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This chapter considers the distinctive nature of clinical legal education in North America. Both the USA and Canada have rich heritages of influential and inspirational clinical legal education. Clinicians from the USA have been leaders in the development of clinical pedagogy and scholarship. The scale and strength of US CLE means that clinical faculty are better embedded in their law schools than in other countries. Canadian clinical programs developed in the 1970s and forged distinctive connections to community legal aid agencies. The future trajectory of Canadian clinics is unclear with changes afoot for legal education and the regulation of the legal profession.
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This study analyses interviews with frontline service workers employed in agencies in Windsor, Ontario, Canada who work with persons without immigration status. Through these interviews, frontline service workers provided insights into their work with persons without status, including the significant barriers to effective service provision requiring 'covert practices' as part of their work. The interview subjects ultimately conclude that an access without fear (AWF) policy would indeed bolster their efforts to work with persons without status, buttressing claims that an AWF policy can be a useful tool to support the basic needs of persons without status. However, the interviews also raise questions about how the law is understood by frontline service workers and the very real potential that AWF might be yet another unmet promise. Underlying these interviews were also questions of trust and relationship-building that re-emphasise both the need and limitations of policy.
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Integrating curricular and co-curricular endeavors to enhance student outcomes reports on a variety of innovative approaches taken in universities in a number of nations of their experience in bringing together learning in courses with learning in co- and extracurricular activities. Topics range from study abroad programs to service-learning. Also covered are community-based learning, cross-disciplinary collaborations, and peer-mentoring. This volume will introduce you to research and many interesting contexts, such as the U.S. Naval Academy, where promoting ethical leadership to cadets has been an important focus. Frame-breaking approaches, such as having university business students and circus performers collaborate, are explained within the context of the literature. The leveraging of Somali immigrant education programs for student learning is a stimulating activity that is also covered. Another inventive issue explored is the reformatting of traditional co-curricular transcripts to reflect a wider indication and measure of students' skills and abilities
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The skill set required of lawyers is evolving, and the ability to creatively and expeditiously resolve client concerns through effective negotiation is increasingly important. In this chapter, we argue that negotiation competitions are an excellent method to nurture the knowledge, skills, attitudes, judgment, and values—or competencies—that are vital to law students’ success in legal practice. Such competencies include knowing key negotiation concepts; managing information and process; communicating and relationship-building; advocating for client interests in a problem-solving environment; being aware of and managing one’s own biases; internalizing ethical decision-making in negotiation, and engaging in reflective practice. These competencies are not the focus of certain other kinds of law student competitions, such as appellate and trial moots, which are designed to sharpen legal analysis and rights-based advocacy in an adversarial model. The Canadian National Negotiation Competition (CNNC) departs from that model. It gives law students the opportunity to engage in negotiations like those that lawyers experience in practice and to receive feedback from experts, in either English or French streams. It also invites students to wrestle with complex scenarios that feature both business and broader social policy tensions and objectives. In this chapter, the authors recount their experience with developing, running and growing the CNNC for nine years and highlight some of the key pedagogical lessons learned.
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