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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.

This course will give students intensive practice with legal analysis, argument structure, and writing in the appellate context. Through a combination of lectures, discussions, selected readings, and writing exercises, we will cover the most important components of appellate writing. The Lecturer will bring her practical experience in legal writing -- both as outside counsel at a law firm and in-house counsel at a high-growth tech company -- to bear as we work together towards each student crafting an appellate brief. The goals of this class are to deepen students' understanding of how to make compelling written arguments and to practice doing so in the context of an appeal on a cutting-edge issue. While this course will be focused on writing an appellate brief, the skills learned will be useful for all legal writing in a litigation context. 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.

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. Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Elements used in grading: Attendance, Class Participation, Written Assignments.

This is a seminar that uses U.S. history to examine canonical civil rights law. We will investigate the historical context behind the enactment of particular laws and judicial decisions. We will also discuss the meaning and implications of the term "civil rights law." Readings will include cases, law review articles, primary sources, and history articles. The seminar will focus upon African-American legal history. 14th Amendment is not a prerequisite for the seminar. Requirements for the course include regular class participation and, at the students' election, either response papers or a historiographical essay. Students may also elect to complete a research paper with the instructor's approval, in which case they will receive 3 units and "R" credit. 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. This class is limited to 16 students, with an effort made to have students from SLS (10 students) and 6 non-law students by consent of instructor. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. 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. Cross-listed with History ( HISTORY 361D).

This discussion seminar offers a unique opportunity for law journal editors and leaders to engage deeply with emerging legal scholarship. Designed specifically for students making a very significant contribution to a Stanford-sponsored law journal, the course consists of three evening sessions, including at least one held in a professor's home. Each session will feature a Stanford alum or current fellow, preparing to go on the law teaching market, who will present a job-talk paper in progress. Students will provide both written (~1-3 pages) and oral feedback on each draft. To apply, students must provide their resumes, describe their journal role, and estimate the number of hours they spend per week (or expect to spend per week during the winter quarter) on journal-related activities. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Applications will be due to Professors Engstrom and Sohoni by 5:00 p.m. December 21, 2025. Consent decisions will be made by December 29, 2025. The discussion seminar is designed to strengthen students' capacity to assess and engage fluently with emerging legal scholarship, to support scholars at a pivotal stage in their careers, and to deepen the connections between Stanford's journals and the broader academic community. Elements used in grading: Attendance, class participation, written assignments, oral feedback. Class meets February 11, February 25, March 4, from 6:00 - 8:00 pm. PLEASE NOTE: For purposes of the JD degree requirements, these units count toward the maximum 31 units permitted for non-traditional law school coursework, as outlined SLS Student Handbook for the degree of Doctor of Jurisprudence at https://law.stanford.edu/office-of-student-affairs/the-doctor-of-jurisprudence-jd-degree/.

This class engages students in participatory/collaborative approaches to redesign complex systems. They will answer the question: how do we make our social legal systems better for people -- and how do we put people at the center of this redesign? The seminar has two parallel components: (1) Learn from a series of experts who have been taking a community-led approach to remaking a legal system (or analogous ones). Guest experts will present their current case studies to illustrate strategy and process design. (2) Select one of two system redesign challenges (see below) and develop their own prototype launching workshop. [For those students interested in continuing with the project, there will be a companion policy lab in the Spring Quarter 2018. This seminar is a prerequesite for the policy lab.] The two prospective system-leader partners are on the verge of major new overhauls of their current systems: (a) California Self-Help Services' guardianship/kid's custody redesign, with Bonnie Hough and the California Judicial Council as a partner, as they try to figure out how to remake the legal system for parents and family members (without lawyers) trying to get custody worked out for kids. (b) New York Chief Justice Task Force housing court/eviction redesign, with the Chief Judge Janet DiFiore's task force as the partner, as they try to figure out how to make the eviction system work better for users. Students will develop their own preliminary plan and prototype for a user-centered process for their partner. Students will learn about new approaches to policy-change, as well as the fundamentals of participatory design and community lawyering. They will operationalize these different approaches, to make them relevant and actionable in an actual legal system. They must synthesize a recommendation to their partner-leader about how they might create a better process to redesign a given court process/system. And they must create a prototype of a launching workshop, that can demonstrate how a wider process would work, while also testing their plan. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.

This one-credit skills course supports students undertaking public policy analysis projects in the Law & Policy Lab and in other policy-based courses. The course introduces basic policy methods and approaches common to Policy Lab practicums and policy analysis in general. Students from across the university are invited to join. The core session takes place in two parts on a Saturday at the end of the first week of classes. The morning session (led by Professor Rob MacCoun) focuses on 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. The afternoon segment (led by Professor Paul Brest) focuses on designing and evaluating programs to improve individuals' lives (for example, programs aimed at reducing homelessness or opioid addiction). Then, during the early part of the term, students may choose at least three topics from among a series of short workshops including quantitative and qualitative policy research tools and strategies, design thinking, AI research tools, and policy writing. Non-law students are invited to join the course and should plan to attend a special workshop that introduces basic legal research tools. 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.

This course explores and investigates the theory and practice of disciplined nonviolence in the Gandhi-King tradition to powerfully confront, transform and overcome injustice and systemic violence in divided communities. We will examine the role of nonviolent direct action, negotiation and mediation in a variety of historical, present-day and simulated cases in order to identify and analyze strategic lessons from successes as well as failures. We will inquire into the relationship between direct action campaigns, and legal processes and political decision-making. After examining transformative campaigns led by Gandhi, King, and the Student Nonviolent Coordinating Committee, we will explore case studies such as the anti-apartheid movement, and truth and reconciliation process, in South Africa; and racial and environmental justice movements and anti-gun violence campaigns in the United States in recent years until the present day, including Black Lives Matter, March for Our Lives, and the fossil fuel divestiture movement. Students will participate in several simulated negotiation and mediation exercises to develop experiential learning in the field from the perspective of multiple stakeholders, including activists, community leaders and government officials. In several sessions we will engage in dialogue with leading scholars and activists of transformative nonviolence, and we will engage together in a nonviolence training workshop. Students will have an option to enroll in an R-paper section with the permission 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, written assignments, final paper.

This course seeks to explore a simple question: what lies beyond graduation? Within that question are a myriad of complexities. What does it mean to be an associate or a partner in a law firm? Should I do litigation or transactional work, such as public finance, whatever that is? Should I become a prosecutor or a public defender or criminal defense attorney? Should I go in-house and in what size place? Should I leave the law behind and pursue business or other opportunities? Those are not the only questions. To add an overlay that we all must address directly or indirectly, how is my being a person of color relevant to my decision and my success? In a world in which diversity is said to matter, as a person who is not of color, should I take that into account? What about being a woman or LGBTQ in the workplace? Or, what about being a woman or man who wishes to have a family? How does that (or should that) impact my decision? These are just some of the issues that will be explored. They will be explored each week in classes lead by different guests who will be law school graduates practicing law at law firms as associates and partners, practicing as prosecutors and criminal defense lawyers, in-house counsel, counsel for start-ups, and law school graduates who have left the law. The course will require the writing of a paper and grades will also depend on class attendance. Attendance, Class Participation, Final Paper.