Seminar Classes

by Allison Roso

It took me an inexplicably long time to decide what to right this post about.  As I mulled it over...and over, I realized that part of what was perpetuating my “brainstorming” was sheer procrastination.  Procrastination from what?  Oh, that would be the 30 page paper I have to write for one of my seminar classes.  After this realization, I decided that it would then be appropriate to talk about seminar classes.  That justifies my procrastination a little bit, right?

Seminars are small, discussion-based classes that only have around 18 students.  Rather than the typical large lectures that will comprise almost all of your first year, seminars are much more focused on interaction with the professor, with your fellow students, and with the material.  This will depend on the professor, of course, but overall I’ve found that seminars are more of a “pressure on” experience, but in a good way.  Unlike big lectures of 70 students, you are going to get called on, you are going to talk nearly every class, and for the majority of seminars, your participation will have an impact on your grade.  The reading can also be pretty heavy at times, but seminars are usually once a week, so its manageable if you start early (or even if you don’t).

The Healthcare Law Debate on Campus

by Robby Canning

On March 26, 27 and 28, the Supreme Court heard oral arguments in U.S. Department of Health and Human Services v. Florida, allotting an extraordinary six hours for the advocates to make their case before the Justices. The four issues the Court faced when examining the Patient Protection and Affordable Care Act were the threshold question of jurisdiction under the Anti-Injunction Act, the constitutionality of the individual mandate, severability of the ACA’s 2,600 plus pages of different titles, and the coercive effect of Medicare expansion on the States. While the Justices probed Paul Clement, the Department of Justice attorneys and the attorneys appointed by the court, the Law School provided several venues for students to discuss the fundamental questions posed by the Act, including the limits of Federal power under the Commerce Clause, the role of the Court as a deferential body or a super-legislature, and the allocation of financial burdens and risks within society. This case may prove to be a milestone case for a generation in the same way as Marbury v. Madison, Brown v. Board of Ed., and Roe v. Wade were.

Staying Active in Law School

by Emma Henze-Goldberg

With the nice weather gracing us this week, let’s be honest what’s really on our minds. Finals? Please, of course not! Getting into shape for beach season! I’m kidding of course (c’mon it’s April), however if I can stress one thing to incoming law students, it is the importance of exercise. Law school is stressful and demanding. Most students spend over 60 hours a week sitting in the library or class. Exercise helps you to get a better sleep, it reduces stress, increases brain activity, gives you more energy, boots your immune system, etc. Should I go on? It’s a no brainer. Take an hour or two out of your busy day and stay active. Here are a few great local places to go.

Elizabeth Park
Elizabeth Park is located right down the street from the law school. It encompasses 102 acres and has an array of gardens, greenhouses, laws, picnic grove, recreation areas and a pond. The park is also nationally known for its roses, which are located in a two and a half acre garden that boats over 800 varieties of roses. Many of the law school’s intramurals play their games here.

Whether you want to go for a run with your dog, go for a bike ride, take a stroll or play some tennis, Elizabeth Park is a great option. 

The First Year Curriculum

by Lisa Rodino
 
The first year curriculum at the school of law is designed to challenge and at the same time deepen the student’s interest in the study of law.  A combination of courses which emphasize legal doctrine and introduce and refine writing and advocacy skills are the foundation of this curriculum.  In the fall term – day division program, students are introduced to Civil Procedure, Contracts, Criminal Law and Torts.  In the spring term – day division program the curriculum continues so that Constitutional Law and Property are introduced.  Throughout the year, students are involved in “Lawyering Process”.  This course introduces students to professional skills essential to the practice of law. In the fall semester, training is provided in legal analysis, print and electronic legal research and predictive and persuasive legal writing. During the spring semester, the course focuses on client interviewing, counseling, case planning, investigation and negotiation. In addition, students will study the interpersonal, ethical and moral dimensions of lawyer-client, lawyer-witness and lawyer-lawyer relationships by observing and engaging in simulated lawyering activities.

Life of a Law Student

by Robby Canning

The University of Connecticut School of Law, like many law schools and other professional schools, typically offers classes four days a week, Monday through Thursday. Classes are dispersed throughout the day, some beginning as early at 8 AM or as late as 6:30 PM. Full time students take between twelve and sixteen credits a semester, which translates to the same amount of classroom hours per week.  On average professors tend to assign three hours of homework for each hour of class. Some quick arithmetic gives you approximately forty-five hours of homework a week. This work mostly consists of casebook reading, memo research and writing, as well as, hands on clinic work.

My 1L Experience

by Patty Martins

After the excitement of purchasing school supplies wore off (a new backpack was out; coloring books and crayons were in), a smidgen of worry crept into my soul.  I love learning.  I was excited about going to school to learn even more.  Unfortunately, reality set in:  What if my future class was composed of a plethora of geniuses who would laugh me off campus upon the realization that I truly had no clue what was going on?

(The future will tell if my class will be similar to this photo.)

SEPTEMBER:  Show up to classes ridiculously early to snag a good seat.  Since I don’t know anybody or know with whom I want to sit or where good seats are, this is rather ridiculous – do it anyway.  Proceed to realize that I do not, under any circumstances, “think like a lawyer”.  Scramble to finish reading all of my homework and ponder the possibility of an alternative reality – the only theory I can come up with to explain why 20 pages of legal reading takes as long as reading 100 normal pages.  Attempt to befriend every living organism on campus.  This may include squirrels.  Realize that my classmates are amazing.  Become introduced to an item named “Blue Book”, who, I am told, will be my friend.

Professor Interaction

by Brendan Horgan

UConn Law boasts a very dedicated and diverse group of Professors.  In my five semesters here, I have enjoyed different types of relationships with many professors.  The common thread that binds all of these experiences is the professor’s willingness to meet with students one-on-one.

This much is true across the board.  I have yet to meet a professor who was not accessible and willing to meet with me anytime they were free.  I have yet to come across a UConn professor who does not enjoy sitting down with a student and talking about the class material.  If the student reaches out, the professors here always respond.  This is one of my favorite aspects of UConn.

A Semester in D.C. with UConn Law

by Peter Golfman

Over the last several years, UConn Law has established a Semester in D.C. Program which gives students interested in government or non-profit organizations the opportunity to spend an entire semester in Washington.  This year, we had an impressive 15 students placed in government agencies and non-profits across D.C., including the Department of Education, the Department of Energy, Human Rights First, and the Security and Exchange Commission.