Legal Skills in Social Context: The First Semester

By Professor Hemanth Gundavaram

We treat our first-year students as professionals and give them legal experience from day one through the law school’s unique, yearlong Legal Skills in Social Context (LSSC) program. With two months on the books, our students are currently doing the first outside legal work of their young careers. Students are working with a variety of social justice or community-based organizational partners on problems affecting marginalized communities. Read on to see how the first semester has progressed.

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Faculty Post: Arbitration vs. Labor Arbitration

By Roger I. Abrams, Richardson Professor of Law

Recently, the New York Times published a three-day series on the “evils” of arbitration. Many of my colleagues and friends who know that I teach a workshop in arbitration at Northeastern and have served as a labor arbitrator for over forty years have asked me how I could possibly be involved with such a shameful procedure! In fact, I am not. The difference between labor and commercial arbitration is not very well known. Continue reading

Faculty Post: Real Lawyering from Day One — How Does Northeastern’s Legal Skills in Social Context (LSSC) Program Jump Start Your Professional Development?

by Susan Maze-Rothstein, Teaching Professor

A warm welcome to our incoming Class of 2018! Read on to learn a little more about what’s in store for your 1L year…

To compete in today’s rapidly evolving legal profession, law students need to know, more than ever before, how to get practice-ready and fast. The profession can no longer accommodate graduates who need their first five years of practice to really learn how to be a lawyer. In coming to NUSL, you have picked perhaps the most interesting time to go to law school because the law school business model of lecture courses is changing as it must. You are entering the ground floor of the future of lawyering. Welcome!

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Faculty Post: A Trigger Warning for Law Students

by Professor Libby Adler

Recently, students around the country in colleges, law schools, and other educational environments, have raised objections to classroom material that is “triggering”—i.e., has the potential to bring some traumatic memory to the surface during a class discussion. Many students have expressed a desire to be given “trigger warnings” before discussion of such material. Often, these requests have concerned classroom discussions of rape, though other sensitive topics such as racial violence have also been regarded as triggering, requiring a warning by the instructor.  See Warning: The Literary Canon Could Make Students Squirm and Trigger Happy.

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Student Post: Co-op: A Chance to Escape the Snow

by Brooke, Class of 2016

Lots of people think that they need to go to law school in the geographic area in which they plan to practice. But while I know that I want to practice immigration law in the Southwest, I did not want to go to school there. After going to undergrad in Arizona, I was ready for a change of pace, and I was committed to going to a law school with a social justice mission. Everyone chooses Northeastern for a slightly different reasons, but some of the most common reasons are 1) it is a school that promotes social justice at the front of its work, and 2) co-op!

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Faculty Post: Lessons From a Law School Clinic

by Jennifer Howard

As officers of the court, fluent in the language, creators of, or at least participants in, its local practices, lawyers sometimes forget that many would-be litigants enter the courthouse with much trepidation and misinformation. While law school on the whole seeks to prepare students for their role as knowledgeable problem solvers, clinics provide students with a unique opportunity to learn about how to use that knowledge to help real people, with real problems. Explaining the legal system is one of an attorney’s most important tasks.

The Domestic Violence Institute at Northeastern University School of Law currently offers students two opportunities to learn to advocate for survivors of domestic violence: one through the Legal Assistance to Victims Project, a new community lawyering project aimed at connecting survivors to legal services at those places they first turn to for help; the other, through the Domestic Violence Clinic, founded in 1991. While both programs strive to educate students about the unique challenges faced by survivors navigating the legal system; it is the Clinic that delivers the chance to advocate in court on their behalf. The experience of direct, in-court advocacy provides soon to be lawyers many important lessons.

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