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LAW 217: Property

This course is part of the required first-year JD curriculum. It deals with possession and ownership of land and with the incidents thereof, including private and public restrictions on its use and development, nuisance, trespass, concurrent interests, landlord and tenant, and eminent domain. Attendance and final exam. Your instructor will advise you of other basis of grading. This course is open to first-year Law School students only.
Terms: Spr | Units: 4

LAW 224B: Federal Litigation in a Global Context: Methods and Practice

This course continues with the winter simulation with students representing the plaintiff or defendant in a global torts case. Students submit and orally argue one persuasive brief on a motion in federal district court. Students build on their writing and oral advocacy skills with more emphasis on the lawyering practice. Students lead strategy sessions, conduct legal writing by email, meet and confer with opposing counsel, research, bluebook, peer edit, moot, judge, and orally argue a motion. This course depends on participation; attendance is mandatory. Spring grading reflects all non-written aspects of the work, including research, strategy, peer review, moots, and oral argument (including your roles as a judge and colleague), and professionalism. This course is open to first-year JD students only.
Terms: Spr | Units: 2

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 807G: Policy Practicum: The Santa Clara County Litigation & Policy Partnership (SCCLPP)

Policy Practicum: The Santa Clara County Litigation & Policy Partnership (SCCLPP) (807G): This policy lab partners with the Office of the County Counsel for the County of Santa Clara. Students in the lab will work with the leadership and deputies of the office on both litigation and policy matters related to urgent local challenges. SCCLPP projects may include issues from a range of fields: environmental protection, consumer protection, criminal justice, land use law, the rights of immigrant residents, public health, election law, and local finance. The SCCLPP is open only to Stanford Law Students (1L, 2L, and 3L JD and Advanced Degree students). Students will be admitted by consent, with a preference for those with past coursework or experience in state or local government law, public interest lawyering, and public service generally. The seminar portion of the course will meet six afternoons of the quarter (days TBD) from 4:15-6:15, one of which is for final presentations with SCCC attorneys and may, pandemic rules permitting, take place at the SCCC office. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr | Units: 3 | Repeatable 3 times (up to 9 units total)
Instructors: ; Anderson, M. (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 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 809P: Policy Practicum: University Anti-Doxxing Policies

Students in this Policy Practicum will advise the Stanford Provost's Office on the legal and policy issues raised by the doxxing of or by members of the Stanford community or otherwise related to activities on campus, and develop recommendations for how the University should respond. Areas of research will cover the legal definition of doxxing, the First Amendment, the Leonard Law and other constraints applying to the University in this context, what training or resources can be offered to people to protect their online privacy, and how to foster open and constructive discourse as an academic institution in light of the way that these online dynamics and the threat of doxxing can chill speech. Note: There is no set meeting time. The instructor and admitted students will work together to set the weekly class meetings (approximately three hours per week) and classroom location. 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: Spr | Units: 3
Instructors: ; Douek, E. (PI)

LAW 809Q: Policy Practicum: Safeguarding Judicial Independence Around the World

An impartial and independent judiciary is crucial for safeguarding democracy and the rule of law. In this policy practicum, students will work on several important projects for submission to the UN Special Rapporteur on the Independence of Judges and Lawyers, Professor Margaret Satterthwaite. The Rapporteur's UN mandate positions her to have a real-time impact on efforts to defend democracy in a time of authoritarian overreach and democratic backsliding. She executes her mandate through individual case work, reports on country visits, amicus briefs, and thematic reports on key issues. Under the supervision of the instructor, and in consultation with the U.N. special rapporteur, students will work in small teams to provide carefully researched, time-relevant inputs on one or more of the following crucial topics: 1. The instrumentalization of the judicial system to harm the rights of government opponents or other dissidents. Students will provide case studies of judicial harassment and other forms of instrumentalization of the judicial system. A specific focus will be placed on the criminalization of lawyers, prosecutors, and judges, and on the use of SLAPP suits (strategic litigation against public participation). Students will perform legal analysis of these concerns using international human rights law and soft law norms such as the Basic Principles on the Role of Lawyers and the Guidelines on the Role of Prosecutors. Questions to be explored include: what is the role of lawyers in guarding against the instrumentalization of the judicial system? What norms provide guidance to lawyers assessing whether zealous advocacy could transform into judicial harassment? What rules can guide prosecutors in charging decisions concerning government opponents? 2. The independence of Indigenous juridical systems. Students will provide case studies exploring how Indigenous peoples have maintained their legal and judicial systems in the United States and countries around the world. The UN Declaration on the Rights of Indigenous Peoples guarantees the right of Indigenous peoples "to promote, develop and maintain their institutional structures," including "juridical systems or customs, in accordance with international human rights standards." Questions to be explored include: what challenges have Indigenous peoples faced in maintaining their legal and judicial systems? Are there good practices for safeguarding the self-determination of Indigenous peoples through their juridical systems? 3. Economic and corporate capture of judicial systems. The right to a fair trial requires independent and impartial courts, and international standards make clear that judges must be free from "improper influences [or] inducements" from "any quarter or for any reason." Students will prepare case studies illustrating the risk to judicial systems emanating from powerful economic or corporate interests. Questions to be explored include: what counts as improper economic inducement of a court or its judges and who decides? What rules exist to limit the influence of corporations or other wealthy actors from influencing the selection or appointment of judges? Do ethical codes and laws effectively shield judges from undue influence by powerful economic actors? Are there policies or practices that ensure a country's judiciary is open to jurists of diverse wealth or class backgrounds? Through this practicum, students will learn to work for and engage with a policy client; have an opportunity to have real-time, practical impact on key problems around the world relating to judicial independence; and also hone their legal research, policy analysis, and writing skills. 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: Spr | Units: 2
Instructors: ; Singh, A. (PI)

LAW 809R: Policy Practicum: Nature-Based Climate Solutions Policy Lab

Nature-based climate solutions can enhance the natural proclivity of landscapes and seascapes to combat climate change by removing carbon dioxide from the atmosphere while generating co-benefits such as biodiversity, cleaner air and water, and improved resilience in the face of destructive climate impacts. Yet "nature-based climate solutions" (NbS) are not well-defined and a general lack of understanding, experience and information-sharing about NbS is holding back their adoption. In addition, U.S. laws and policies can limit the deployment of NbS. In this policy lab we will work with a non-profit client that invests in a large number of NbS and is interested in identifying and overcoming barriers that are constraining their investments, and in improving how they measure, monitor and verify the climate and other benefits associated with NbS projects. Consent Application: Students interested in enrolling in this policy lab should complete a consent application that includes these elements: Briefly describe why you are interested in this policy lab; Please describe your prior relevant courses and work experience; Are you willing to attend a Saturday morning session at the law school on Elements of Policy Analysis? Policy Lab Consent Applications are available at SLS Registrar https://registrar.law.stanford.edu/. Applications for this course will be available by February 28. Elements used in grading: TBA. Cross-listed with the Doerr School of Sustainability (SUSTAIN 212). Students admitted to SUSTAIN 212/LAW 809R will automatically receive a permission code to enroll LAW 809R in Axess. Admitted students wishing to enroll in SUSTAIN 212 should contact the instructor for a permission code to enroll in that course number.
Terms: Spr | Units: 2
Instructors: ; Hayes, D. (PI)

LAW 809S: Policy Practicum: Hopi Tribe Appellate Court Assistance Project

Students will assist the client, the Hopi Tribal Appellate Court, in two separate tracks. Track 1 (Section 1): Law Clerks (3 credits, EL credit) (max 6 students): Students will serve as off-site law clerks to the Justices of the Hopi Tribal Appellate Court in Arizona. Law clerks will be assigned to a Justice with whom they will meet regularly to discuss their assignments. They will assist in preparing for oral arguments and drafting written decisions and any other assistance that the Justices require. Students will receive R-Paper Credit for their work. Track 2 (Section 02 R-credit & Section 03): Policy Research (2-3 credits, R credit option for 3 units) (max 6-8 students): Students will assist the Appellate Court in researching and developing internal policy documents. These matters may include assistance in creating rules of procedure and facilitating mediation and restorative justice methodologies. Students will present their research and findings to Justices at the end of the quarter. Students in this track may opt-in to the 3-credit R-paper track, which will require taking on an additional assignment. Both Tracks: Students in both tracks will travel to the Hopi Reservation and the Grand Canyon on April 18-21. SLS will cover flights, accommodation, and reasonable travel expenses. Attendance on this trip is required for students in the law clerk track and strongly encouraged for students in the policy track; applications from students able to commit to the trip will receive preference in admissions. Coursework or background in federal Indian law is helpful but not required. Students who sufficiently complete their work for our client will receive a mandatory pass. After the term begins, students accepted into the course can transfer from section 01 into section 02 (3 units, R-credit) or Section 03 (2 units), with consent of the instructor. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. This policy lab will be offered in future terms. We encourage students to participate in subsequent quarters if they can do so. CONSENT APPLICATION: To access Policy Lab Consent Applications go to link SLS Registrar https://registrar.law.stanford.edu/.
Terms: Spr | Units: 2-3 | Repeatable 3 times (up to 9 units total)
Instructors: ; Ablavsky, G. (PI)

LAW 809T: Policy Practicum: Building A Sustainable, Transparent, and Humane Food System

The modern food and agricultural system significantly impacts public health and the global environment. Agricultural practices have substantial climate impacts, affect water quality, and can contribute to antibiotic resistance and the emergence of novel pathogens. Yet policymakers' ability to consider and address these impacts has been limited by a lack of information, as agricultural operations are frequently exempted from disclosures and reporting required for other sectors. Working closely with the Stanford RegLab and the Stanford Climate and Energy Policy Program within the Woods Institute for the Environment, students in this policy practicum will explore several issues, with a specific focus on the California context. First, students will evaluate policy and legislative approaches to improve disclosures related to Senate Bill 27 -- a California law that limits the use of antibiotics among livestock. Second, students will assess how to improve transparency and disclosure at the intersection of climate and agriculture, including through potential application of California's new climate disclosure laws. No previous background or experience in food systems or environmental law is required. Class meetings will initially consist of both lectures and discussion of aspects of the modern food system, and then transition quarter to project-focused work and/or guest speakers. Throughout the quarter, students will have the opportunity to work closely with a variety of stakeholders, and students will likely have the opportunity to present directly to policy and legislative staff interested in implementing changes to improve food and agricultural governance in California. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To access Policy Lab Consent Applications go to link SLS Registrar https://registrar.law.stanford.edu/.
Terms: Spr | Units: 2-3 | Repeatable 2 times (up to 6 units total)

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 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 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 910A: Immigrants' Rights Clinic: Clinical Practice

The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. 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, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Spr | Units: 4

LAW 910B: Immigrants' Rights Clinic: Clinical Methods

The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. 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, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Spr | Units: 4

LAW 910C: Immigrants' Rights Clinic: Clinical Coursework

The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. 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, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Spr | Units: 4

LAW 912: Advanced International Human Rights and Conflict Resolution Clinic

Advanced Clinic allows students that have already successfully completed the International Human Rights and Conflict Resolution Clinic to work on ongoing Clinic projects. All Advanced Clinic work plans will be jointly designed by the Clinic supervisor and the advanced student. Advanced students may arrange with the instructor to receive between two and four units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. There is no seminar component to Advanced Clinic and students in Advanced Clinic will not travel as part of Clinic project work. Elements used in grading: TBA.
Terms: Aut, Spr | Units: 2-7 | Repeatable 7 times (up to 15 units total)

LAW 912A: International Human Rights and Conflict Resolution Clinic: Clinical Practice

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse and practice. This Clinic gives students the opportunity to work directly with the actors and organizations behind this remarkable development as they navigate the vast challenges faced by human rights advocates and victims. In addition to operating within the human rights framework, students will also have occasion to study and contribute to efforts to resolve situations of tension and ongoing conflict using tools of transitional justice and conflict mitigation. The course aims to help students develop a broad range of multidisciplinary human rights advocacy skills--including factual documentation; litigation before national, regional, and international institutions; community empowerment strategies; and client enfranchisement and representation--through in-class sessions, role play exercises, and engagement in, and critical assessment of, clinical projects in human rights. This Clinic involves both a weekly seminar as well as work directly with clients and partner organizations (i.e. Clinic Projects). Together, these experiences give students the chance to reflect upon a number of foundational questions including: What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? Students will also be confronted with the ethical and strategic issues that arise in the course of doing human rights work and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. In some sessions, part of the class will be devoted to presentations by students and clinical rounds in line with greater Mills Legal Clinic model. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the Clinic. During the course of the quarter, in addition to their work for their clients and partners, students will also be required to write several short, critical reflection papers or thought pieces (2-4 pages, double-spaced, or 500-1,000 words) on the readings, their Clinic Project(s), and/or human rights events on campus. 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. As a general rule, 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/projects (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 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 work product (i.e., the students' substantive contributions); clinical methods (which includes consideration of the students' lawyering skills, leadership, and professionalism); and clinical coursework (which focuses on the students' seminar participation, simulations, and reflection papers). Grading is pursuant to the H/P system. Elements used in grading include: Attendance, class participation, written assignments, professionalism, ability to work with others successfully, creative thinking, peer review, and commitment to the clinical enterprise. 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 the 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.
Terms: Aut, Spr | Units: 4

LAW 912B: International Human Rights and Conflict Resolution Clinic: Clinical Methods

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse and practice. This Clinic gives students the opportunity to work directly with the actors and organizations behind this remarkable development as they navigate the vast challenges faced by human rights advocates and victims. In addition to operating within the human rights framework, students will also have occasion to study and contribute to efforts to resolve situations of tension and ongoing conflict using tools of transitional justice and conflict mitigation. The course aims to help students develop a broad range of multidisciplinary human rights advocacy skills--including factual documentation; litigation before national, regional, and international institutions; community empowerment strategies; and client enfranchisement and representation--through in-class sessions, role play exercises, and engagement in, and critical assessment of, clinical projects in human rights. This Clinic involves both a weekly seminar as well as work directly with clients and partner organizations (i.e. Clinic Projects). Together, these experiences give students the chance to reflect upon a number of foundational questions including: What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? Students will also be confronted with the ethical and strategic issues that arise in the course of doing human rights work and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. In some sessions, part of the class will be devoted to presentations by students and clinical rounds in line with greater Mills Legal Clinic model. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the Clinic. During the course of the quarter, in addition to their work for their clients and partners, students will also be required to write several short, critical reflection papers or thought pieces (2-4 pages, double-spaced, or 500-1,000 words) on the readings, their Clinic Project(s), and/or human rights events on campus. 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. As a general rule, 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/projects (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 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 work product (i.e., the students' substantive contributions); clinical methods (which includes consideration of the students' lawyering skills, leadership, and professionalism); and clinical coursework (which focuses on the students' seminar participation, simulations, and reflection papers). Grading is pursuant to the H/P system. Elements used in grading include: Attendance, class participation, written assignments, professionalism, ability to work with others successfully, creative thinking, peer review, and commitment to the clinical enterprise. 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 the 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.
Terms: Aut, Spr | Units: 4

LAW 912C: International Human Rights and Conflict Resolution Clinic: Clinical Coursework

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse and practice. This Clinic gives students the opportunity to work directly with the actors and organizations behind this remarkable development as they navigate the vast challenges faced by human rights advocates and victims. In addition to operating within the human rights framework, students will also have occasion to study and contribute to efforts to resolve situations of tension and ongoing conflict using tools of transitional justice and conflict mitigation. The course aims to help students develop a broad range of multidisciplinary human rights advocacy skills--including factual documentation; litigation before national, regional, and international institutions; community empowerment strategies; and client enfranchisement and representation--through in-class sessions, role play exercises, and engagement in, and critical assessment of, clinical projects in human rights. This Clinic involves both a weekly seminar as well as work directly with clients and partner organizations (i.e. Clinic Projects). Together, these experiences give students the chance to reflect upon a number of foundational questions including: What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? Students will also be confronted with the ethical and strategic issues that arise in the course of doing human rights work and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. In some sessions, part of the class will be devoted to presentations by students and clinical rounds in line with greater Mills Legal Clinic model. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the Clinic. During the course of the quarter, in addition to their work for their clients and partners, students will also be required to write several short, critical reflection papers or thought pieces (2-4 pages, double-spaced, or 500-1,000 words) on the readings, their Clinic Project(s), and/or human rights events on campus. 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. As a general rule, 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/projects (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 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 work product (i.e., the students' substantive contributions); clinical methods (which includes consideration of the students' lawyering skills, leadership, and professionalism); and clinical coursework (which focuses on the students' seminar participation, simulations, and reflection papers). Grading is pursuant to the H/P system. Elements used in grading include: Attendance, class participation, written assignments, professionalism, ability to work with others successfully, creative thinking, peer review, and commitment to the clinical enterprise. 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 the 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.
Terms: Aut, Spr | Units: 4

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 920A: Supreme Court Litigation Clinic: Clinical Practice

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - 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: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut, Spr | Units: 4

LAW 920B: Supreme Court Litigation Clinic: Clinical Methods

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - 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: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut, Spr | Units: 4

LAW 920C: Supreme Court Litigation Clinic: Clinical Coursework

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - 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: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut, Spr | Units: 4

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 1001: Antitrust

Antitrust law sets the ground rules for competition. This class provides an introduction to federal antitrust law. We will examine cartels and competitor collaborations, monopolization, vertical restraints and horizontal mergers. The class prepares you to apply antitrust law in practice. Who should take this class: If you are interested in clerking, working at the Department of Justice, the Federal Trade Commission, or state antitrust agencies, law firms, public interest groups, or in Congress; business law; reining in the market power of large internet companies; or simply curious about antitrust law, this class is for you. There are no prerequisites for this course. No economic background is required. The course is open to GSB students and graduate students in the Economics Department. 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). Elements used in grading: Class participation, attendance, and final quiz.
Terms: Spr | Units: 4
Instructors: ; van Schewick, B. (PI)

LAW 1003: Bankruptcy

This course concerns the law and finance of corporate bankruptcy with an emphasis on reorganization. The course reviews the fundamentals of debt contracting, including the role of events of default, debt priority, and security interests. The course examines various aspects of the bankruptcy process: including the automatic stay, the avoidance of prebankruptcy transactions (e.g. fraudulent conveyances and preferences), the treatment of executory contracts, the debtor's governance structure during bankruptcy, the financing of operations and investments in bankruptcy, sales of assets during bankruptcy, and the process of negotiating, voting, and ultimately confirming a plan of reorganization. Any student may write a paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section 01 (final exam) into section 02 (final paper), with consent of the instructor. Elements use in grading: Class participation; and exam or paper.
Terms: Spr | Units: 3
Instructors: ; Triantis, G. (PI)

LAW 1017: Deals II

This course is the continuation of Deals I. In order to register for this course you must have taken Deals I; and if you took Deals I, you must register for Deals II. Deals I and II are in effect a single course that extends over two quarters. Deals II will meet ONLY FOR THE FIRST FIVE WEEKS OF THE SPRING QUARTER for four hours per week--for 2 units of course credit. During those five weeks, the course will meet on Monday (4:15 to 6:15) and Tuesday (9:00 to 11:00). During Deals I, students will have been divided into groups, with each group assigned to analyze one deal. Each group will have begun analyzing its deal during the Winter Quarter, and will give a presentation to the class during Deals II. Deals II will consist only of presentations Each week, we will begin with a student presentation, and we will follow that in the next class with a presentation by a lawyer or other participant in the deal. Special Instructions: There will be two sections of Deals II, one led by Professor Klausner and the other led by Professor Ringe. Students will be assigned to a section during the Winter term. There is no exam in the Winter Term. An In-School exam will be given in the Spring term. Grades will be given at the end of Spring term for both quarters. Elements used in grading: Attendance, class participation, class presentation, written assignments, group paper (first and second draft), and exam.
Terms: Spr | Units: 2

LAW 1022: International Tax

This course examines the United States federal income taxation of international operations and transactions, including international joint ventures and M&A transactions. Traditional issues such as income source, foreign tax credits, Subpart F, and international transfer pricing rules will be addressed. Congress recently enacted fundamental reform of US international tax rules; important new provisions in this area, including the "GILTI" rules, will also be covered. Elements used in grading: Final Exam.
Terms: Spr | Units: 2

LAW 1027: Securities Regulation

This course provides an overview of the regulation of securities offerings and trading under the Securities Act of 1933 and the Securities Exchange Act of 1934. The course explores the elaborate disclosure obligations that this country imposes on the distribution and trading of investment securities, as well as the role of the Securities Exchange Commission and private plaintiffs in shaping and enforcing these disclosure obligations. Topics to be covered include: public offerings of securities and the registration process under the Securities Act of 1933, the disclosure obligations of publicly-traded issuers, and the role of anti-fraud rules in the issuance and trading of securities. Elements used in grading: Attendance, Class Participation, Final Exam.
Terms: Spr | Units: 4
Instructors: ; Honigsberg, C. (PI)

LAW 1047: Business, Social Responsibility, and Human Rights

Large corporations now routinely spend millions of dollars to protect human rights and the environment. Shell Nigeria builds hospitals and schools in the Niger Delta. Nike employs hundreds of inspectors to improve conditions for the factory workers who produce its shoes across Asia and Latin America. Technology companies such as Facebook have scrambled to fend off the threat of new regulation since the Cambridge Analytica revelations. Other examples abound, across industries and around the globe. "Don't be evil" (Google's former motto) may be one motivation for these companies, but something more mundane is also at work: many companies believe they will do well, financially, if they do good, ethically. This course examines questions that lawyers in large law firms, corporations, NGOs, and government agencies regularly confront: --How does business activity affect human rights and other "social" goods (such as the environment and community cohesion)? --What factors, internal and external to companies, shape corporate decisions that have human rights/social impacts? When does it serve a company's interest to take costly action to address human rights, labor, and environmental concerns? -- What tactics have activists used to shift public opinion, media frames, and the law, and thereby change companies' incentives? We will learn through seminar-style discussion, lectures, role play, and small group exercises. Several guest speakers with experience in business, advocacy, or in between will provide insights from their experiences on the ground. 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 358).
Terms: Spr | Units: 3
Instructors: ; O'Connell, J. (PI)

LAW 1060: Global Business Law and Policy: Latin America

This seminar prepares students for the field study portion of the Global Quarter and is only open to students participating in the Global Quarter. Through a mix of guest lectures and class discussions, the seminar will explore subjects to be addressed in our visits with lawyers, regulators and foreign students in (TBA). Topics will include an introduction (TBA) institutions, ESG (Environment, Social and Governance) issues, data privacy, startup ecosystems, and the regulation of fintech. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr | Units: 3
Instructors: ; Schneider, A. (PI)

LAW 1061: Global Business Law - Latin America: Field Study

This course is the field study portion of the Global Quarter. The field study is comprised of a three-week itinerary of office visits, simulated negotiations and counseling sessions, and seminars in (TBA). Participation in the field study qualifies for Pathway B treatment of the Experiential Learning requirement. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Terms: Spr | Units: 5
Instructors: ; Schneider, A. (PI)

LAW 1077: Global Corporate Governance

This seminar, required for the Global Quarter, explores major contemporary topics and global trends in corporate governance from a comparative perspective, focusing on the EU, Latin America, and East Asia. We begin by examining the diversity of corporate ownership and governance structures around the world, and explanations for this diversity. The seminar then examines, in turn (1) the role of regulatory competition in EU corporate governance, (2) the impact of family ownership and business groups on corporate transactions in Brazil, (3) aspects of deal structure and dispute resolution in Latin America relevant to corporate lawyers, (4) the disparate ways takeovers are regulated in major economies around the world, and (5) the distinctive features of corporate governance in Chinese state capitalism. Experts in EU and Latin American corporate governance will lead several of the sessions. The grade for the seminar will be based on a final paper and the quality of class participation, including performance on several short exercises. Note: this seminar is mandatory for students selected for Global Quarter. There may be several places available for students not participating in Global Quarter. CONSENT APPLICATION: Students not participating in Global Quarter 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: Spr | Units: 2
Instructors: ; Milhaupt, C. (PI)

LAW 1078: Blockchain Governance

Blockchain Governance (1078): This course offers an overview of blockchain governance and Decentralized Autonomous Organizations (DAOs), with topics including DAO tooling, on-chain and off-chain voting, delegation, constitutional design, alternative governance mechanisms, identity, and privacy. We will cover these topics and others from technical, social science, and legal perspectives, and we will include a range of guests from the web3 space as well as several speakers who are on the frontiers of DAO research. The course presumes some basic familiarity with blockchain and cryptocurrencies, but deep technical facility is not required, i.e., successful completion of CS 251 or LAW 1043 is more than enough. Elements used in grading: Homework and papers. There are no examinations. Grading elements and the course itself are designed so that students with diverse expertise and backgrounds (law, technical, business, etc.) have an equal opportunity to do well and have a powerful learning experience. Cross-listed with CS 352B. The course will be taught in law school classrooms. In addition to the listed Stanford faculty instructors and the various guest speakers, Silke Noa Elrifai, a crypto lawyer and mathematician with a deep background in actual DAO projects and currently a Visiting Scholar at Stanford, will be the primary instructor for several classes and will play an integral role in the course. Cross-listed with Computer Science 352B.
Terms: Spr | Units: 3

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 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 2001: Criminal Procedure: Adjudication

The Law School offers two survey courses dealing with constitutional criminal procedure. "Criminal Investigation" will consider questions that arise under the fourth, fifth, and sixth amendments regarding investigations, interrogations, and charging decisions. This course, "Criminal Adjudication," will look at the way the judicial system handles criminal cases. Topics will include the right to counsel (and the concomitant right to "effective assistance" of counsel), prosecutorial discretion and plea bargaining, joinder and severance, discovery, the right to jury trial, double jeopardy, sentencing, and appellate review. Students may take both Criminal Investigation and Criminal Adjudication. (There is, of course, no requirement to do so.) Elements used in grading: Attendance, participation and final exam. Small grade adjustments will be made for exceptional class participation.
Terms: Spr | Units: 4

LAW 2008: Criminal Justice Reform & Litigation: Three Strikes Project

This seminar offers an opportunity to study mass incarceration and criminal law reform in real time while getting hands-on experience in active litigation on behalf of Three Strikes Project clients serving life sentences for nonviolent crimes. In this course, students read and analyze a variety of cases and articles, examining the evolution of incarceration and sentencing policies in California and across the country. Students also assist with live post-conviction litigation on behalf of clients in trial and appellate courts across the country. The class focuses largely on the Three Strikes law as a case study in the history, politics, constitutional doctrine, and reform of criminal law policy. The Project has been intimately involved in the criminal law reform movement, partnering with the NAACP Legal Defense Fund and Obama administration on different projects. Students enrolled in the seminar quickly become involved in all aspects of the Project's work, including assistance with different stages of ongoing litigation. Students will visit a Project client in prison, conduct factual investigations, and draft pleadings on our clients' behalf. The Project is an active, fast-paced organization that depends on the hard work and contributions of law students enrolled in this seminar. This seminar offers the opportunity to both study the theory behind the law and to hone practical litigation and advocacy skills. The seminar will meet for 3 hours per week, including 1 hour small group meetings with Project director Michael Romano. In addition, students will participate in field trips to various prisons in California. Elements used in grading: Class Participation, Attendance, Written Assignments. 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. Applications will be considered on a rolling basis.
Terms: Aut, Spr | Units: 3
Instructors: ; Romano, M. (PI)

LAW 2009: White Collar Crime

This course explores the law of economic and political crimes associated with the rubric "white collar crime." The class is divided thematically between mens rea issues and substantive issues. Among the substantive areas which are covered are: obstruction of justice, perjury, bribery and gratuities, mail and wire fraud, securities fraud, and money laundering. We will study specific federal statutes in considerable detail, while also speculating about the jurisprudence underlying these crimes, and related issues of prosecutorial discretion and attorney ethics. Special instructions: Students may write a paper in lieu of the final exam for Research credit. Also, classroom participation may be taken into account to some very small degree. 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 and final exam or paper.
Terms: Spr | Units: 3
Instructors: ; Mills, D. (PI)

LAW 2030: Police and Prisons: German and American Approaches to Reform and Abolition

The Stanford Criminal Justice Center and the Institute of Criminal Law and Criminal Justice at University of Gottingen will partner in offering a Spring 2024 seminar for Stanford Law School students and Gottingen students. The seminar will compare debates about reforming, abolishing, or defunding prisons and police in the United States and in Germany. The legal systems of the United States and Germany differ considerably but also share similarities, including that both are federal systems with significant regional variations. A comparative study of debates over criminal justice reform in the two systems will deepen students' understanding of their home jurisdiction's legal system and broaden their perspective on the criminal legal system and how it might be transformed. The seminar will meet five times during the Spring 2024 quarter, on Thursdays (April 11, 18, 25, May 2, 9) from 10:00 am-12:00 pm California/US time (7:00-9:00 pm German time). Grades will be determined based on class participation in the weekly discussions and the submission of one or two (5-page) reflection papers written about the course readings.
Terms: Spr | Units: 1

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 the relevance of procedural choices to civil rights and public law litigation. 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, 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, mandatory arbitration, and nationwide injunctions. The course should be of particular interest to aspiring litigators (in any substantive area) and social justice lawyers (litigators or otherwise), and complements other curricular offerings in complex and constitutional litigation. Elements used in grading: Class participation, Exam.
Terms: Spr | Units: 3
Instructors: ; Sinnar, S. (PI)

LAW 2402: Evidence

This course examines the law of proof, with special attention to the Federal Rules of Evidence, constitutional restrictions on proving facts in criminal cases, and selected provisions of the California Evidence Code that diverge significantly from federal law. Topics include relevance, unfair prejudice, hearsay, confrontation, character evidence, impeachment, and expert witnesses. The instructor may override waitlist priority to accept a limited number of JD students in special circumstances. Elements used in grading: Final Exam.
Terms: Spr | Units: 4
Instructors: ; Sklansky, D. (PI)

LAW 2411: The Political Economy of Civil Procedure

When you first encounter civil procedure in your 1L fall quarter, it may seem dry and technical. If you take advanced procedure or complex litigation or do a summer clerkship in litigation, you will move on to considering the more interesting strategic use of procedural rules. But, with so much to learn so fast there often isn't time to talk about the political economy dimension of the rules. Moreover, for reasons we will discuss in this seminar, the rules are conventionally presented as neutral, notwithstanding the fact that they determine who gets access to court, for what types of claims, and with what sorts of potential outcomes. In fact, the civil procedure rules have huge distributional consequences: some sorts of claims and claimants are advantaged and some are disadvantaged by them. Not surprisingly, then, the rule drafting process is dominated by interest group politics and in recent decades, key U.S. Supreme Court decisions interpreting civil procedure rules have been shaped by the justices' ideological preferences. At the same time, the procedural rules affect the efficiency of the litigation process: how fast disputes are resolved and at what cost, which are important to litigants on both sides of the v. Hence, there are non-ideological as well as ideological rationales for certain rules and rule interpretations. In this seminar, we will consider the distributional consequences of the rules that shape the key stages of the civil litigation process, focusing on the pretrial stage at which most civil disputes are resolved. We will read key rules, selected court decisions interpreting their application, and commentary on interpretation (some empirically grounded), focusing on political economy perspectives. Where source materials exist, we will discuss interest group lobbying for and against rule changes and who won and lost these interest group competitions. I also hope to have a few guest speakers who have been "on the ground" as these efforts took place join us to share their observations. Our topics will include the composition of and appointment to the Civil Rules Advisory Committee, pleading rules, enforcement of mandatory pre-dispute arbitration contract clauses, discovery, summary judgment, class action certification and settlement approval, and third-party litigation financing. During the quarter, students will choose 2 - 3 topics from our syllabus and write brief (6-8 page) reflection papers considering their anticipated distributional consequences and efficiency arguments for those rules, referring inter alia to syllabus materials on relevant interest group efforts and empirical research (if any). Students taking the seminar for 2 credits will write 2 papers; students taking the seminar for 3 credits will write 3 papers, but all students will attend all seminar sessions. Papers must be submitted on the FRIDAY of the week before the session at which your chosen topic is discussed. Each student will also lead ONE discussion session on a topic of their choice. Depending on the number of students, these sessions may be led by one or several students collaboratively. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr | Units: 2-3
Instructors: ; Hensler, D. (PI)

LAW 2503: Energy Law

The supply of a safe, reliable, low-cost and clean energy for the United States is a key determinant of current and future prosperity. It is also the most important element of both state and federal decarbonization efforts. Electric utilities are also among the most heavily regulated of large firms. This statutory and regulatory framework is composed of a complex patchwork of overlapping state and federal rules that is constantly evolving to meet emerging challenges. In this course, students will acquire a basic understanding of the law of rate-based regulation of utilities. We will then examine the history of natural gas pipeline regulation in the United States, concluding with the introduction of market competition into US natural gas markets and the advent of shale gas. Next, we will cover the basics of the electricity system, including consumer demand, grid operations, power plant technologies and electricity sector economics. We will then revisit cost of service rate regulation as it has been applied in the electricity context. Next, we will examine reform of both rate-regulated and wholesale market-based structures, focusing on various attempts to introduce market competition into specific segments of the industry. Finally, students will examine various approaches to subsidization of utility scale renewable energy and the growth and compensation of distributed energy resources. Throughout, the course will focus on the sometimes cooperative, sometimes competing, but ever evolving federal and state roles in regulating the supply of electric power as a unique example of cooperative federalism. Students will write two 1000-word response papers during the quarter in addition to taking a final exam (composed of two 1000-word essays). Elements used in grading: Class participation (20%), written assignments (40%), and final exam (40%).
Terms: Spr | Units: 3
Instructors: ; Wara, M. (PI)

LAW 2504: Environmental Law and Policy

Environmental law is critically important and endlessly fascinating. In this course, we will look at the major statutes and policies used, at both the federal and state levels, to protect humans and the environment against exposure to harmful substances, including the Clean Air Act, Clean Water Act, Superfund, and the Resource Conservation & Recovery Act. This class will also examine the National Environmental Policy Act and the challenges of climate change. The class will look not only at the substance of these laws and policies, but also at enforcement challenges, alternative legal mechanisms for advancing environmental policies, the roles of market mechanisms in addressing environmental problems, and constitutional restrictions on environmental regulation. As part of the class, students will engage in a series of situational case studies designed to provide a better sense of the real-world issues faced by environmental lawyers and to teach students the skills and tactics needed to solve those issues. Elements used in grading: Attendance, Class Participation, Exam.
Terms: Spr | Units: 3
Instructors: ; Owen, D. (PI)

LAW 2510: California Coast: Science, Policy and Law

This interdisciplinary course integrates the legal, scientific, and policy dimensions of how we characterize and manage resource use and allocation along the California coast. We will use this geographic setting as the vehicle for exploring more generally how agencies, legislatures, and courts resolve resource-use conflicts and the role that scientific information and uncertainty play in the process. Our focus will be on the land-sea interface as we explore contemporary coastal land-use and marine resource decision-making, including coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean, and the institutional framework that shapes public and private decisions affecting coastal resources. There will be 3 to 4 written assignments addressing policy and science issues during the quarter, as well as a take-home final assignment. Special Instructions: In-class work and discussion is often done in interdisciplinary teams of students from the School of Law, the School of Engineering, the School of Humanities and Sciences, and the School of Earth, Energy, and Environmental Sciences. Students are expected to participate in class discussion and 2-3 Saturday field trips. Elements used in grading: Participation, including class session and field trip attendance, writing and quantitative assignments. Cross-listed with Civil & Environmental Engineering (CEE 175A/275A).
Terms: Spr | Units: 4
Instructors: ; Boehm, A. (PI); Sivas, D. (PI)

LAW 2526: State and Local Climate Law

State and local governments in the U.S. are critical actors and innovators in a new generation of law and policy to confront the climate crisis. Their role is much more significant than as second-best substitutes where international and federal politics are slow or erratic. As regulators, planners, service providers, property owners, conveners, and more, state and local governments hold their own zones of opportunity and legal authority. This course will consider state and local potential in terms of mitigation (to help decarbonize our energy systems and reduce greenhouse gas emissions), including through electricity and gas provision; energy efficiency in buildings; cars, land-use planning, and transportation; and direct regulation of fossil fuel extraction. A second unit of the course will focus on infrastructure and other adaptation efforts related to escalating risks of wildfire, heat, drought, floods, and coastal land loss. A third unit focused on loss and damage will cover the aftermath of climate-related disasters, including the state and local role in decontamination, clean-up, and reconstruction, as well as in insurance and other compensation systems for managing loss of life, property destruction, economic losses, and reconstruction. Our syllabus will minimize overlap with Climate Law & Policy (LAW 2520) (including by mostly skipping Californias cap-and-tr'ade program), so students are encouraged to take both courses. The course will feature several guest lectures by lawmakers and scholars who are leaders in subnational climate action. There are no mandatory prerequisites, though students who have some familiarity with either local government law or climate law/policy will find themselves more quickly at home with the readings and material. Enrollment preference will be granted to law students and E-IPER (or other SDSS) students, but any remaining seats will be offered to undergraduate or graduate students from across the university. Thirty students will be admitted, with an effort made to have 25 students from the law school admitted by lottery and five non-law students admitted by consent of the instructor. Grades will reflect class participation, a brief in-class presentation based on original research, and three short papers derived from each of our three main units. At least one of those three papers can be framed as an exercise in professional writing, for example drafting a model local ordinance. Elements used in grading: attendance, class participation, written assignments.
Terms: Spr | Units: 3
Instructors: ; Anderson, M. (PI)

LAW 2527: Environmental Justice in Indian Country

Since colonization, Indigenous peoples have faced a wide range of environmental justice issues, from threats to their use of traditional hunting, fishing, and gathering practices; the protection of cultural resources, sacred sites, water resources and the broader environment and human health; adaptation to and resilience in the face of climate change; and tribal sovereignty and governance. This course will examine the environmental justice movement and its relationship to tribal sovereignty and the federal trust responsibility. Students will learn how environmental justice for Native peoples is integral to the legacy of colonization, lack of financial and technical resources for Tribes, and changing federal Indian law policies in U.S. history. This course also seeks to understand how Indigenous movements and activism seek to achieve environmental justice in multiple contexts, including the NODAPL movement, natural resource extraction, protection of water resources, and Indigenous responses to climate change. Students will gain a deep understanding of the challenges faced and lessons learned by Indigenous peoples in their fight of environmental justice. Elements used in grading: Attendance, class participation, written assignments, final paper. Class meets 6:30PM-8:30PM on May 15, 16, 23, 28, and 29.
Terms: Spr | Units: 1

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 3009: Health Law: Improving Public Health

This course examines how the law can be used to improve the public's health. The broad questions explored are: what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? The course investigates these questions as they operate in a range of specific contexts, including preventing and controlling infectious diseases; preventing obesity; reducing tobacco use; ensuring access to medical care; reducing firearm injuries; addressing the opioid epidemic; and responding to public health emergencies like COVID-19. In examining these contexts, we will ask and answer questions such as, what do the Constitution and key statutes permit? What makes a good public health law? Where do we see success stories--and failures--in public health law? What ethical and economic arguments justify government intervention to shape individuals' and companies' health-related behaviors? Instruction is through interactive lectures with a significant amount of class discussion and some group exercises. Class Participation, Written Assignments, Final Exam. This class is limited to 30 students, with an effort made to have students from SLS (25 students by lottery) and 5 non-law students by consent of the instructor. Cross-listed with Medicine (MED 237).
Terms: Spr | Units: 3

LAW 3010: Mental Health Law

This class will explore timely issues surrounding mental health law. Representative topics include civil commitment proceedings; forced outpatient treatment and hospitalization; mental health in the criminal justice system; guardianship/conservatorship and its alternatives; mental health courts; the Americans with Disabilities Act; the Individuals with Disabilities Education Act (IDEA); and neurodiversity. A variety of stakeholders---clinicians, attorneys, individuals with mental illness or developmental disabilities, and family members---will join us as guest speakers to reflect on the strengths and weaknesses of the current system and to discuss possible reforms. The course will be graded on an MP/R/F basis. Elements used in grading: Class Participation, Written Assignments.
Terms: Spr | Units: 2

LAW 3511: Writing Workshop: Law and Creativity

Practicing law is very much a creative enterprise. Effective advocates and counselors provide innovative and thoughtful solutions to complex problems. But there often isn't enough attention devoted in law school either to thinking creatively or to reflecting in a creative way on the issues students confront inside and outside the classroom. This course will respond to this gap by building a bridge between law and the arts, with the goal of helping students hone their ability to think creatively and use disciplined imagination. Law & Creativity will meet twice a week and have dual components designed to inform one another. The first session will be structured as a seminar in which students gather to examine and discuss creative treatments of legal and professional issues in a variety of media (including film, fiction, and nonfiction). The second session will follow the creative-writing workshop model in which students submit their own fiction and creative nonfiction pieces for group discussion. Through the workshop process, students will develop the skills necessary to constructively critique and workshop one another's work, and learn a variety of techniques for improving their own creative writing. Elements used in grading: Class attendance, participation and final paper.
Terms: Spr | Units: 3
Instructors: ; Canales, V. (PI)

LAW 3518: Law and Psychology

This course will examine the implications of psychological theory and research for normative legal theory and for contemporary legal policies, procedures, and practices. The course will draw on contemporary cognitive, social, and clinical psychology to address the concepts of intent, responsibility, deterrence, retribution, morality, and procedural and distributive justice. We will examine evidence law (e.g. eyewitness testimony, polygraphy, expert testimony, psychiatric diagnosis and prediction), procedure (e.g., trial conduct, jury selection, settlement negotiations, alternative dispute resolution), and various topics in criminal law, torts, contracts, property, discrimination, family law, and other areas. We will compare "rational actor" and psychological perspectives on decision making by juries, judges, attorneys, and litigants. Special Instructions: 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: Series of shorter papers or final independent research paper totaling 28 pages.
Terms: Spr | Units: 3
Instructors: ; MacCoun, R. (PI)

LAW 3523: Unreasonable People

Course description: TBA
Terms: Spr | Units: 2-3

LAW 4009: Intellectual Property: International and Comparative Patent Law

Patentable goods and services are increasingly important in today's global information economy, and they frequently cross national borders, physically or electronically. This course will include a comparative examination of the major national patent systems, a survey of the principal international patent treaties, and discussions of related transnational patent issues. We will examine these topics both from the perspective of global patent practitioners--who face challenges such as securing large international patent portfolios and strategizing multinational patent litigation--and from the perspective of the academics and policymakers who are engaged in ongoing policy debates, such as about the connection between the international patent system and global access to medicines. Prerequisites: Introduction to Intellectual Property or consent of instructor. Elements used in grading: class participation, attendance, short writing assignments, and a class presentation. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (https://law.stanford.edu/education/courses/consent-of-instructor-forms/).
Terms: Spr | Units: 2
Instructors: ; Ouellette, L. (PI)

LAW 4010: Intellectual Property: Patents

This intermediate-level patent law course builds on material covered in Introduction to Intellectual Property (which is recommended but not required). Students will gain a thorough grounding in patent doctrine (including patentability, infringement, and remedies), training in elements of patent practice, and tools for conducting further research. We will also emphasize policy analysis of the patent system, including the effect of patent doctrine on innovation and inequality. The course is designed to be useful both for non-patent-specialists and for those planning a career in the field. No technical background is required. Elements used in grading: Class participation, attendance, and final exam.
Terms: Spr | Units: 3
Instructors: ; Ouellette, L. (PI)

LAW 4015: Modern Surveillance Law

This seminar provides an in depth look at modern government surveillance law, policies and practices. It is taught by Richard Salgado, formerly director of law enforcement and information security at Google and a prosecutor at the U.S. Department of Justice's Computer Crime and Intellectual Property Section. We will focus on U.S. government signals collection for national security, intelligence gathering, espionage, criminal law enforcement and public safety purposes, and will address transnational implications. Technologies and practices we will cover include wiretapping, stored data collection and mining, location tracking, encryption and developing eavesdropping techniques. We will explore how government surveillance is permitted, prohibited or controlled by the U.S. Constitution, including the Fourth Amendment, and laws such as the Foreign Intelligence Surveillance Act, the USA Freedom Act, the Patriot Act, the Electronic Communications Privacy Act, the CLOUD Act, and CALEA. We will also look at the role of executive orders and laws outside the United States. No technical expertise is required. Elements used in grading: Two papers, timely submission of topics and outlines, and class participation.
Terms: Spr | Units: 2
Instructors: ; Salgado, R. (PI)

LAW 4025: Intellectual Property: Trade Secrets

What do computer programs, customer lists, and "dolls with an attitude" have in common? They all can be trade secrets! Trade secret laws have ancient origins but are more important than ever as a key component of intellectual property protection. Technology plays a larger role in industry every day, while information can be downloaded and shared more easily than ever before. These facts, combined with stricter limits on patentable subject matter and patent damages, have led companies to increasingly rely on trade secrets to protect their intellectual property and to an explosion of trade secret litigation. In this class we will examine the law and the theory of trade secret protection, and will emphasize the practical aspects of protecting information as a trade secret and litigating trade secret cases. We will also explore the increasingly important subject of protecting trade secrets internationally. We will feature weekly guest speakers, several of whom have played key roles in the most prominent trade secret cases of the past decade. The list includes individuals from the FBI, the Department of Justice, the judiciary, in-house counsel, and a forensic discovery expert, each of whom will address trade secret law and practice from their own unique perspective. We will highlight topics of current interest such as non-competition agreements, trade secrets and the Internet, and cybercrime, all while answering critical questions like, "Can you rummage through your competitor's trash?". The class will be of interest to students who expect to practice intellectual property law, for students who expect to be involved in corporate transactions and labor law, and for anyone who wonders what they will be allowed to take with them when they leave their next employer. Elements used in grading: Class participation and final exam.
Terms: Spr | Units: 3

LAW 5008: International Commercial Arbitration

This course provides a rigorous introduction to the law, theory and practice of international commercial arbitration. International commercial arbitration which has become the default means of settling international disputes and with clients increasingly involved in international business transactions and cross-border activity, is a rapidly growing practice area in law firms of every size. The practice is peripatetic, with many international arbitration lawyers basing themselves in law firms in New York, Washington D.C., Paris, Hong Kong, Singapore, and other major world commercial centers. The course will deal with the internationalist elements of the subject matter, but also examine international commercial arbitration from an American perspective. Students can expect to review both foreign and US commentaries, statutes and case law. The course will comprise of five main topics: (1) an introduction to the field of international commercial arbitration; (2) the agreement to arbitrate; (3) the arbitrators; (4) the arbitration process; and (5) the arbitral award. The intent is to provide a strong academic understanding of the various theories and principles, but with a strong practical bent. Elements used in grading: Attendance, Class Participation, Final Exam.
Terms: Spr | Units: 3
Instructors: ; Tan, D. (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 5013: International Law

This course provides a general introduction to international law and its role in today's complex and interdependent world. We will begin by considering foundational questions about the nature of international law, such as: the origins of international law in the sovereign equality of states; the global governance challenges arising from the absence of assured mechanisms for the interpretation or enforcement of international law; the sources of international law (including treaties and customary international law); the subjects of international law; principles of state responsibility; and the bases upon which states may exercise jurisdiction. We will then examine the incorporation and operation of international law in the U.S. legal system. In the second half of the course, we will look at a series of contemporary international law topics and issues, including international dispute resolution, international human rights law, the law governing coercion and the use of armed force, the law of armed conflict, international environmental law, and international criminal law. Throughout, we will consider current issues and problems arising in the international arena, as well as whether and to what extent international law affects the behavior of states. This course provides a general grounding in public international law and a foundation for more advanced or specialized international law courses. Elements used in grading: Class participation, optional midterm exam, and final exam. Cross-listed with International Policy (INTLPOL 350).
Terms: Spr | Units: 4
Instructors: ; Weiner, A. (PI)

LAW 5016: Japanese Law, Society and Economy

This seminar provides a critical introduction to the institutions and actors that comprise the Japanese legal system. Throughout the seminar, law is examined within the broader context of Japanese social, political, and economic institutions. Topics covered include the legal profession, constitutional law, dispute resolution, criminal law, family law, employment law, and corporate law. Leading scholarly commentaries on law's role in Japanese society are also examined and critiqued. Thematically, the course offers an extended exploration of the "transplantation" of foreign law and the role of law in Japan's social structure and economic development. All readings and instruction are in English. Japanese language ability and knowledge of Japan are not required. Elements used in grading: Class Participation, Short Written Assignments, and Final Paper.
Terms: Spr | Units: 2

LAW 5047: The Inter-American Human Rights System: Doctrine, Practice and Advocacy

The Inter-American Human Rights System (IAHRS) has played a crucial role in opening up spaces for civil society to demand human rights protections in the region, increasing protections at the domestic level, and supporting civil society in its quest for accountability for massive human rights violations. The system has also played a role in civil society efforts to bring the human rights debate home, including in the United States. This course will provide an in-depth introduction to the history, doctrine, and practice of the IASHR, and will examine the obstacles and opportunities that civil society, victims, and advocates encounter when engaging the IAHRS. Elements used in grading: Attendance and class participation: 20%. Three (3) reflection papers: 30%. Final paper: 50%. SLS students may enroll in LAW 5047 (limited to five) when Axess opens for Spring Quarter enrollment. Additional law students may enroll with the instructor's permission. Cross-listed with Latin American Studies (LATINAM 252). Meets outside the Law School.
Terms: Spr | Units: 3
Instructors: ; Vargas, C. (PI)

LAW 5103: State-Building and the Rule of Law Seminar

Why are some states able to achieve its leaders¿ goals whereas others are unable to do so? Why are certain states committed to the rule of law? How does state capacity and the rule of law relate to development? The State-Building and Rule of Law Seminar is centrally concerned with bridging theory and practice, and understanding the relationship of law to political, social, and economic change. The seminar introduces the key theories relevant to state-building generally and strengthening the rule of law in particular. This course expounds on the multidisciplinary nature of development--through readings, lectures, case studies, and seminar discussions--and asks how lawyers fit in and contribute to the process. Case studies will be used as a way to analyze international development and rule-of-law practice. The set of countries considered within the scope of this workshop is broad. It includes, among others, economically advanced states like Japan and South Korea, fast-rising economies like India, China, Rwanda, and Bangladesh, and economically-lagging states like Pakistan, Haiti, and Timor-Leste. Grading is based on participation and a research paper or proposal. The automatic grading penalty will be waived for research papers. The research paper may be a group project (Section 01) graded MP/R/F or an individual in-depth research paper or proposal, either of which could be the basis for future field research (Section 02) graded H/P/R/F. Students approved for Section 01 or Section 02 may receive EL credit or R credit. Automatic grading penalty waived for submission of the final work products. Stanford non-law students may apply for this course by submitting a non-law student course add request form available at https://law.stanford.edu/education/courses/non-law-students/ to Dinsha Mistree (dmistree@stanford.edu). Cross-listed with International Policy (INTLPOL 352).
Terms: Spr | Units: 3

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 5814: Ideological Orthodoxy and Heterodoxy

Most significant substantive legal disputes you all confront in law school are "resolved" at least as much by reference to ideological predispositions as any sort of logic internal to legal analysis. We will begin the seminar by discussing distinct views about what ideological messages are conveyed at law school. But the bulk of the course is devoted to a series of questions that arise for those of us who believe that ideology is important. We first study what I would characterize as Right-wing orthodoxy in the law schools, an orthodoxy that took shape in the early days of the Federalist Society. Its key procedural features were allegiance to originalism and textualism, its key substantive features full-throated or "soft" economic libertarianism and hostility to legal rules that attended to status and identity. We then look at Right-wing heterodoxy: resistance to these conventional positions from commentators who reject in significant part these tenets, typically in favor of a more activist, significantly theocratic state or the ethno-nationalism associated with the MAGA movement. We then study 21st century progressive orthodoxy (with its strong focus on countering identity-based subordination) and progressive heterodoxy We will be looking especially carefully at some or all of the following controversies: the centrality of diversity, implicit bias, disability accommodation, accommodation to religious objectors to antidiscrimination law, campus speech and "climate" issues, and gender-based violence (including harassment.). Students will be expected to prepare three 5-7 page reaction papers over the course of the term, one of which must be handed in before class. The three papers will count 80% and participation and attendance 20%.
Terms: Spr | Units: 2
Instructors: ; Kelman, M. (PI)

LAW 6003: The American Legal Profession

This course will deal with selected aspects of the history, organization, economics, ethics, and possible futures of the legal profession in the United States. Likely topics will include, in addition to the ABA's Model Rules of Professional Conduct: demographic changes in the profession, the evolution of law firms, bar associations, and law schools from the early twentieth century to the present; the development of corporate law, personal injury, mass torts, prosecutorial and criminal defense practices, and the "public-interest" bar; the dominant professional ethic of adversary-advocacy, and its critics; the regulation of lawyers; the economics of the market for legal services; the organization and culture of law firm practice; the role of the role of the lawyer as counselor; and the export of American lawyering models abroad. 8-hour self-scheduled take-home examination, with option of writing a research paper. 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 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, final paper or final exam.
Terms: Spr | Units: 3
Instructors: ; Gordon, R. (PI)

LAW 6018: Access to Justice: Law, Policy, and Legal Ethics

The American civil justice system sits at a crossroads. In three-quarters of the 20 million civil cases filed in state courts each year, at least one side lacks a lawyer. Beneath those cases sit tens of millions more legal problems that never make it to court. Many are significant, even life-altering moments: debt disputes, evictions, domestic violence, a former partner behind on child support, an employer refusing to pay overtime, or an insurer who denies a legitimate claim. Yet most people face these problems without legal assistance, or they "lump it" rather than navigate a complex system alone. Such large, systemic gaps in access to legal services limit who can vindicate their rights, magnifying disparities based on income, education, race, gender, and ethnicity. They are unfair and undemocratic. The future of the civil justice system, and the legitimacy of the courts at its center, will turn on how--and how well--judges, court administrators, the legal profession, and an array of policymakers respond to these new realities This course offers a wide survey of the current state of access to civil justice in the United States. Students will consider the long-run causes and consequences of the justice gap and the major features, constituencies, and stakeholders of the state court systems that are struggling to close it. Students will also tour and assess potential solutions--from procedural simplification, to revived Due Process, to new technologies (e.g., online dispute resolution), to efforts to prime the supply of legal help by amending various Model Rules to expand non-lawyer practice of both the human and software sort. Throughout, students will explore the complex ethical rules that govern lawyers and lawyering and investigate whether and how these rules contribute to, and might instead ameliorate, the access-to-justice crisis. Ultimately, students will emerge with a synoptic understanding of one of the most pressing challenges to the legitimacy of the American legal system, along with new ideas about how to chart a career devoted to access to justice. Student assessment is based on class participation and four short papers. This course satisfies the Ethics requirement for graduation. NOTE: Due to similar content, students enrolled in Access to Justice LAW 6017 may not enroll in Access to Justice: Law, Policy, and Legal Ethics LAW 6018.
Terms: Spr | Units: 3

LAW 7010: Constitutional Law: The Fourteenth Amendment

The Fourteenth Amendment is the focal point for many of the most contentious issues in contemporary constitutional law, from abortion to affirmative action to voting rights to criminal justice. This course will begin by paying attention to the origins of the Amendment: to what did it respond and how did it alter our constitutional framework? Rather than then going through section 1 of the amendment clause by clause (citizenship, privileges and immunities, due process, and equal protection) and then skipping to section 5 and Congressional power--we will briefly discuss the seldom mentioned sections 2 and 3, but don't worry, we won't spend a minute on the public debt provisions of section 4!--the course will then explore the amendment's doctrinal evolution with respect to several broad areas of American life, ranging from education to democracy to the economy to criminal justice to intimate relationships (not necessarily in that order). Obviously, we can't cover every area that the amendment touches. But the idea is to give you the tools to work with the changing doctrine and to be an intelligent critic of where we started and where we are. Class format will be a combination of lecture, on-call panels, and open discussion. Grading will be based on an exam and class participation.
Terms: Spr | Units: 3
Instructors: ; Karlan, P. (PI)

LAW 7016: Critical Race Theory

Developed in the 1970s and 1980s, and for decades relevant only to law professors and activists, Critical Race Theory has recently become an object of criticism and controversy far beyond the legal academy. Some of the tenets of Critical Race Theory have made their way into other fields, including sociology, education, and cultural studies. Jurisdictions throughout the United States have passed laws banning the teaching of Critical Race Theory. This class will examine the questions that are at the heart of current CRT controversies: What is critical race theory? Where did it come from? How does it illuminate and help counter the racism that has long plagued American society? Just as critical race theory constitutes a critique of American law and institutions, so too will the course take a critical perspective toward CRT, identifying both virtues and vices of the CRT project. The analysis of CRT, in turn, raises broad questions about the role of race and racism in American society and its intersection with law reform efforts. The readings will be varied. They will include law review articles and judicial opinions, and also articles drawn from the popular media. Special Instructions: Grades will be based on attendance, class participation and (1) a short research paper or (2) a long research paper with 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, class participation, final paper.
Terms: Spr | Units: 3
Instructors: ; Banks, R. (PI)

LAW 7017: Creation of the Constitution

The course begins with readings setting forth the intellectual and experiential background of the framing, including common law and natural rights theory, republicanism, economic & political scientific ideas, and colonial and post-Independence experience. We then study large parts of the debates at the Constitutional Convention, primarily using Madison's Notes. Major topics are the principle of representation, the extent and enumeration of national powers, the construction of the executive and judicial branches, and slavery. Next come the ratification debates, including readings from antifederalist writers, The Federalist, and speeches in ratification conventions. We conclude with the addition of the Bill of Rights. Classes consist of a combination of lecture and extensive participation by students. Elements used in grading: Class participation, in-person closed book final exam, short-answer answer, supplemented by a short (500 word) essay question. Cross-listed with History (HISTORY 153).
Terms: Spr | Units: 4
Instructors: ; McConnell, M. (PI)

LAW 7018: Disability Law

This is a survey course of disability rights law, with an emphasis on federal and state statutes and case law. Areas of concentration include employment, government services, public accommodations, education, housing, mental health treatment and involuntary commitment, and personal autonomy. We will review such statutes as the Americans with Disabilities Act (ADA), Rehabilitation Act (Sec. 504), Individuals with Disabilities Education Act (IDEA), and the Fair Housing Act Amendments. The course examines disability from a civil and human rights perspective. Elements used in grading: Grades will be based on class participation (20%), and either a final exam (80%) - Section 01 or a long independent research paper (80%) - Section 02. The student must consult with the instructor on the paper's topic, scope and format. 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. Automatic grading penalty waived for submission of research paper. Non-law students may enroll with instructor consent. 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: Spr | Units: 3
Instructors: ; Belt, R. (PI)

LAW 7021: Family Law

This course will explore how the law regulates intimate relationships among adults and parent-child relationships. These laws, a mix of constitutional and statutory, state and federal, touch all of our lives, when we marry or divorce, or decide not marry an intimate partner, when we become parents, or decide not to become parents. Family Law provides the legal context, the background rules, pertaining to what are unquestionably the most important decisions in our lives-- the choice of a life partner, and whether to become a parent. In probing this body of law, we will also explore big questions about how the government should regulate people with respect to their intimate lives. Our first question: If marriage did not exist as a legal institution, would there be any good reason to create it as one? Readings will be drawn from the professor's recently published (and revised) Casebook, a digital copy of which will be provided free of charge. The class will be very interactive, with many actual and hypothetical problem scenarios providing a basis for discussion. Elements used in grading: Exam, with minor adjustments for class participation.
Terms: Spr | Units: 3
Instructors: ; Banks, R. (PI)

LAW 7030: Federal Indian Law

This course will provide an overview of the field of federal Indian law. It will consider the origins and scope of tribal sovereignty as recognized under federal law, as well as current federal law on tribal criminal and civil jurisdiction. It will also explore the division of authority between tribal, federal, and state governments; federal statutory schemes governing Natives and Native nations; and constitutional issues affecting Natives. Additional current legal issues which may be covered based on class selection include Native land claims, gaming, family law, religious and cultural rights, and natural resources. Elements used in grading: Class Participation, Final Exam.
Terms: Spr | Units: 3
Instructors: ; Reese, E. (PI)

LAW 7032: Public Interest Law and Practice

This seminar will consider the history, theoretical frameworks, as well as the strategies used within public interest law practice and by public interest attorneys in the United States. We will consider the role of lawyers and the legal system in advancing social change; different career paths of public interest lawyers; ethical issues related to working as a public interest lawyer; the personal impacts of this type of career choice; and tactics deployed by lawyers in different practice settings. Readings will include law review articles, legal pleadings, and case studies that allow analysis and exploration of the tensions and challenges that exist within the legal system for public interest practitioners. Guest speakers will include leaders from the field. Students will also be exposed to practical skills outside of litigation that social change lawyers should understand. Students will be asked to produce several short papers throughout the quarter. Elements used in grading: Attendance, class participation, written assignments.
Terms: Spr | Units: 3
Instructors: ; Chin, D. (PI)

LAW 7041: Statutory Interpretation

Statutory law is the dominant source of contemporary law, and it is the form of law that lawyers are likely to confront most often in almost any area of practice. It is also an area of vibrant intellectual debate, as scholars, Supreme Court justices, and others debate the methods and aims of statutory interpretation. This course will stress both the practical and theoretical dimensions of interpretation. Students will learn and apply the methods of statutory interpretation. We will also spend considerable time on contemporary controversies, such as debates about textualist, purposive and dynamic interpretation; about the use of legislative history and canons of construction; about the special interpretive problems that arise in the context of direct democracy; and about the democratic and constitutional foundations of statutory interpretation itself. Readings will draw from political science as well as law. Elements used in grading: Class participation and final exam.
Terms: Spr | Units: 3
Instructors: ; Schacter, J. (PI)

LAW 7059: Labor Law

This course is a survey of the law of labor relations focusing on the most important and current legal questions in the field, but it will not comprehensively cover the entire field. In particular, the course will examine the historical development of labor law and legal issues relating to union organization and recognition, unfair labor practices, the duty to bargain collectively, the enforcement of collective bargaining agreements (including some aspects of arbitration of disputes arising under such agreements), and the interaction of state and federal law in these areas. The course will include some discussion of administrative procedure at the National Labor Relations Board and other agencies. Elements used in grading: class participation and final exam.
Terms: Spr | Units: 3
Instructors: ; Demain, J. (PI)

LAW 7064: Advanced Immigration Law Seminar

This seminar is an advanced course on immigration law and policy designed for students who have taken the basic immigration law course or have equivalent academic or work exposure to immigration law, foundational constitutional principles, and the functioning of the immigration system and immigration agencies. The class will explore a range of topics not covered in the survey course with a focus on such issues as: immigration federalism and state immigration enforcement initiatives; public and private discrimination on the basis of citizenship status; federal border policies and asylum restrictions; workplace and labor rights of noncitizens; judicial review of immigration orders and federal habeas corpus actions; contemporary legislative initiatives; and major issues immigration cases in the Supreme Court. The issues actually covered will take into account student interest and input at the beginning of the quarter. Guest speakers may be invited to address some topics. Students must fill out the consent form and have academic or equivalent grounding in the basics of immigration law. Elements used in grading: Class participation and attendance (30%); reflection papers (70%). After the term begins, a limited number of students registered for the course may be allowed (with instructor consent) to transfer from section (01), which requires reflection papers, to section (02) which instead requires a substantial research paper that meets the R requirement. CONSENT APPLICATION: To apply for this seminar, students should 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: Spr | Units: 2
Instructors: ; Guttentag, L. (PI)

LAW 7065: One in Five: The Law, Politics, and Policy of Campus Sexual Assault

CW: SA/GBV: Access the Application Consent Form Here: https://bit.ly/One-in-Five-Application. Over the past decade, the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated. This course delves into the complex issues of sexual assault and harassment on college campuses, examining legal, policy, and political dimensions. We explore the prevalence of these issues, the historical and social contexts, and relevant laws such as Title IX and the Clery Act. Through readings spanning social science, history, literature, law, health, and journalism, we analyze responses to campus violence, considering the intersectionality of race, class, gender, and other factors. Guest speakers, including experts and advocates, provide firsthand insights. Sensitive Material: The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. This course has no therapeutic component, although supportive campus resources are available for those who need them. Elements used in grading: Grades will be based on class attendance, in-person class participation, and either several short reflection papers and a class presentation (Law section 01) or an independent research paper and class presentation, or a project and class presentation (undergraduates, graduates, and Law sectiohttps://bit.ly/One-in-Five-Application n 02). After the term begins, law students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment: Requires INSTRUCTOR PERMISSION. Application consent forms are available (https://bit.ly/One-in-Five-Application) or you may contact Professor Burgart at aburgart@stanford.edu. Cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 143) and Sociology ( SOC 188/288). Apply early as demand is high and enrollment is limited to 18 students. Applications will be reviewed on a rolling basis until the class is full. Admitted SLS students should forward instructor approval to registrar@law.stanford.edu for a permission number to enroll in LAW 7065 in Axess. Cross-listed with Feminist, Gender and Sexuality Studies (FEMGEN 143) and Sociology ( SOC 188/288).
Terms: Spr | Units: 3-4
Instructors: ; Burgart, A. (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 7107: Executive Power Under the Constitution

This course, taught for the second time, will address the full range of issues involving executive power under the U.S. Constitution, including the process of election, foreign affairs (including control of foreign relations, command of the military, and control over national security, surveillance, and the like), authority of the President over executive agencies (including the power of removal and the duty to enforce the law), congressional oversight and executive privilege, executive statutory and constitutional interpretation, the budget process, and civil and criminal litigation against the president. The course will begin with an overview of the development of Article II at the Constitutional Convention, based in part on the instructor's recent book, THE PRESIDENT WHO WOULD NOT BE KING (Princeton Univ. Press 2020). Each topic will include historical context, relevant Supreme Court and lower court opinions, legal materials and commentary from outside the courts, and discussion of recent controversies. Grading will be based on class participation, plus a four-part take-home examination that will be assigned and completed in four segments during the quarter. Cross-listed with Political Science (POLISCI 326).
Terms: Spr | Units: 2
Instructors: ; McConnell, M. (PI)

LAW 7117: Platform Regulation and the First Amendment

Social media platforms are arguably the most important channels of communication in the modern world, but it's not always clear how existing legal frameworks apply to them--not to mention the proliferation of new laws attempting to rein platforms in. This course will explore the changing legal landscape governing platforms, and the role of the First Amendment in either constraining legal changes or being the vehicle through which such changes are made. We will explore topical and live legal issues in the platform regulation space, which may include section 230 of the Communications Decency Act, attempts to impose must-carry and common carrier obligations on platforms to carry certain speech, how the First Amendment constrains government actors on social media, the constitutionality of imposing transparency and due process requirements on platforms' content moderation practices, attempts to restrict minors' access to social media, or efforts to ban certain platforms altogether. Students will complete multiple short reflection papers throughout the quarter. Students may elect to write a substantial research paper for R-credit with instructor permission. Students taking the course for R-credit (Section 02) will receive 3 units. 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 instructors. Elements used in grading: Class Participation, Written Assignments. Interested students are asked to fill out a very short application form, in order to gauge the level of background knowledge the class will have. CONSENT APPLICATION: To access the consent application for this course, go to link SLS Registrar https://registrar.law.stanford.edu/ and then click SUNetID Login in the top right corner of the page. See application for deadline and instructions.
Terms: Spr | Units: 2-3
Instructors: ; Douek, E. (PI)

LAW 7122: Political Violence and the Law

Twenty years after September 11, 2001, and the onset of the U.S.-led global war on terror, fears of political violence within the United States are rising and shifting. Between the assault on the Capitol on January 6, 2021, record numbers of hate crimes targeting identity groups, and growing proportions of the American public expressing support for violence against the state, the specter of political violence has generated new legal questions and rekindled old ones. How does the law conceptualize "political" crimes or "crimes against the state"? What are the legal, political, and symbolic differences between categories such as treason, terrorism, insurrection, sedition, and hate crimes? How does the law conceptualize such violence in comparison with violence by the state? How should government institutions, including executive agencies and courts, respond to the threat of political violence while protecting rights, supporting equality, and aspiring to democratic accountability? This seminar explores contemporary policy questions in light of a broader theoretical, historical, and legal context. This course has two grading options. You may either choose to complete four response papers (4-5 pages each) responding to the week's readings or write a 18-20 page research paper for R credit. Elements used in grading: Attendance, class participation, and written assignments or a final research paper.
Terms: Spr | Units: 2

LAW 7129: Litigation and Public Policy

In this course we will discuss issues involved in litigating challenges to government policies. Some of the case examples will be from the instructor's time in the San Francisco City Attorney's Office and on the bench in the Northern District of California. Topics will include injunctive relief (including nationwide injunctions); the interaction between litigation and the legislative/rulemaking process; who can (and who should) sue on public policy questions; how to navigate the fuzzy dividing line between lawyer and policymaker when giving legal advice to elected officials; and the overall role of the courts in addressing significant public policy concerns. Elements used in grading: Attendance, class participation, written assignments. Class meets Tuesday from 4:15 to 6:30 on April 16, April 23, April 30, and May 7.
Terms: Spr | Units: 1
Instructors: ; Chhabria, V. (PI)

LAW 7521: Data: Algorithms, Tools, Policy, and Society

A broad multidisciplinary examination of the use and impacts of data, including fundamental principles and algorithms, tools for data analysis, visualization, and machine learning, policy issues, and societal considerations. Specific topics include: data provenance (where data comes from and how it's processed), the role and value of data in analytics and decision-making, data and algorithmic fairness, data privacy, the concentration of data as power, and issues of data governance and regulation, including transparency and due process. In addition to case studies, conceptual frameworks, theoretical underpinnings, and algorithms, the course provides practical experience through hands-on work where students use tools to explore issues from class on real data. Elements used in grading: Final Exam and TBA. Cross-listed with Computer Science (CS 125).
Terms: Spr | Units: 2

LAW 7807: Facilitation for Attorneys

Most lawyers and other professionals spend a significant amount of time in meetings and working in teams or groups for a variety of purposes, and many report that this can be a frustrating experience. As the practice of law becomes more complex, it includes more and more situations where groups of people need to work together planning complex legal strategies, developing firm policies, working with corporations or other multi-person clients, or participating in shareholder meetings, public commissions and councils, corporate and non-profit board of directors meetings. Group functionality and outcomes can be significantly improved by any group member who has the awareness and skills of a facilitator, whether or not that person is formally designated as the facilitator. The interactive class methodology will combine discussion with many exercises and roleplays, putting facilitation tools into practice every step of the way. We will examine group dynamics and learn skills used by professional facilitators to prevent common problems and elicit the best work of a group. We will explore how to prepare effectively with clear goals, collaborative problem definition, inclusive process design and a well-structured agenda. We will also discuss and practice core meeting management skills such as how to balance voice and participation, build consensus, inspire creativity and promote principled evaluation and decision-making. Finally, we will identify and apply communication skills that keep group sessions productive, and tools to manage difficult moments and problem behaviors. Class Schedule dates: In Autumn, this class will meet Friday, Oct 27: 4-9pm, Sunday, Oct 29: 9a-6p, and Saturday, Nov 4: 9a-5p. In Spring, this class will meet Friday, April 5 from 4-9 pm, Sunday, April 7 from 9 am-5 pm, and Sunday April 14 from 9 am-5 pm Elements used in grading: Class attendance, participation and final paper.
Terms: Aut, Spr | Units: 2
Instructors: ; Notini, J. (PI)

LAW 7809: Advanced Legal Research: Litigation

This course aims to prepare law students for research in litigation practice and judicial clerkships. More broadly, the primary goal is to enable students, now and later in their professional lives, to map out a coherent plan of action when asked to research a topic previously unfamiliar to them. Students should acquire a solid knowledge of research tools and a frame of reference that enables them to function independently and competently in the complex world of legal information. Students will accomplish the following learning objectives: (1) demonstrate, analyze, and execute common research strategies and processes related to legal research, and habitually assess your research strategies and processes as you research; (2) develop an understanding of and approach to researching common litigation research questions; and (3) find, evaluate, and use legal research materials, including different types of secondary sources and primary sources, to answer general and specific research questions. Learning legal research requires a hands-on approach, so students will complete in-class exercises, homework assignments, and a final research hypothetical -- all of which contribute to grading. There will not be a final exam. This course is open to Stanford graduate students with permission from the instructors.
Terms: Spr | Units: 3
Instructors: ; Joy, H. (PI); Lo, G. (PI)

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 7816: Advanced Legal Writing: Litigation

Building on the skills developed in Federal Litigation, this course will give students additional practice with legal analysis, argument structure, and writing in the pre-trial context. Students will draft a predictive office memo, an e-mail memo, and memorandum in support of a motion for summary judgment. Students also will complete short writing exercises in class to practice skills such as omitting surplus words, preferring active voice, using concrete words, punctuating carefully, etc. The goals of this class are to help students organize facts, legal rules, and analysis in a succinct and logical way, to deepen their understanding of legal reasoning and writing, and to hone their advocacy skills. The course should appeal to students interested in litigation practice and those wishing to strengthen their writing. Elements used in grading: Written work, 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: Spr | Units: 3
Instructors: ; Pearson, L. (PI)

LAW 7819: Mediation

As law is practiced today, attorneys are far more likely to participate in multiple mediations than trial. Mediation has become the preferred approach to conflict resolution in most states and many parts of the world. With the assistance of a mediator, parties can reach agreements at any stage in a dispute, in some cases avoiding litigation altogether, in other cases agreeing just before trial or when the case is on appeal. The course goals are to understand the nature of conflict and principles of conflict management, to develop the oral and written communication skills essential to effective mediation, to evaluate various mediation models and mediator styles, to practice all of the phases of a mediation and appropriate use of caucus, to consider the policy and ethical implications of the expanding use of mediation, and to develop the skills necessary to represent clients in mediation. The class methodology is highly experiential, with more than half of the class consisting of practice from the perspective of client, advocate and mediator. The course also includes readings and discussions, brief interactive lectures, demonstrations and videotaped sessions. Each student receives individual feedback from an experienced Bay Area mediator and develops skills that will be useful in client development, interviewing, counseling, fact development and legal analysis, negotiation and a variety of contexts beyond mediation. You are encouraged to apply if you have taken (or are concurrently taking) the basic negotiation class or its equivalent in studies or experience. Elements used in grading: Class participation, attendance at all classes, and assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr | Units: 3

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 7825: Advanced Negotiation: Transactions

Advanced Negotiation takes students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar. The negotiation simulations are more complex, difficult and nuanced, and preparation time is significant. You will work as an individual lawyer or businessperson, in a lawyer-client pairing, or on a business negotiation team. You may be negotiating on behalf of corporate entities large and small, national governments, municipalities, unions and NGOs. Simulations may include critical-path supply agreements, founder/VC deals, cross-cultural medical device joint ventures, airline reorganization, big pharma global distribution deals, or multi-party private sector/government negotiations. The goals of the class emanate from developing your designer's mindset and a lawyer's instinct for effective, self-interested negotiation: from intense preparation for client counseling, to in-the-moment tactics; adroit response to changing scenarios; deeper work on persuasion, listening, question & answer management; structural design & process control and, ultimately, creating an intact confidence--competence feedback loop for the student qua professional negotiator. Special Instructions: Attendance and participation in all simulations and debriefing sessions are required, absent approved absence (rarely given) with ample advance notice to the instructor. A "Pass" grade is dependent upon this active participation, and a series of short papers and/or in-class presentations. Prerequisite: Negotiation Seminar or its substantial equivalent, as assessed by the instructor. This class is limited to 20 students, 16 from SLS selected by lottery with room for 4 non-law students by consent of instructor.
Terms: Spr | Units: 3
Instructors: ; Johnson, D. (PI)

LAW 7826: Oral Argument Workshop

Building on the skills developed in Federal Litigation, this simulation course will give students the unique opportunity to argue and judge pretrial motions from actual federal court cases. The instructor will provide the written briefs, and each week half the class will argue and half the class will judge a motion. Preparation will require reading the cases cited in the briefs and coming to class ready either to present an argument (attorneys) or interrogate counsel (judges). Students will critique each other both orally and in writing, and the instructor will provide oral critiques of all arguments. The goals of this class are: to train students to argue in court; to provide them with a chance to polish their public speaking skills and practice thinking on their feet; to prepare students to engage in challenging dialogue with both colleagues and future clients; and to improve self-confidence. Thus, while the context of the course is litigation, the objectives are much broader than the mastery of litigation technique. This course is not open to first year Law School students. LLM students may enroll if they have familiarity with U.S. Federal Rules of Civil Procedure. Priority will be given to those students who commit to taking the class (i.e., actually taking the class, barring unforeseen and unavoidable circumstances) if given consent to enroll. Please indicate your commitment on the consent form. Elements used in grading: Class attendance, participation, and preparation. 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: Spr | Units: 2
Instructors: ; Fenner, R. (PI)

LAW 7830: Topics in American Legal Practice

This course is designed to introduce international students to American legal practice. To do this, the course begins in the spring quarter by working with students to look ahead to their summer experience and begin to identify ways in which the culture or norms of the practice setting might be distinctive, or otherwise differ from the legal, political, or workplace culture of their home country. Then in the fall quarter, students are asked to write a 10-page paper, situated in the relevant literature(s), that uses the summer experience to examine one such set of issues. Elements used in grading: Final Paper.
Terms: Aut, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: ; Fleischmann, S. (PI)

LAW 7831: Transition to Practice: Selected Topics

This course is designed to explore issues of professional identity for students transitioning into the legal profession. It will begin in the spring quarter and continue into the fall quarter, and will require the writing of a paper. Elements used in grading: Final Paper.
Terms: Spr | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: ; Fleischmann, S. (PI)

LAW 7833: Representing Spanish Speakers

The goal of Representing Spanish Speakers, formerly Spanish for Lawyers, is to give students the opportunity to enhance existing Spanish communication skills through Spanish only in-class simulations with a focus on cultural humility and trauma-informed interviewing skills within the legal sphere. The course will introduce Spanish legal terminology in areas including but not limited to immigration, criminal law, employment law, housing law, and family law. With an emphasis on speaking and listening comprehension through in-class partner activities and dialogue, the class will teach students how to interact with clients who possess limited English proficiency. Students will also be given reading and listening homework assignments to help better their command of the Spanish language. Class instruction will take place principally in the Spanish language. The course is designed to be beneficial for students with varying levels of Spanish language ability, up to and including students who are native speakers of Spanish. The level of difficulty of the course presupposes that students have an intermediate level of Spanish, which includes an understanding of the essentials of Spanish grammar and ability to engage in intermediate conversation. Elements used in grading are attendance and class participation. Please note, this class will expose students to emotionally complex and sensitive scenarios.
Terms: Aut, Spr | Units: 2

LAW 7837: Advanced Legal Writing: Public Interest Litigation

Public-interest litigation is often an uphill battle. Lawyers and clients representing public interests have difficulty prevailing even when their fact patterns are sympathetic, often because the law is either undeveloped or unsupportive. Yet when public-interest litigation does succeed it can yield profound, positive change for underserved people and causes. This class will focus on research and writing skills needed to litigate public-interest lawsuits. The class will employ readings, presentations, and class discussions to unpack analytical and rhetorical tools to persuade judges across the ideological spectrum. Students will also develop tools for interpreting and applying a wide variety of legal authorities and hone their ability to be clear and creative. Students will practice the skills they learn by preparing multiple drafts of two pleadings in a single case, and will receive detailed feedback on their writing from the instructor and their peers. Grading will be based on a Mandatory P/R/F system, taking into account writing as well as class participation. Early drop deadline: Students may not drop this course after first week of class. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr | Units: 3
Instructors: ; Sanders, M. (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) mediation role plays, and (4) short writing assignments. 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 Howard Herman, a full-time mediator of complex cases with JAMS, and the former director of the ADR Program for the U.S. District Court for the Northern District of California. Elements used in grading: Attendance, Class Participation, and Short Writing Assignments. In Spring Quarter, this class will meet Friday, April 26, 3:00PM-7:30PM, and Saturday, April 27, 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: Spr | Units: 1
Instructors: ; Herman, H. (PI)

LAW 7851: Introduction to Legal Research

This course will introduce law students to the sources and methods used in legal research. Students will (1) gain familiarity with core primary and secondary U.S. legal information sources, how this material is used, organized, published, indexed, and kept current, and how to efficiently find and use these sources; (2) build foundational research skills that can be used to approach legal research questions in any area of law; and (3) develop basic strategies to effectively use both familiar and unfamiliar research databases, sources, and tools. Learning legal research requires a hands-on approach, so students will complete in-class exercises, homework assignments, and a final project, all of which contribute to students' final grade. There will not be a final exam. Elements used in grading: Attendance, Class Participation, Written Assignments. 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. This course is only open to first-year JD (1L) students.
Terms: Spr | Units: 2
Instructors: ; Marks, T. (PI); Siler, K. (PI)

LAW 7855: Successfully Launching Your Nonprofit Public Interest Career: Preparing for Practice

This professional development seminar is intended for graduating J.D. students who will start their public interest careers working for a nonprofit organization. Through lectures, readings, simulations, and exercises, students will learn key skills required to excel at their role at a nonprofit legal organization. Areas of focus will include: (1) creating strategies for managing projects, caseloads, and advocacy campaigns; (2) understanding and working with nonprofit financial systems, revenue models, and expense budgets as well as personal financial planning; (3) developing an equity, diversity, and inclusion lens for work with clients, colleagues, and external partners (e.g., community partners, opposing counsel, pro bono collaborators); (4) communication and facilitation skills; and (5) building effective coalitions and partnerships with stakeholders (e.g., community leaders, policy-makers, pro bono partners, etc.). Elements used in grading: Attendance, Performance, Class Participation, Written Assignments.
Terms: Spr | Units: 2

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 8002: Environmental Law and Policy Colloquium

The Environmental Law & Policy Colloquium offers students the opportunity to learn about contemporary environmental law and policy matters. These matters include, among other areas, natural resources management, energy development, climate litigation, disaster and wildfire policy, sustainable finance, environmental geopolitics and diplomacy, ecocide and the environmental ramifications of war. The colloquium meets in two quarters. During the fall quarter classes meet weekly. In the Spring quarter, the class meets 4 times in weeks 2, 3, 4 and 9 and in addition, will have one Saturday workshop where students will present their capstone research papers. Over the course of these two quarters students will develop, write, and present a capstone research paper on a contemporary environmental law issue related to their home country and/or region. During the autumn quarter, students will begin to develop their capstone research papers by developing their proposals, outlines and literature reviews. During the spring quarter, the students will write and present their research papers. Across the two quarters we will also explore and discuss a diverse range of environmental law and policy matters through readings and class discussions. Over the course of the year, the Colloquium invites a number of guest speakers, including academics, practicing attorneys and diplomats. Some of the guest seminars take place during regular class hours and some outside of these class hours. Grading in this course is based on an analytical research paper, the capstone research paper (including the proposal, outline and literature review), presentation of the capstone research paper, and class participation. This course is required for students in the Environmental Law & Policy LL.M. Program.
Terms: Aut, Spr | Units: 2 | Repeatable 3 times (up to 4 units total)
Instructors: ; Hamilton, B. (PI)

LAW 8003: International Economic Law, Business & Policy (IELBP) Colloquium

This course enables IELBP advanced degree students to explore selected issues, case studies and policy debates in international economic law and business, global political economy, and international economic dispute resolution in a highly interactive seminar. The course is a complement to the other core degree requirements of the LLM in IELBP and is discussion-oriented. The course offers students the opportunity to engage in dialogue with experts in the field (including expert practitioners, Stanford Law faculty and interdisciplinary scholars from other schools, departments or programs at Stanford University). The course takes on a wide-ranging approach: we will examine legal issues confronting international business while also focusing on cutting-edge debates arising out of economic globalization; we will explore the complex architecture of international economic law, unpacking how international institutions and public international law sources (formal and informal) regulate: i) cross-border business transactions between private parties, ii) international economic relations between and among states, and iii) cross-border economic conduct by states, international organizations, and private actors. Students are expected to have carefully read assigned materials in advance of each session, and to actively participate during class. Grades for the colloquium are based on students' papers, a presentation, and their classroom performance (e.g., preparation, participation, attendance, etc.). The course extends over two quarters (autumn and spring), and students are required to complete both quarters in order to satisfy the program requirement. Topics in the Fall quarter will focus on developments in world trade law, international monetary cooperation, international investment law, economic integration and development, international taxation, international arbitration, and international antitrust law among others. Topics in the Spring quarter will be selected based on students' interests, as well as pressing policy concerns in international commerce.
Terms: Aut, Spr | Units: 2 | Repeatable 2 times (up to 4 units total)
Instructors: ; Willemyns, I. (PI)

LAW 8004: Law, Science, and Technology Colloquium

The Law, Science & Technology Colloquium offers students in the Law, Science & Technology LLM Program the opportunity to discuss cutting-edge legal issues at the intersection of law and technology. The colloquium is held in the Fall and Spring quarters and aims to give the LST LLM students a broad overview of the many areas within Law, Science and Technology, as well as the connections between areas. In Fall, we will focus on Internet Law and Intellectual Property, including sessions on privacy, free speech, copyright, and patents, with extra focuses on biotechnology and bioscience. In Spring, we will broaden our scope to a selection of issues including potentially AI, dark patterns, more on biotechnology & bioscience, telecommunications regulation, or legal practice. Furthermore, we will discuss how the law of science and technology is made in the United States, and how lawyers can effect change in these laws. The class will feature several guest speakers who are experts in the field, including potentially Stanford faculty, visiting scholars, technology and IP lawyers, entrepreneurs, and executives from Silicon Valley technology companies. Students are expected to have carefully read the assigned materials in advance of each session, and to actively participate during class. Students will also write a capstone paper on a topic of their choice, in consultation with the instructor. There will also be oral presentations on their capstone papers and on current events in LST. Grades for the colloquium are based on students' papers and their classroom performance (e.g., preparation, participation, attendance, etc.). This course is restricted to students in the Law, Science, and Technology LLM program, and satisfies their "colloquium requirement" for the fall and spring quarter. In fall and spring students will be graded on an Honors/Pass/Restricted Credit/Fail basis. Class will meet in-person unless the Law School's policies state otherwise.
Terms: Aut, Spr | Units: 2 | Repeatable 3 times (up to 4 units total)
Instructors: ; Rosenbloom, M. (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 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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