potentially including discussion of points raised in your written questions; and (3) completing a final examination. The course is open to law students and students in the Masters in International Policy (MIP) program. Thirty-five students will be admitted, with an effort made to have 25 students from the law school admitted by lottery (LAW 4051) and 10 from MIP admitted by instructor consent. MIP students may apply for consent to enroll in LAW.4051 by submitting a Non-Law Student Add Request Form available at https://law.stanford.edu/education/courses/non-law-students/ by September 10, 2021. Non-Law Student Add Request Forms received after the deadline will be reviewed on a rolling basis until the class is full. The class meeting and examination dates will follow the law school calendar, available at https://www-cdn.law.stanford.edu/wp-content/uploads/2021/02/2021-22-academic-calendar-FINAL.pdf. In admitting law students from the waitlist the instructor may prioritize based on students' degree programs. Three students may write a paper for R-credit in lieu of the final exam with consent of the instructor. After the term begins, students accepted into the course can transfer from the exam section (01) into paper section (02), with consent of the instructor. Elements used in grading: Attendance, class participation, mid-term, final exam or research paper. Cross-listed with Communication (COMM 363). Admitted non-law students wishing to enroll under the COMM 363 course number, should request a permission number from the instructors.
Terms: Win | Units: 3

LAW 4053: Confronting Misinformation Online: Law and Policy

This course will examine contemporary challenges and trade-offs for tech law and policy decision-making presented by false information online. Topics will include private sector content policy approaches, governmental regulatory responses (both U.S. and European), and contemporary litigation challenges in the context of election misinformation; medical misinformation; the spread of misinformation in armed conflict and situations of widespread human rights violations; climate misinformation; and the effects of misinformation on news integrity. In exploring these topics, we will also consider the implications of artificial intelligence for the challenge of managing online misinformation. Along with the faculty, guest speakers from academia and industry thought leaders will present on these topics, followed by a discussion. In addition, students will analyze real-world dilemmas confronting policymakers through practical case studies and will assume the role of a policymaker from either the private sector, the government, or a non-governmental organization as part of each class. Finally, this course will explore regulatory, policy, technological, and other solutions to enhance the integrity of the online information ecosystem and address the growing problem of false information online. Special Instructions: Up to five Law students, with the consent of the instructors, will have the option to write an independent research paper for Law School Research (R) credit. For students in this section (02), the research paper will replace the Final Policy Memo. All other elements used in grading will apply. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading: Attendance, Class Participation, Written Assignments; Final Policy Memo or Final Research Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://forms.gle/phWuWfCJzCDNnCfR9. See Consent Application Form for instructions and submission deadline. Cross-listed with International Policy (INTLPOL 363).
Terms: Win | Units: 2-3

LAW 4056: Net Neutrality

An open and affordable internet is critical to our economy, democracy, and our country's promise of equal opportunity. After the pandemic, everyone agrees on that. How we get there is the hard part. That's what the debate over net neutrality is all about. This class will examine the policy issues, legal frameworks, and key court decisions that shape this crucial debate. At its heart, net neutrality is the idea that we, the people who use the Internet, should be able to decide what we do online. We get to choose what sites to visit, what apps to use, and what videos to watch. Companies like Comcast, Verizon, and AT&T that we pay to get online don't get to influence our choices. The policy and legal fights over net neutrality have been going on for nearly two decades, both in the U.S. and internationally. In 2015, the debate captured U.S. public attention, leading to strong FCC protections and oversight. But in 2017, the FCC eliminated all protections. That set off fights in Congress, the courts, and the states. The FCC is now widely expected to restore net neutrality protections, and there's a strong chance that will happen during Winter quarter (which would be awesome timing). Through lectures, class discussions, and guest speakers, the class will introduce students to the key questions underlying the net neutrality debate so that they can become informed participants. Do we need net neutrality rules, and, if yes, what should they be? What are the options for addressing net neutrality at the FCC, in Congress, and by states? How do court decisions constrain states and the FCC? What effect will the Supreme Court's recent rulings and upcoming cases on the major questions doctrine and Chevron deference have on the FCC's ability to restore net neutrality protections or reclassify broadband as a telecom service? Who should take this class: Anyone who uses the internet. Those interested in internet and technology law, net neutrality, communications law, and appellate litigation. Those interested in seeing admin law in action. Those looking to clerk in the D.C. Circuit. There are no prerequisites for this class. The class is open to first-year law students and graduate students from other schools. To apply for this course, non-law students must complete a Non-Law Student Add Request Form available on the SLS Registrar's Office website (see Non-Law Students). After the term begins, students accepted into the course can transfer from the exam section (01) into paper section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, written assignments, final exam or research paper.
Terms: Win | Units: 3
Instructors: ; van Schewick, B. (PI)

LAW 5002: Comparative Law

The big question in comparative law today - and one that is of key importance to anyone interested in international law - is whether we are currently witnessing a convergence of national legal systems. This course examines this question, as well as the related problem of American exceptionalism, by exploring key aspects of contemporary Western European legal systems, as well as (to a lesser extent) Latin American ones. We will study a range of legal institutions and practices, including such topics as legal education, the role of judges and judging, constitutional courts and judicial review, criminal procedure and punishment, and the rise and regulation of consumer culture. In contrast to the traditional comparative law course, we will also devote substantial time to such pressing public-law questions as racial equality and affirmative action, gender equality and sexual harassment, and church-state relations. In lieu of the final exam, students may opt to write four response papers to the assigned readings (each 5 to 7 double-spaced pages long). After the term begins, students accepted into the course can transfer from section (01) into section (02), with consent of the instructor. Elements used in grading: Class participation; and exam or response papers.
Terms: Win | Units: 3
Instructors: ; Kessler, A. (PI)

LAW 5005: European Union Law

The U.S. and the European Union (which comprises 27 European states and 450 million people) have the largest bilateral trade relationship in the world. Over 50% of the world's GDP is generated on the Transatlantic Marketplace. U.S. companies rely on the EU market for more than half of their global foreign profits, and U.S. investment in the EU is currently three times greater than U.S. investment in the whole of Asia. In recent years, this has tremendously heightened the need for a sound understanding of the legal system of the EU, especially for business and technology lawyers. Responding to this need, this course will, first, examine the internationally unique legal system of the EU as such, as it is applicable to any field of substantive and procedural EU law. Thus, we will look at the legal nature and the different sources of EU law and its relationship with the national law of the EU Member States, including European human rights and fundamental rights protection standards. We will cover the relevant EU law enforcement actions including state liability issues for breach of EU law as well as the jurisdiction of both European Courts and relevant remedies in national courts. Secondly, we will explore the legal framework governing business activities in the EU, from the perspective of a business entity as an internationally operating actor in a European business environment. In this context, we will focus on the most essential fields of EU business law, i.e. (a) the four fundamental economic freedoms of the European Internal Market for goods, services, capital, and persons (enterprises, workforce, immigration), including the legal and economic implications of Brexit, (b) EU competition (antitrust) law, and (c) the new digital European Internal Market and EU data protection and privacy laws. Special attention will be given to the question how companies established outside the EU can efficiently use EU business law to pursue their interests in the EU. Additional study and research opportunities for students in EU law, building on this course, can be found on the SLS EU Law Initiatives website (https://law.stanford.edu/transatlantic-technology-law-forum/european-union-law-initiatives/). Special Instructions: After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Grades for students enrolled in section (01) will be based on writing assignments. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading: Writing assignments or research paper.
Terms: Win | Units: 2-3
Instructors: ; Fina, S. (PI)

LAW 5010: International Human Rights

This comprehensive class is designed to enhance understanding of both the theoretical foundations and practical application of international human rights law. It is structured to provide an in-depth exploration that combines academic theory with the realities of implementing human rights law on a global scale. The first segment of the course is dedicated to the fundamentals of human rights law. This includes an examination of the international human rights movement and the theory and origins of the international law of human rights. Students will study a range of UN treaties covering civil and political rights, economic, social, and cultural rights, as well as conventions against gender and racial discrimination, children's rights, and the prohibition of torture. The course will consider both the substantive law and the strategies for its implementation. It will critically analyze the UN institutional mechanisms for promoting human rights implementation, exploring both the root causes and the varied outcomes of these efforts--where the system has failed and where it has succeeded. Transitioning into the second half, the seminar will focus on the populations affected by international human rights law, moving from theory to the examination of current situations. This shift is aimed at applying the principles learned to contemporary issues, thus providing a comprehensive understanding of the strengths and weaknesses of the international human rights regime. By the end of this course, students will have developed a robust understanding of the concepts, mechanisms, and challenges of human rights law, and will be equipped with the analytical tools to actively engage in current debates and contribute to the field of human rights law and its implementation. Elements used in grading: Attendance, class participation, written assignments, and final paper. Advanced undergraduate and graduate students may request enrollment by sending a statement of interest to the instructor. Requests will be reviewed on a rolling basis. Undergraduates who wish to enroll in this course must have completed HUMRTS 101 as a prerequisite. This course is cross-listed with Human Rights (HUMRTS 117) and International Policy (INTLPOL 355).
Terms: Win, Spr | Units: 3
Instructors: ; Heller, B. (PI)

LAW 5014: International Trade Law

This course will survey the law and policy of modern international trade agreements, with an emphasis on the treaty network of the World Trade Organization (WTO) and other important multilateral arrangements, as well as U.S. laws governing "unfair trade practices" such as subsidization and dumping. Topics will include the political economy of the treaty framework, the relationship between international and domestic law, bilateralism versus multilateralism, the current crisis in the WTO dispute resolution system and its origins, and the tensions between international trade law and domestic regulation. Issues of particular current interest will also be addressed, including the current trade row with China, and the imposition of tariffs on national security grounds, and Buy American policies. Elements used in grading: Class participation, attendance and final exam.
Terms: Win | Units: 3
Instructors: ; Sykes, A. (PI)

LAW 5801: Legal Studies Workshop

The Legal Studies Workshop is designed to support students working on a piece of legal scholarship with an eye to publication. The workshop will meet four times a quarter, and will be offered in most quarters. Students may sign up for as many quarters they wish, and will receive one credit for each quarter they are enrolled. The bulk of time each session will be devoted to presentations of one or two student works-in-progress. Every student is expected to present her/his own work at least once over the quarters she/he is enrolled in the Workshop, and to provide constructive oral feedback on others' work. We will set aside some time during the quarter for informal discussion of research ideas that are in a very early stage. We welcome students who are just starting to explore their interest in an academic career; if you have any questions about whether the course is suitable for you, please contact Prof. Bernadette Meyler (bmeyler@law.stanford.edu) and Prof. David Sklansky (sklansky@stanford.edu). Attendance is mandatory, absent extenuating circumstances. There are no written requirements for the course, and no requirement that the work presented be original to the Workshop. Students may wish to use the Workshop as an opportunity to expand on seminar papers or pursue independent research projects for which they are getting separate credit through one of the research tracks (e.g., directed research, dissertation). Whether students are working on a new project or revising an old, the expectation is that students will develop their topics independently of the course. Students who would like to participate in the Workshop but feel they need help in developing a workable research topic should consult faculty members ahead of time. Elements used in grading: Class participation and attendance. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)

LAW 5802: Modern American Legal Thought

The course surveys the most significant theories of law and adjudication in this country from the 1880s to the present. We will consider, among other topics, Formalist (Langdellian) Legal Science, Sociological Jurisprudence, American Legal Realism, the Legal Process School, Law and Moral Philosophy, Public Choice Theory, Law and Economics, Feminist Jurisprudence, Critical Race Theory, the Law and Society movement, and Empirical Legal Studies. The readings are drawn principally from primary materials---the important contemporary manifestos and critiques of the schools of thought studied, along with writings that involve their application to concrete legal problems or reveal their influence on others. Enrollment allowing, students may be asked to help co-teach some of the sessions. Contact Prof. Fried (bfried@stanford.edu) if you would like to look at a syllabus from prior years before deciding whether to enroll. Special Instructions: If any student would like to write a research paper in lieu of the reflection papers, he or she should consult the instructor before the start of the course. After the term begins, students accepted into the course can transfer from section (01) (Reflection papers option) into section (02) (Final paper option) with consent of the instructor. Section (02) meets the R requirement. Note: Students enrolled in Section 01 will complete reflection papers (2-3 pages) for 9 of the 18 classes and students enrolled in Section 02 will complete a research paper (25-30 pages) on topic of student's choice related to the material of the course. Students are required to meet regularly with Prof. Fried throughout the Quarter to discuss progress on the paper. Elements used in grading: Class Participation plus reflection papers or final paper.
Terms: Win | Units: 3
Instructors: ; Ford, R. (PI); Meyler, B. (PI)

LAW 5811: Philosophy of Law: Protest, Punishment, and Racial Justice

Philosophy of Law: Protest, Punishment, and Racial Justice (LAW 5811): In this course, we will examine some of the central questions in philosophy of law, including: What is law? What gives law its authority? Must we obey the law? If so, when and why? How should we understand and respond to unjust laws? When is civil disobedience morally permissible? Is civil disobedience ever morally required? What is punishment for? What are prisons for? What does the state owe us? There will be a 50-minute mandatory TA session (Date and Time TBA). Law students have the option to write an independent research paper for R credit with instructor consent. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Elements used in grading: discussion questions, final paper abstract and outline, final paper presentation, final paper, attendance. Note: Previous coursework in philosophy is a requirement for the course. This class is limited to 25 students. Up to five SLS students may enroll directly in Axess. For additional enrollment, please contact the instructor. Cross-listed with Comparative Studies in Race and Ethnicity (CSRE 175W), Ethics in Society (ETHICSOC 175W), and Philosophy (PHIL 175W/PHIL 275W).
Terms: Win | Units: 3

LAW 6004: Legal Ethics: The Plaintiffs' Lawyer

This course uses a study of plaintiffs' lawyers as a vehicle to explore many of the most controversial and important issues at the intersection of tort law, civil procedure, and legal ethics. Specifically, in this course, we will study who personal injury lawyers are, how they find clients, how they fund litigation, and how they usher complex cases to conclusion. In so doing, we will address: the role and regulation of lawyers; the use and abuse of the contingency fee; the legality and normative consequences of solicitation and attorney advertising; the propriety of secret settlements, NDAs, and expansive protective orders; the rise and impact of "alternative litigation finance"; and the vexing issues posed by class actions, aggregate actions, consolidated actions, and multidistrict litigations (MDLs). The final segment of the course will involve a series of case studies, where students will test their knowledge of the Model Rules of Professional Conduct and have the opportunity to see the course's themes echoed and expressed in recent real-world controversies. Importantly, though the course is nominally focused on "the plaintiffs' lawyer," it does not just equip students to practice on one side of the "v." Rather, through our grounded and contextualized study of legal ethics, advanced civil procedure, the legal profession, and contemporary legal practice, students will acquire tools to litigate cases of all stripes and for both sides. Elements used in grading: Class participation, attendance, and reflection papers.
Terms: Win | Units: 3

LAW 7001: Administrative Law

Administrative agencies interpret statutes, promulgate regulations, and adjudicate disputes, thereby affecting vast areas of life -- from employment to food and drug safety, from the environment to energy markets, and from telecommunications to immigration. This course surveys the law of the administrative state, considering rationales for delegation to administrative agencies, procedural and substantive constraints on agency decision-making, and the judicial review of agency actions. Elements used in grading: Class participation, attendance, assignments, final exam. Attendance is required to retain a seat in class. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.
Terms: Win | Units: 4
Instructors: ; Ho, D. (PI)

LAW 7008: American Constitutional History from the Civil War to the War on Poverty

This course addresses U.S. constitutional history from the post-Civil War Reconstruction period through the mid-20th century. Because of the breadth of the subject matter, the view will necessarily be partial. In particular we will take as our focus the way the Constitution has provided a point of political mobilization for social movements challenging economic and social inequality. Topics covered include: Civil War Reconstruction and restoration; the rise of corporate capitalism and efforts to constrain it; Progressive Era regulation; the New Deal challenge to federalism and the anti-New Deal backlash; government spending; WWII and the Japanese Internment; the Civil Rights Era, and the War on Poverty. Readings will include both legal and historical materials with a focus on the relationship between law and society. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. Paper extensions will be granted with instructor permission. No automatic grading penalty for late papers. Cross-listed with American Studies (AMSTUD 155) and History (HISTORY 155).
Terms: Win | Units: 3

LAW 7012: Constitutional Law: Free Speech

This course will introduce students to the doctrine and theory of the constitutional law of freedom of speech, as well as some of the basic principles that govern the enforcement of freedom of the press and freedom of association. Topics explored in the course will include: advocacy of unlawful conduct, defamation, commercial speech, offensive speech, incidental regulations of speech, protest in public places, campaign finance and government subsidies of speech. Readings will be provided digitally, no casebook required. Grading will be based on class participation and a final exam.
Terms: Win | Units: 4
Instructors: ; Douek, E. (PI)

LAW 7013: Gender, Law, and Public Policy

Topics in this course will include equal protection standards, employment, education, family, reproductive rights, sexual harassment, rape, domestic violence, pornography, sexual orientation, diversity in the profession, and intersections with race, ethnicity, class, and sexual orientation. Materials will include cases, commentary, problems, and media portrayals. Special Instructions: Course requirements will include class participation, several short reflection papers on the assigned readings, and a longer final essay. There will be no final examination. With permission of the instructor, a student may write a long paper for R credit instead of the shorter papers. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Open to students from other schools with the consent of the instructor. To apply for this course, non-Law students must complete a Non-Law Student Course Add Request Form available on the SLS Registrar's Office website. Elements used in grading: Class participation, attendance, reflection papers, and final paper.
Terms: Win | Units: 3
Instructors: ; Grossman, J. (PI)

LAW 7025: Employment Law

Workplace issues have become one of the fastest-growing areas of state and federal law. Employment-related lawsuits filed in federal court have tripled in volume in the past decade, and now account for a tenth of all civil cases. Many state courts have experienced a similar burgeoning of their employment law caseloads. This course examines this diverse, rewarding, and rapidly evolving area of legal practice by considering the diverse array of laws and institutions that regulate the employment relationship. The focus of the course is on laws that affect employees in non-unionized settings, such as protections against dismissal without cause, wage and hour restrictions, workplace privacy, covenants not to compete, the Family and Medical Leave Act, and mandatory arbitration of employment disputes. The course does not cover either Employment Discrimination or Labor Law, both of which are offered as separate courses. Special Instructions: Regular, punctual attendance is required. If you expect (or are unexpectedly forced) to miss more than two classes, please consult with the instructor as soon as possible, as exceptions will be considered on a case-by-case basis. Early Add/Drop Deadline: Add/Drop decisions must be made the first week of class. Exceptions are at the instructor's discretion and will be considered on a case-by-case basis. Elements used in grading: Final Exam.
Terms: Win | Units: 3
Instructors: ; Morantz, A. (PI)

LAW 7026: Immigration Law

This survey course provides a foundation in the constitutional principles and statutory framework governing the regulation and rights of noncitizens and the immigration admission and removal process. The course also explores selected contemporary issues related to immigrants' rights and immigration reform. These may include topics such as asylum and refugee protection, due process safeguards, border enforcement, immigration detention, immigrant workers' rights, state citizenship status discrimination, judicial review by Article III courts, and current policy debates. The course draws on the instructor's decades of experience litigating constitutional and civil rights cases on behalf of noncitizens as founding director of the ACLU Immigrants' Rights Project and his senior positions in the Biden and Obama administrations at the Departments of Justice and Homeland Security. Guest speakers may be invited for some topics. No prior course or background in immigration law is expected. Elements used in grading: Class participation and attendance (15%), final exam (85%).
Terms: Win | Units: 3
Instructors: ; Guttentag, L. (PI)

LAW 7036: Law of Democracy

This course is intended to give students a basic understanding of the themes in the legal regulation of elections and politics. We will cover all the major Supreme Court cases on topics of voting rights, reapportionment/redistricting, ballot access, regulation of political parties, campaign finance, and the 2000 presidential election controversy. The course pays particular attention to competing political philosophies and empirical assumptions that underlie the Court's reasoning while still focusing on the cases as litigation tools used to serve political ends. Elements used in grading: Class participation and final exam. Cross-listed with Communication (COMM 361) International Policy (INTLPOL 351), and Political Science (POLISCI 327C).
Terms: Win | Units: 3
Instructors: ; Persily, N. (PI)

LAW 7039: Reproductive Rights and Justice

This course will explore the law governing reproductive health and freedom in the United States from both reproductive rights and reproductive justice perspectives. The reproductive rights framework focuses on seeking protection from government interference in reproductive decisions and has historically focused on abortion and contraception. The reproductive justice framework broadens the analysis to focus on the right to be a parent and the right to raise children in a safe and healthy environment, in addition to the right not to be a parent; it also employs intersectional analysis to emphasize the ways in which race, class, gender, sexuality, and other characteristics can affect a person's or community's reproductive lives. We will consider a range of legal and policy issues through these frameworks, including regulation of sexual behavior, sex education, contraception, abortion, assisted reproductive technology, pregnancy, childbirth, adoption, and parenting. Grades will be based on attendance, class participation, and either written assignments (Section 01) or a long independent research paper for R-credit (Section 02). After the term begins, students enrolled in the course can transfer from Section 01 into Section 02, which meets the R requirement, with consent of the instructor.
Terms: Win | Units: 2
Instructors: ; Grossman, J. (PI)

LAW 7044: Supreme Court Simulation Seminar

This seminar provides students with the opportunity to analyze, argue, hear oral arguments and draft opinions in cases that are currently pending before the Supreme Court of the United States. Professor Lawrence Marshall will serve as the instructor in the seminar, and several of the Law School's renowned Supreme Court litigators and other guests are expected to participate in one or more of the sessions. During each session, two students will present oral argument (based on the briefs that have been filed in the Court) to nine "justices" each of whose role is to reflect the jurisprudence and attitudes of the justice they are portraying over the course of the seminar. The nine "justices" will then conference the case and vote as they predict their justice will vote. In this sense, the seminar is also intended to help promote insight into the role of judicial personality and philosophy within the decisional process. The cases chosen will provide a mix of constitutional and statutory issues, as well as a mix of criminal and civil cases. At the close of each session, one "justice" will be assigned to draft the majority opinion and other "justice" will be assigned to write the dissent. The other sitting "justices" can join one of these opinions, request some changes as a condition of joining, or decide to write separately. Special instructions: 1. Because this is a simulation with assigned roles, students who are accepted into the seminar may not drop without permission of the instructor. 2. Because of the nature of the writing projects (with extensive interaction with other students), the normal deadline for Winter Quarter papers is waived and final papers must be submitted by the Spring Quarter deadline. Elements used in grading: Students will be graded based on the quality of their participation as justices, their oral argument, and their written opinions.
Terms: Win | Units: 3 | Repeatable 7 times (up to 7 units total)
Instructors: ; Marshall, L. (PI)

LAW 7086: Transitional Justice

The political, social, and legal problems confronting societies after periods of mass human rights violations or war have attracted increasing attention from policymakers and scholars in the last three decades. This course will examine the legacies of atrocities and the institutions and processes that governments and citizens most often use to address them, comparing approaches from across the globe. South Africa's Truth and Reconciliation Commission; the prosecution of Chile's former dictator, Augusto Pinochet; Argentina's reparations to victims of its military regime; and the International Criminal Court are among the best-known policy responses to those problems. In addition, non-legal interventions---such as the Berlin Holocaust Memorial and Nelson Mandela's many symbolic gestures toward reconciliation with white South Africans---may have important social and political effects. In addition to initiatives at the national and international levels, we will devote some attention to transitional justice at the local level. A recurring theme throughout the course will be the connections between atrocities and transitional justice measures intended to address them, on the one hand, and economic justice and development, on the other. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Written Assignments; Final Exam or Final Paper. Cross-listed with International Policy (INTLPOL 357).
Terms: Win | Units: 3
Instructors: ; O'Connell, J. (PI)

LAW 7102: Regulation, Evaluation, and Governance Lab: Practicum

The Regulation, Evaluation, and Governance Lab (RegLab) partners with government agencies to envision how data science can improve administrative governance. Students enrolled in this practicum will be working on projects related to the core mission of the RegLab, using the tools of data science to improve law and governance. The course is open to law and non-law students, with consent of the instructor. Law students may take the course for 1 to 4 units and non-law students may take the course for 1 to 5 units. Students may elect the Honors/Pass/R/F or Mandatory Pass/R/F grading basis. Course units and grade basis must be approved by the instructor and selected when students enroll in the course in Axess. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. Consent Application: Interested students may apply to enroll in the course by sending a statement of interest to Daniel Ho at dho@law.stanford.edu. Applications will be considered on a rolling basis.
Terms: Win, Spr | Units: 1-5 | Repeatable 7 times (up to 30 units total)
Instructors: ; Ho, D. (PI)

LAW 7121: Political Transitions

Course description: TBA
Terms: Win | Units: 2

LAW 7124: The Role of Inspectors General in Promoting Government Accountability

Inspectors general are some of the most important government officials you have never heard of. They seek to detect and deter waste, fraud, and abuse in government operations, and improve their efficiency and effectiveness. They provide an independent check on government and hold powerful government officials accountable. This seminar will explore the crucial oversight role and responsibilities of inspectors general and other government oversight entities. Students will examine the history of inspectors general, their responsibilities, their legal authorities, their relationships with their agencies and other government oversight entities, and the need to strengthen and reform our system of government oversight. Students will also discuss whether the federal judiciary needs an inspector general. In the winter quarter, the seminar will meet on Wednesdays from 4:15 to 6:15. The first hour of most sessions will involve a discussion of the week's topic. In the second hour, students will often hear from a speaker, including current and former inspectors general and leaders of oversight organizations, about the issues they faced as well as the satisfactions and challenges of public service. Most speakers will participate remotely. Students will be expected to submit questions for the speaker in advance, based on the week's reading, and students will have an opportunity to ask the speaker their questions or other questions. Elements used in grading include attendance and class participation, questions submitted for the speaker, and a final paper.
Terms: Win | Units: 2
Instructors: ; Fine, G. (PI)

LAW 7502: Economic Analysis of Law

This course will provide a broad overview of the scholarly field known as "law and economics." The focus will be on how legal rules and institutions can correct market failures. We will discuss the economic function of contracts and, when contracts fail or are not feasible, the role of legal remedies to resolve disputes. We will also discuss at some length the choice between encouraging private parties to initiate legal actions to correct externalities and governmental actors, such as regulatory authorities. Extensive attention will be given to the economics of litigation, and to how private incentives to bring lawsuits differ from the social value of litigation. The economic motive to commit crimes, and the optimal governmental response to crime, will be studied in depth. Specific topics within the preceding broad themes include: the Coase Theorem; the tradeoff between the certainty and severity of punishment; the choice between ex ante and ex post sanctions; negligence versus strict liability; property rules; remedies for breach of contract; and the American rule versus the English rule for allocating litigation costs. There is no formal economics prerequisite to take this course, though some prior training in economics will be helpful. Elements used in grading: Final exam (open-book) plus three short take-home problems during the quarter. Cross-listed with Public Policy (PUBLPOL 302B). (For students interested in a shorter introduction to economic analysis of law, see Law 7503, "Introduction to Law and Economics," which is a one-unit course also offered during the winter quarter that is graded on a mandatory pass-fail basis.)
Terms: Win | Units: 3

LAW 7503: Introduction to Law and Economics

This course will introduce students to the "law and economics" way of thinking about the legal system. It is designed primarily for students who have little or no prior training in economics and who are unlikely to take more advanced courses in the field (such as the 3 unit Law 7502, "Economic Analysis of Law"). This class will meet for six 1.5 hour sessions during the first part of the quarter. We will focus on the core bodies of law taught to first-year law students: tort law, contract law, property law, criminal law, and civil procedure. For each of these bodies of law, the economic approach will be described in non-technical terms and then this approach will be used to examine a key case or key issue within that body of law. First-year law students are especially welcome in this course. There are no prerequisites to take this course. Elements used in grading: Two short take-home exercises (graded on a mandatory pass-fail basis).
Terms: Win | Units: 1
Instructors: ; Polinsky, A. (PI)

LAW 7507: Law and Economics Seminar (W)

This seminar will examine current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar will consist of an invited speaker, usually from another university, who will discuss his or her current research. Representative of these sessions have been discussions of compensation for government regulations and takings, liability rules for controlling accidents, the definition of markets in antitrust analysis, the role of the government as a controlling shareholder, and optimal drug patent length. Special Instructions: You may write a series of short commentaries on the guest speakers' papers, of which there will be four. Students electing this option will be graded on a Mandatory Pass/Restricted Credit/Fail basis and receive 2 units of credit. Alternatively, you may write a single research paper on a law and economics topic of your choice. This will satisfy the Law School's Research requirement. These papers will be graded on an Honors/Pass/Restricted Credit/Fail basis. (You may write a single longer paper for two quarters if you enroll in the Seminar in the Autumn as well.) Students taking the seminar for R credit can take the seminar for either 2 or 3 units of credit, depending on the paper length. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. There is no formal economics prerequisite to take this seminar, though students doing the longer research papers typically have some prior training in economics. Students may take both Law and Economics Seminar (A) and Law and Economics Seminar (W) in either order (neither is a prerequisite for the other). Elements used in grading: Four commentaries or one research paper. Cross-listed with Economics (ECON 354). CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win | Units: 2-3
Instructors: ; Polinsky, A. (PI)

LAW 7508: Problem Solving and Decision Making for Public Policy and Social Change

Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems--in areas such as education, health, energy, and domestic and global poverty--that call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles, covering topics such as designing, implementing, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; and approaches to influencing behavior. The large majority of the course will be devoted to students working in teams to apply these concepts and tools to a problem of their choice. The course may be of interest to students in Law and Policy Lab practicums who wish to broaden their policy analysis skills. Law School holds classes on February 20, Presidents' Day.
Terms: Win | Units: 3
Instructors: ; Brest, P. (PI)

LAW 7511: Sociology of Law

This course explores major issues and debates in the sociology of law. Topics include historical perspectives on the origins of law; rationality and legal sanctions; normative decision making and morality; cognitive decision making; crime and deviance, with particular attention to the problem of mass incarceration; the "law in action" versus the "law on the books;" organizational responses to law, particularly in the context of sexual harassment and discrimination in education and employment; the roles of lawyers, judges, and juries; and law and social change with particular emphasis on the American civil rights movement. Special Instructions: Students are expected to attend a weekly TA-led discussion section in addition to lecture. Sections will be scheduled after the start of term at times when all students can attend. Paper requirements are flexible. Cross listed with the Sociology Department (Soc 136/236). See "Special Instructions" in course description above. Elements Used in Grading: Class participation, paper proposal, three short papers and a final paper (see syllabus for details).
Terms: Win | Units: 3-4

LAW 7512: Statistical Inference in Law

Drawing inferences from quantitative data lies at the heart of many legal and policy decisions. This course provides the tools, concepts, and framework for lawyers to become sophisticated consumers of quantitative evidence and social science. The course will begin with an overview of basic statistical concepts that will bring everyone to the point where they can read and evaluate empirical studies. We will then focus on a number of empirical debates -- for example, does the death penalty deter murder, do concealed handgun laws influence crime -- as a springboard to teach the logic and terminology of statistical/econometric evaluation of law and policy (regression, statistical significance, identification). No background, beyond high school algebra, is assumed. Anyone who 1) will work in litigation (whether corporate, securities, antitrust, employment discrimination, environmental law) or in public policy, 2) wants to be a better citizen or 3) wants to understand the challenges of establishing causal relationships, and who doesn't already have a strong understanding of statistics will find this course useful. Elements Used in Grading: Attendance, written and oral assignments, response papers, and a final project. To avoid math phobias and fears about ringers from the econ or stats departments, the course is graded as a mandatory pass-fail course.
Terms: Win | Units: 3
Instructors: ; Donohue, J. (PI)

LAW 7520: Learning from Evidence

Many legal and policy debates rest on central claims that are either true or false. Does hiring more police officers reduce crime? Does increasing the minimum wage lead to reduced employment? Do risk assessment tools help judges identify defendants with a high recidivism risk? Most of these questions have been studied extensively, but the findings are often conflicting, making it difficult to identify effective solutions to pressing, societal problems. This course is designed to help students evaluate empirical research findings and to distinguish studies that are credible from those that are less credible. We will spend a significant amount of time understanding the markers of strong research designs and how to communicate findings transparently and effectively. The course focuses exclusively on the concepts underlying (social) scientific research, not their inner machinations. Among others, this means that mathematical / statistical training is neither required nor acquired during the course. Everything we will cover will be based on plain language and intuitive, visual aids like figures and charts. Still, those with extensive technical training will sometimes have spent significant time thinking through difficult concepts like causality. To avoid the impact of potential discrepancies in student preparedness, the course is graded as a mandatory pass-fail course. Elements used in grading: Attendance, class participation, written assignments.
Terms: Win | Units: 3
Instructors: ; Nyarko, J. (PI)

LAW 7801: Leadership and Influence Skills for Lawyers

You want to do important, meaningful, and impactful work. You've got the legal skills and the intellectual firepower, but leaders in law and business are looking for more than that from their trusted advisors. They want attorneys who not only excel at issue spotting, but also strategic problem solving, communication and the ability to deal with ambiguity and complexity. Research demonstrates that these skills can be learned and strengthened. Using neuroscience techniques to optimize adult learning, students will develop skills in strategic decision making, influence techniques, motivating others to work toward shared goals and adapting communication styles for clients and colleagues. This is a hands-on class, with a focus on classroom exercises and short reflection papers, designed to help students use their past and current experiences to identify areas for development and create new habits for success. Special Instructions: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Elements used in grading: Class participation and attendance, course exercises and written assignments.
Terms: Win | Units: 2

LAW 7803: Contemporary Dispute Resolution and the Vanishing Trial

The emergence of the "multi-door" courthouse and the rapid growth of private alternative dispute resolution (ADR) providers has re-shaped the litigation landscape. Today, civil litigators face "process pluralism" both in our courts and the private sector in which lawyers represent clients in arbitrations, mediations, and a broad range of hybrid processes. This course seeks to provide students with an overview of the policies, options, and strategies confronting lawyers as society increasingly turns to alternative forms of dispute resolution. The growth of ADR processes reflects its perceived benefits to parties, by comparison to court-based adjudication. In this seminar we will take a critical look at both arbitration and mediation. The goal is for you to understand the law and policy behind these alternatives and to be able to provide effective counseling and representation in ADR processes. We will learn about the public and private law that governs arbitration and mediation agreements and proceedings; discuss how these processes "work" in resolving actual disputes; and consider the controversies that have arisen in recent years over the use of ADR in different contexts. Elements used in grading: class participation, discussion, two written assignments, exam.
Terms: Win | Units: 3

LAW 7815A: Advanced Legal Writing: Business Transactions

This course offers comprehensive preparation for the practice of the transactional lawyer. Students will learn foundational tools to write clear, effective, plain language business contracts and analyze other transactional writings used to manage and document complex business transactions. The course provides a wide range of realistic drafting and research exercises. These exercises help students sharpen their skills in analysis, drafting, and editing, and develop sensitivity to the expectations of attorneys and clients with whom they will be working. Students will learn to interpret provisions in a variety of business agreements. Issues related to ethics in a transactional practice will also be addressed. The course should appeal especially to students interested in working for a law firm and practicing transactional law (be it corporate, venture, debt, intellectual property, mergers and acquisitions, entertainment, real estate, etc.). It will also appeal to those interested in business litigation, or those curious about the work of transactional lawyers. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Early drop deadline: Students may not drop this course after the first week of class. Corporations (Law 1013) is a prerequisite for all but for LLM students in the CGP program only (not other LLM programs). Elements used in grading: Class participation, attendance, written assignments, and final paper. Please consult the syllabus for paper and assignment deadlines. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.
Terms: Win, Spr | Units: 3
Instructors: ; Bautista, M. (PI)

LAW 7815B: Advanced Legal Writing: Business Transactions

This course offers comprehensive preparation for the practice of the transactional lawyer. Students will learn foundational tools to write clear, effective, plain language business contracts and analyze other transactional writings used to manage and document complex business transactions. The course provides a selective mix of interactive live and recorded lectures, and a wide range of realistic drafting and research exercises. These exercises help students sharpen their analysis, research, drafting, and editing skills, and develop sensitivity to the expectations of attorneys and clients with whom they will be working. Students will learn to interpret provisions in a variety of business agreements. Issues related to ethics in a transactional practice will also be addressed. The course should appeal especially to students interested in working for a law firm and practicing transactional law (be it corporate, venture, debt, intellectual property, mergers and acquisitions, entertainment, real estate, etc.). It will also appeal to those interested in business litigation, or those curious about the work of transactional lawyers. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Early drop deadline: Students may not drop this course after the first week of class. Corporations (Law 1013) is a prerequisite for all but for LLM students in the CGP program only (not other LLM programs). Elements used in grading: Class participation, attendance, written assignments, and final paper. Please consult the syllabus for paper and assignment deadlines. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win | Units: 3
Instructors: ; Triantis, A. (PI)

LAW 7820: Moot Court

The major moot court activity at Stanford Law School is the Marion Rice Kirkwood Memorial Competition, which takes place each year during Autumn and Winter Terms and gives students the opportunity to brief and argue an actual case before a hypothetical U.S. Supreme Court. This course is designed to facilitate the administration of the Competition and is not intended to be an advanced legal writing class. It does not meet regularly and students are expected to operate independently. Autumn term is dedicated to brief writing and completion of the written portion of the Competition; the oral argument portion of the Competition is conducted during the first four to five weeks of Winter term. Students on externship and in clinics may enroll, if permitted by their respective programs. In Autumn term there are two class meetings--one which provides an overview of the Competition and another which provides an overview of brief writing in the U.S. Supreme Court. In addition, there are individually scheduled conferences. The first draft of the brief is reviewed and extensively critiqued by the course instructors. The course instructors and the Moot Court Board Presidents score the final draft of the brief. In Winter term, there are two class meetings, one which provides guidance on oral advocacy techniques and another which is a lecture by a practitioner involved in that year's case. In addition, there are optional practice arguments with the instructors and Moot Court Board Members, which are recorded and critiqued. Participation in the oral argument competition is mandatory and includes attendance at the semifinal and final arguments. The preliminary and quarterfinal rounds are held in the evening; the semifinal and final rounds are in the late afternoon. Panels of judges and local attorneys serve as judges who score the oral argument portion of the Competition. Registration for the Kirkwood Competition is by team. Each team is required to submit an appellate brief of substantial length and quality and to complete at least two oral arguments, one on each side of that year's case. Teams are selected for the quarterfinal, semifinal, and final round of the Competition based on their brief and oral advocacy scores. The final round of the Competition is held before a panel of distinguished judges, and the entire Law School community is invited to attend. Special Instructions: To maintain academic standards, enrollment in the Kirkwood Competition is limited to 20 two-person teams. This limit will be strictly enforced. Registration forms will be distributed Spring term. If the program is oversubscribed, a lottery will be held to determine participating teams and to establish a waiting list. Priority is given to third-year students; however, several spots are reserved for second-year teams. The final drop deadline for the course will be on Thursday of the first week of classes. Enrollment in both Autumn (2 units) and Winter (1 unit) terms is required. The final grade for both Autumn and Winter terms and the Professional Skills credit will be awarded upon the completion of the course requirements. Registration and Consent Instructions: Instructions on how to register for the Moot Court Competition are sent out to students each year in Spring term for the coming academic year. The registration process is separate from the regular class registration process. Early application and drop deadlines.
Terms: Win | Units: 1

LAW 7821: Negotiation

As a lawyer, you will probably negotiate more than you do anything else. You will negotiate not just over cases, but any time that you need something that you cannot get alone. You will negotiate with your boss, your clients, your paralegal, and all of their counterparts (plus the lawyers) on the other side. You will negotiate with "the system" whether it is the court, the government, the structure of society, or the law. You will also continue to negotiate with your family, your friends, and yourself. This course is designed to: (1) develop your understanding of negotiation, and your awareness of yourself as a negotiator; (2) give you some tools and concepts for analyzing and preparing for negotiations; (3) enhance your negotiating skills through frequent role plays, reflection, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory (including interviewing, counseling, negotiation, fact analysis, legal analysis, and collaboration), you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system. The Negotiation Seminar is an intense, interactive course. We will require weekly preparation of readings, simulations, and written assignments. Basically, you will learn by reading about specific research and doing simulated negotiations -- figuring out with the rest of the class what works and what does not, writing about what you're learning, and trying again. Because participation in the simulations is central to the course, attendance at all classes is required. Since we will begin our simulation exercises on the first day of class, all students who are interested in taking the course (whether enrolled or on the wait-list) need to be present for the first class. (Students who are not present will be dropped from the class or waiting list unless they have made previous arrangements with the instructor.) Add-drop decisions need to be resolved at the first class. Elements used in grading: Class participation, attendance and written assignments. There is a mandatory class on Friday afternoon, (TBA).
Terms: Aut, Win, Spr | Units: 3

LAW 7824: Advanced Negotiation: Public Policy

Advanced Negotiation courses are designed to take students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar, to examine many facets of negotiation complexity, both in terms of the participants and topics. This section of Advanced Negotiation will focus on multi-party negotiations, working in teams, group decision-making, and negotiating on behalf of organizations to solve complex problems, specifically when there are divided communities. We will study negotiations and stakeholder dialogue processes involving a diverse set of public and private actors. In the context of both real and simulated case studies, we will address diverse public policy issues, including civil rights, racial justice, economic inequality and natural resources management. Civil unrest as experienced recently in police-community conflicts -- such as Ferguson and Baltimore as well as in the Occupy Movement -- increase polarization among groups of residents in ways not seen in decades. The unrest sometimes produces positive results. In many instances, participants experience the divisions as intense and pervasive, yet remain optimistic that they can be resolved. These deep divisions pose significant challenges to the integrity of our democratic society and can quickly escalate to bitter contests, leaving fissures within communities for decades, and possibly resulting in major economic damage and even loss of life. The goals of the class are twofold, for students (1) to acquire an added theoretical base beyond what was covered in the Negotiation Seminar through which to analyze, prepare for, participate in and facilitate more complex, multiparty negotiations, and (2) to expand skills through deeper examination of various actual negotiation cases and complex simulations. Special Instructions: Attendance at and participation in the simulations is required. Passing is dependent upon active participation, submission of several assigned short reflection papers, and completion of a substantial group paper and presentation analyzing a selected case (a completed or ongoing multi-party public policy dialogue) and the team's internal negotiation process. Prerequisite: Negotiation Seminar (Law 7821) or its substantial equivalent. Elements used in grading: Class participation and engagement, including simulations; attendance; preparation for and contributions to discussion; short written assignments; final project involving group and individual components.
Terms: Win | Units: 3
Instructors: ; Lum, G. (PI)

LAW 7827: Advanced Legal Writing for American Practice

This course orients advanced degree students to a range of legal writing genres used by lawyers in practice in American law offices and before American courts. At the core of these genres are the techniques of legal research, objective and persuasive legal writing, and related legal analysis in a litigation context. The course presents students with realistic legal writing scenarios that they address in and out of class. Students perform legal research and analysis as they complete assignments designed to incorporate methods that American lawyers use to analyze typical legal problems while advocating on behalf of a hypothetical client in a litigation matter. This class is limited to Advanced Degree Students. Elements used in grading: Class Participation, Attendance, Written Assignments.
Terms: Win | Units: 3
Instructors: ; Rowe, B. (PI)

LAW 7846: Elements of Policy Analysis

This one-credit course supports students undertaking public policy analysis projects in the Policy Lab and in other policy-based courses. The course helps students gain facility with basic policy methods and approaches common to Policy Lab practicums. The core session of the course consists of six hours of classroom instruction on a (typically the Saturday at the end of the first week of classes). The morning session emphasizes thinking like a policy analyst (as distinguished from an advocate or lawyer), scoping policy problems, promoting and assessing evidence quality, and making valid (and avoiding invalid) inferences. Students apply learning in a team-based simulation exercise on a topical policy issue. The afternoon session introduces strategies for social change, including designing and evaluating programs that improve individual lives. The immersive exercise typically focuses on developing and evaluating a program to reduce childhood obesity. The course then offers a series of short workshops: (1) interviewing policy clients and other stakeholders (especially where ethnic and cultural differences may be salient), (2) policy research tools and strategies, (3) design thinking for law and policy, (4) systems thinking, (5) resources and methods for cultural competencies, and (6) policy writing. Students should attend at least three of the six workshops to receive credit for the course. With guidance from their faculty instructors, students may then draw on the skills developed in this introductory seminar to analyze a public policy problem, develop potential strategies to address it, weigh the pros and cons of strategy options, and produce a final product that may offer options or recommendations to a policy client, suggestions for implementing such recommendations, and techniques to assess the effectiveness of implementation. Note that the students who enroll in a Law and Policy Lab practicum for the first time are asked to participate in the full-day methods bootcamp whether or not they undertake Elements of Policy Analysis for course credit. Attention Non-Law Students: See Non-Law Student Add Request Form at https://law.stanford.edu/education/courses/non-law-students/ to enroll in this class. Elements used in grading: Attendance, Class Participation.
Terms: Aut, Win, Spr | Units: 1

LAW 7849: Mediation Boot Camp

Mediation skills are invaluable to success in everything from negotiating commercial transactions to family interactions. Lawyers mediate most litigated cases, even those never filed in court. Do you want to be in the majority of people who constantly mediate, but never take a single mediation course? This course is a quick immersion in mediation advocacy, and mediation. It is intended for those who want to avoid being entirely unprepared for an essential part of legal practice and life. It is also intended for those who want to take a first step to see if mediation interests them. The two days of class will be an interactive exploration of the strategies, tactics and theories of mediation, and mediation advocacy. Class will include: 1) a concise overview of mediation approaches and theories, 2) skills exercises, 3) multiple mediation role plays, and 4) individualized video review. Together these will allow students to think about, practice, and experiment with, the most effective approaches to mediation advocacy and mediation. The course will be taught by Michael E. Dickstein, a full-time mediator of complex cases across the U.S. and Canada for more than twenty years, and a former partner in a leading law firm. Elements used in grading: Attendance, Class Participation, and Video Review. In Winter Quarter, this class will meet Friday February 23, 3:00PM-7:30PM and Saturday February 24, 9:30AM-5:30 PM. This class is limited to 15 students. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win | Units: 1
Instructors: ; Dickstein, M. (PI)

LAW 7850: Advanced Legal Writing: High-Tech Transactions

This is a practice-based, skills-building class requiring students to draft, edit, and negotiate a complex technology agreement. Using a biotechnology case as context, the curriculum is designed to translate contract principles and doctrine (to which students have been exposed,) into real-world practice. Students will acquire the foundational tools necessary to write clear, effective, plain-language provisions into agreements that memorialize a bargain between parties based on realistic situations. Exercises include simulations in which students will draft, edit, and negotiate sections of agreements. Students will also be expected to show an understanding of what it means to develop, foster, and sustain client trust, advocate in a client's best interests, as well as effectively and ethically engage with a counter-party's counsel. Students will function as senior associates in a law firm, or as in-house counsel tasked with managing licensing and commercial transactions for a technology developer. A focus will be placed on understanding client's needs versus wants, as well as modes of supporting clients to achieve their goals while identifying, counseling, and mitigating legal risk. Exercises are designed to help students improve their critical thinking, due diligence, analysis, drafting, and editing skills, which deepens an understanding as to the expectations of attorneys and clients with whom they will be working and supporting respectively. Grades will be based heavily on class participation, skills built in simulated negotiations, as well as drafting exercises weighted by level of complexity. Students may elect credit for either experiential learning (EL) or professional writing (PW) for this course. Prerequisite: Completed an Introductory level Intellectual Property class (LAW 4005). Waivers of the requirements will be offered on a case-by-case basis. Special Instructions: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program.
Terms: Win | Units: 3

LAW 8001: Corporate Governance and Practice Seminar

The seminar on corporate governance meets in the Autumn and Winter quarters and forms the core of the LL.M. Program in Corporate Governance & Practice. The course, designed to be taken in conjunction with Corporations in Autumn, takes an economic approach to the analysis of corporate law. In particular, we ask why American corporate law has its particular structure. We will seek to understand how the separation of ownership and control produces agency costs, and the ways in which corporate law seeks to remedy these through techniques like disclosure, fiduciary duties, shareholder litigation, voting, and hostile takeovers. We will read and discuss ongoing debates among scholars and practitioners about the agency cost framework, the merits and limits of current legal policies, and the role of institutional arrangements like activist shareholders. We will also consider the relevance of these disputes, and the effectiveness of corporate law and governance more generally, in the context of a variety of real-life incidents. No knowledge of economics is presupposed, so the course will also introduce basic economics and finance concepts necessary to understand these concepts. Some course sessions will feature outside speakers who will complement the discussions with real-world examples drawn from practice. Attendance and active participation are important to the success of the seminar and an important factor in the overall grade. Students are expected to have carefully read and reviewed assigned materials in advance of each session. Students will be required to submit short reflection papers that evaluate, critique, and discuss some or all of the assigned readings. Students will also be asked to prepare presentations and case studies. The class will be graded H/P/R/F in Autumn Quarter and Winter Quarter. This course is required for and limited to students in the Corporate Governance and Practice LL.M. Program. Elements used in grading: Class participation, attendance, and assignments. Class will meet according to the schedule set forth by the Registrar's office.
Terms: Aut, Win, Spr | Units: 2 | Repeatable 3 times (up to 4 units total)
Instructors: ; An, J. (PI)

LAW 8012: SPILS Masters Thesis

The writing of a work of original scholarship in the area of research that each student chooses is necessary requirement of the JSM degree. During the winter quarter students are expected to submit two draft chapters: 1) any chapter of the fellow's choice in early February; and 2) a draft of the empirical research result's chapter in early March. During the spring quarter students are expected to finalize their research project, and write and submit their final thesis. Towards that end, students must complete and submit a draft of the whole thesis in early April. The final version, revised in response to the adviser's comments, must be submitted by the end of the quarter. The exact dates will be informed in advance by the teaching fellow. Elements used in grading: Thesis. This course is exclusive to SPILS students. The thesis is required for JSM graduation.
Terms: Win, Spr | Units: 4 | Repeatable 2 times (up to 8 units total)

LAW 8013: SPILS Research Methods Workshop

This is a mandatory course for SPILS Fellows as part of the program's core curriculum. Its main goal is to offer students an interdisciplinary perspective about socio-legal research, and research tools for implementing their individual research projects. This Winter term workshop will complement the Research Design for Empirical Legal Studies Seminar taken in the Autumn by 1) expanding and elaborating on some of the methods analyzed during the seminar; and 2) assisting students in using such methods towards their individual research project. The workshop will consist of specialized sessions, most of them tailored towards the work of empirical research that occurs after the data collection phase. During the quarter the fellows are expected to submit drafts of different chapters of their thesis and present their preliminary findings in class. If appropriate, the workshop may also include group and/or individual sessions designed to address the very specific needs of the research undertaken by the SPILS Fellows. Elements used in grading: Class participation, attendance, written assignments and final presentations. Enrollment is restricted to SPILS fellows. The seminar is required for JSM graduation. Class will meet online (Zoom) and in-person to be arranged by the instructor with the students.
Terms: Win | Units: 2 | Repeatable 2 times (up to 2 units total)

LAW 8031: JSD Research Colloquium

Required for and limited to JSD candidates. The objective of the colloquium is to assist students in designing, conducting, analyzing and reporting their doctoral dissertation research. Weekly colloquium sessions are devoted to work in progress presentations by JSD candidates, supplemented by occasional guest lectures and discussions of cross-cutting issues of interest to doctoral students.
Terms: Aut, Win, Spr | Units: 0
Instructors: ; Kessler, A. (PI)
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