The purpose of Law School is to equip students for the practice of law. We now know, however, that for many, the law school experience comes at a high cost to their personal wellness. The goal of this course is to provide students with the introductory knowledge and tools necessary to begin to manage the stresses of school, work, and life in healthy ways. The blended learning design includes content accessed asynchronously along with live online interaction. The on-demand content consists of course readings, group discussions, wellness and meditation videos, and other self-care resources.

This course will explore why well over fifty percent of the cases pending in Illinois courts involve taking liberty, money, or homes from poor people and how race factors into this reality. While the course will explore the interrelationship of racism, injustice, and poverty, the course will be focused on training students to try cases is these courts and win cases for poor people. The objectives of this course are to (1) to prepare Loyola students to represent poor people in Illinois courts and (2) excite their imagination about social and legal change, while empowering them to see the law as a vehicle for change.

This course examines the legal, regulatory, ethical, policy and pragmatic aspects of indigenous cultural heritage and the role of anthropology and archaeology in the United States and globally. Topics include cultural resource management in public and private contexts, participation of stakeholders, and expert anthropological knowledge in legal contexts and public participation. Topics include: the Native American Graves Protection and Repatriation Act (NAGPRA); cultural patrimony; museums; the role of government; the role of the courts; the role of the United Nations; postcolonialism; decolonizing methodologies; social justice issues; tourism, environmental and cultural relationships; oral sources; case studies and other ways of knowing the past that are embedded in law and policy.

.This course, which meets once a week for two hours, will explore in depth labor and employment issues in the 21st century education workplace. Students will form teams -- representing individual employees, the union, and management- and advocate their respective positions in a variety of contexts, including collective bargaining, unfair labor practice proceedings, teacher discipline and dismissal proceedings, and contract grievance arbitration. Current events and contemporaneous developments will provide the backdrop for the course materials and class activities. Topics will include: tenure, reduction-in-force and seniority rights, and teacher accountability and evaluation of professional personnel under new education reform legislation; public sector bargaining trends in Illinois and nationally; the 2012 Chicago Public Schools teachers strike; LGBT issues, free speech, and workplace right of privacy.

Loyola has prepared you to think like a lawyer. In this intensive Boot Camp legal practice seminar, learn to be a lawyer. This seminar will help bridge the gap as you transition from law school into private practice. You will gain the personal skills, practical skills, and business sense to succeed in your legal practice from day one. Among other things, you will learn to think and behave like a practicing attorney. You will learn how to create professional correspondence, organize your practice, interact with colleagues and staff, and build a consistent book of work. You will also learn substantive litigation and transactional skills that will enhance the quality of your legal practice from day one. And you will hear from prominent attorneys in the community as to what they look for in new lawyers and what makes a successful new lawyer.

An introduction to and analysis of the concepts and doctrines that govern the procedure followed in civil litigation, with a focus primarily on litigation pre-trial, reflecting reality. For example, various aspects of jurisdiction to bring suit, choice of law (Erie), as well as pre-trial process, including joinder of claims, parties, and discovery and motion practice are covered. Emphasis is placed on practice in the federal trial courts.

The class will strengthen students' analytical and reasoning skills. By the end of the course students will have a better understanding of how to read and extract information from cases, and synthesize multiple cases into law, as well as apply that law to new fact patterns.

Philosophy of Law: Legal and Moral Issues of Economic Sanctions. This course will start with a brief overview of economic sanctions in the contexts of international relations and global governance, and will then look closely at the issues of effectiveness and humanitarian impact. Throughout the course we will draw on materials from a number of sanctions regimes, including South Africa, Cuba, Iraq, and Iran. We will examine a number of ethical topics, looking at the issues of intent, consent, and moral agency in the context of economic sanctions. We will also look at a number of legal issues: whether sanctions come into conflict with international human rights law, such as the International Covenant on Economic, Social, and Cultural Rights; the problem of extraterritoriality; and the recent cases coming out of the European Courts on asset freezes, such as the Kadi case.

An introduction to the United States Constitution. Subjects include the role of the United States Supreme Court, federalism, separation of powers, and individual rights under the Constitution. Particular attention is paid to judicial power and judicial review, national legislative power including commerce power, commerce clause limitations upon state power to regulate, and presidential power and authority in both international and domestic affairs. In addition, the course covers individual rights under the equal protection and due process clauses of the 14th Amendment to the Constitution.

This one-time experiential offering will pull students into the fast-moving world of refugee law, policy, and practice. Students will join a lecture, held once a week, as they take on refugee cases in a "pop-up clinic" setting. Three day-long weekend clinical sessions will be held throughout the semester.

No course description is available

This is a Skills course. The course will cover the elements necessary to implement a basic compliance and ethics program in a company. Students will become familiar with the basic principles of the Federal Sentencing Guidelines that define an "effective" compliance program. Students will learn the fundamentals of the job of Chief Compliance Officer by working with compliance issues in the media, commercially available compliance training programs and compliance techniques used in major corporations.

For many years, the field of psychology focused primarily on mental illness. But more recently, many psychologists have begun to analyze happiness and to study the ways in which all people, healthy or ill, can increase their enjoyment of life. This course will explore the new field of hedonic psychology, evaluating its methods and examining its findings. We will consider whether legal policy can or should be shaped by these findings in an effort to help people become happier.

Students from various disciplines including communications, law, medicine, nursing, public health, and/or social work will learn the fundamental components for good writing and communication with patients. With a focus on low health literacy populations, students will review various documents that patients need to understand for making decisions about their health and wellness, for realizing their health care rights, as well as for ensuring their safety while using health care products. Students will have an opportunity to identify poor communications illustrated within medical appointment details and medication instructions, informed consent documents, medical power of attorney forms, arbitration agreements, and healthcare marketing material. Students will write collaboratively, and problem solve through simulated exercises and hypotheticals to determine how their respective professions can work together for addressing issues of low health literacy and in doing so enhance health equity. Relevant learning outcomes and skill development include: interprofessional teamwork, analysis, as well as written and oral communications.

The course will examine the lawyer's role in business transactions by looking at examples of two decidedly different transactions - the negotiation of commercial real estate leases and the structure of the purchase, ownership, and operation of a corporate aircraft. The practical skills and knowledge acquired by examining these examples can be applied to virtually all commercial transactions. The class will consider the art of negotiating those transactions - and will focus on the role of the lawyer in those negotiations. We will consider a variety of negotiating strategies and how to deal effectively with opposing counsel who may, or may not, share your particular strategy. In addition, the class will examine a corporate aircraft transaction - with a myriad of parties and opposing interests and regulations - with the goal of appreciating the juggling and balancing necessary to achieve the best result possible. Along the way, we will look at how there is not ONE way to do things, rather there are many ways and many strategies. The rules and processes taught in law school are there to provide guidance; they are not hard and fast rules about the way that a transaction must be done. That's one of the benefits of being a transactional lawyer - the rules are set by the parties as they negotiate. Students will be evaluated on the basis of classroom participation and attendance, a paper, and , in lieu of final exam, a one-on-one negotiation session with the instructor. Regular attendance is expected; if a student cannot attend class, please notify the instructor.

An analysis of the formation, transfer and termination of contract rights and duties, and the legal and equitable remedies available upon breach of contract. This is a Juris Doctor Required course.

The objectives of the course are to hone research skills, learn judicial writing skills, observe the rules of civil procedure in action, follow judicial ethics, and learn the appropriate etiquette in working with a judge and judicial law chambers staff. Students will work in a judicial chambers for 2 or 3 credits (110 hours or 165 hours of work respectively) and also complete the weekly course. The course will focus on building the skills to make this a successful experience by providing research, writing, and ethical scenarios and to translate the experience for future career planning. Students will present on a topic approved by the course instructor related to the judiciary.

No course description is available

On its website Loyola University Chicago defines itself as "Chicago's Jesuit, Catholic university." It also makes clear that Loyola is fiercely dedicated to promoting "social justice." Likewise, in its Mission Statement, the Law School claims to be "inspired by the Jesuit tradition" and that it seeks "to prepare graduates who will be ethical advocates for justice and equity." Did you ever wonder what this means? What is the justice that Loyola claims to support? There are, of course, many ways of defining justice, and many critical perspectives through which law may be examined: Law & Economics, Legal Positivism, Classical Liberalism, Rawlsian Welfare State Liberalism, Legal Feminism, Legal Realism (and its successor Critical Legal Studies) and Critical Race Theory. For each of these schools of thought there is a whole body of literature that addresses the basic questions of jurisprudence: What is law? What is justice? And what is the relationship between the two? What are rights? And where do they come from? How are law and morality alike, and how are they different? Is law simply the exercise of coercive power or is it something more? There is, in fact, an older school of thought from which these others are derived - a tradition that matches them in depth and rigor. The Judeo-Christian tradition has been thinking about questions of law and justice for well over two millennia. Moreover, since the late 19th century, with the advent of industrialization and urbanization and the new social problems brought on by these phenomena, the Catholic Church has been offering its reflections on questions of law and justice in a body of thought known as Catholic Social Teaching. This literature is composed of papal letters (called encyclicals), documents from the Second Vatican Council, and other magisterial texts. In the course we will read samples of this literature as we think about contemporary problems and possible legal solutions: poverty, racism, capital and labor, globalization, war and peace, environmental deterioration, the family, marriage and sexuality, cultural and religious pluralism. The course will not, however, simply be an historical review of abstract concepts and ideas within the tradition. Law is a practical art, and legal concepts and theories have meaning in application. They are best understood when their consequences are laid bare. Thus, in conjunction with the various documents from Catholic Social Teaching described above, students will also read a number of cases that will help them examine the meaning of these ideas in concrete terms. The aim of this two credit course is philosophical analysis and critical reflection. To this end, students will be required to submit a 2-4 page reflection paper every other week. The goal is for students to emerge from the course not only with a better understanding of law and justice, but with an appreciation for what their own beliefs might mean in the practice of law. The option of a third course credit is available for students who are willing to write an additional paper of at least 20-pages.

This course introduces the elements of crime by teaching principles that apply to many crimes. These principles include the nature of criminal acts and of criminal fault, as well as defenses such as self-protection. Homicide and other specific crimes may also be discussed, as may theories of punishment. The primary materials are statutes -- in particular, the Model Penal Code and/or the Illinois Criminal Code. This is a Juris Doctor Required course.

This course will provide an overview of U.S. asylum law and procedure, as well as international refugee law. Additionally, we will explore the politics and ethics of bordering practices, both domestically and internationally and within our own communities. In lieu of an exam, students will write a final paper.

This course explores the disproportionate environmental burdens borne by communities of color and low-income people in the United States and the role of law in contributing to these inequities and in addressing them.

Criminal Law Seminar: Sentencing This course examines the modern sentencing system in the states, the federal criminal justice system and internationally. It includes such topics as: the origins and development of sentencing laws and policies; the purposes of punishment; the modern sentencing reform movement; the role of discretion in sentencing and its regulation; mandatory minimum sentencing; sentencing guidelines; race and sentencing; capital punishment; and alternative to incarceration.

The objective of GBV: Law, Practice, and Policy is to expand students' knowledge and understanding of the web of laws addressing gender-based violence while building practical civil litigation skills The course will begin by reviewing principles of gender- based violence and protections around safety, while also working with students on how to provide trauma-informed advocacy in intaking and representing a GBV survivor in practice. The course will cover civil state and federal housing and family law protections available to survivors of GBV while working through the building blocks of litigation in Illinois circuit courts: drafting a petition, motion to dismiss, and other responsive pleadings, and conducting an in-class oral argument and mediation. This course will help students understand not only the existence and purpose of laws protecting survivors of gender-based violence, but will also give students the opportunity to experience the challenges and considerations in the practical application of these laws in representing survivors in civil court.

The class covers the rise of the carceral state from the 1970s onward, with a particular focus on the disproportionate impact on Black and Brown people. We trace the roots of the carceral state to slavery and its end, and then move into the war on drugs and war on crime. We will spend the semester exploring the causes of the carceral state (or mass incarceration), its consequences, particularly with respect to families and children and public health, and then we focus on how to address changes to it. Readings vary from poems and law review articles by people who have been formerly incarcerated to scholarship by historians and activists, and political scientists, and a few cases from the Supreme Court. We will have a few guest speakers throughout, as well. There are two short reflection papers assigned (6 pages each) and students are expected to participate in class discussion.

This course teaches students to apply economic reasoning and empirical analysis to understanding legal issues. This course highlights the relevance of an economic approach to the foundations of the American legal system, including property, torts, contracts, criminal law, constitutional law and civil procedure. The use of law and economics is not confined to any particular world view or policy position, this course emphasizes the broad range of analytical tools that law and economics and empirical legal studies gives lawyers and legal scholars.

Examines the growing importance of intellectual property in the international context. Covers the scope of protection granted trademarks, copyrights and patents in foreign jurisdictions so that effective comparisons can be made between foreign and domestic law. Explores the scope and substance of international treaties. Strategies for obtaining cost effective intellectual property protection in the global economy will be examined.

The study of the legal principles governing intellectual property, personal property and real property, including the study of conveyancing, co-ownership, donative transfers, eminent domain, estates and future interests, landlord-tenant, land use controls and title assurance.

This class is designed to be a space for reimagining our world, and how we, as lawyers and future lawyers, can work to dismantle the systems of White supremacy and oppression that incarcerate, punish, and harm Black and brown people in the U.S. while failing to prevent, address, or repair harm or facilitate accountability. Abolition is not just about the dismantling or absence of systems, but as Ruth Wilson Gilmore states, abolition is about presence. Movement lawyering/community lawyering is about taking direction from directly impacted communities and from organizers, as opposed to imposing our leadership or expertise as legal advocates. What can we work to build that is life-affirming instead of life-destroying, that is in solidarity and not another manifestation of the underlying problems? This class will discuss the difference between reform and abolition, the history of abolitionist organizing in Chicago, and the historical and current role of lawyers in social movement.

This course will explore mass incarceration and conditions of confinement globally, and compare and contrast racial and ethnic disparities in incarcerated populations, the global use of pretrial detention, its disproportionate impact and use on marginalized populations, and the sentencing and prison practices of countries such as Germany, the Netherlands, and the United States. The course will focus on the disproportionate impact of punishment and incarceration on those from Black and Brown communities and on migrant and refugee populations.

The objective of this course is to explore the history, evolution, and racial impact of tax policy in the United States. Students will explore the various theories of taxation's role in modern day society; examine the purpose and intent of tax on incomes, consumption, "sins" and assets; highlight the role interest groups play in tax policy and discuss the disparate impact such policy has on communities of color (namely black and brown). Students will be tasked with learning and discussing the intricacies of federal and state and local tax law. They will also write a tax policy that seeks to encourage and/or discourage a societal behavior, which will be discussed and analyzed from various stakeholders' perspectives.

A basic course in the substantive law governing compensation for injuries to property and to the person. Considered are intentional wrongs, negligence, malpractice, products liability and strict liability; invasions of personal integrity and emotional well-being; injury to tangible and intangible rights in property; liability insurance and alternatives; and damages. Other risk-bearing alternatives are considered and contrasted with the traditional common law theories. This is a Juris Doctor Required Course.

The climate crisis is in the news on a regular basis, as wildfires, melting glaciers, mega-storms, floods, droughts, heat waves, and rising sea levels wreak havoc all over the world. While the climate crisis has often been depicted as a technical problem requiring technical solutions, this course will examine the emerging body of legal scholarship, reports by UN human rights experts, and case studies on the relationship among climate change, racial injustice, and international law. It will analyze the ways that international law contributes to these intersecting injustices and how international law can be used as a tool of transformation and resistance. Caused primarily by the greenhouse gas emissions of the world's most affluent inhabitants, climate change is an injustice because its impacts are experienced most acutely by those who contributed least to the problem and have the fewest resources to protect themselves from harm. These include Indigenous peoples, the small island states, racial and ethnic minorities, poor people, and those who reside in climate-vulnerable geographic regions, including tropical, coastal, and agriculture-dependent low-income countries. While most analyses of climate injustice focus on the impacts of climate change, this course will take a deeper dive into the origins of the fossil fuel-based global economy, and the harms it inflicts on states and peoples racialized as inferior throughout its life cycle historically and currently. For example, the Industrial Revolution, which launched the age of fossil fuels, was made possible by colonialism, slavery, and the international law doctrines that justified and facilitated these practices. In the post-colonial period, international law gave primacy to the rights of foreign investors engaged in natural resource exploitation, at the expense of the states and local communities in which these projects were located. These doctrines enabled European and settler colonial states to control the world's petroleum reserves in collusion with autocratic petro-states and transnational corporations. They also produced corporate impunity for human rights and environmental violations. Today, the extraction, processing, and combustion of fossil fuels has created "sacrifice zones" all over the world in territories belonging to peoples and nations that were colonially designated as inferior.

This course will introduce students to the issues that arise in merger and acquisition transactions. Students will study the legal framework within which merger and acquisition transactions and the negotiation and documentation of such transactions take place. Students will analyze the considerations involved in selecting various structural alternatives for merger and acquisition transactions, examine the dynamics of the merger and acquisition transactions negotiation process, investigate the various stages of merger and acquisition transactions and focus on the lawyer's role in adding value to such transactions. Students will also have the opportunity to study, evaluate, draft and/or negotiate various types of documents that are commonly encountered in merger and acquisition transactions (such as, confidentiality agreements, employee retention agreements, investment banker engagement letters, letters of intent and purchase and sale agreements.) There will be a take-home final examination. Students taking this class would benefit by having previously taken Business Organizations and Securities Regulation; these classes are not, however, required to take the course.

Law 166-001 (Seminar): This online seminar addresses substantive education law issues and skill development tailored to the practice of education law. Topics to be explored may include systemic reform litigation in education law, special education litigation, school discipline reform, the role of implicit bias in school decision-making, litigation related to trauma-informed practices, bullying litigation, and receiving feedback. This seminar may optionally be paired with a field placement in the area of education law. Placement options include local organizations, school districts, law firms and government agencies. Students must separately register for the field placement component for 1-3 credits (Law 166-002). No permission is required for the seminar portion of this class. Students may enroll in this seminar without registering for the field placement component. Students registering for the field placement component (166-002) must enroll in the seminar component (166-001). This course satisfies the Skills and the Bias, Cross-Cultural Competency and Racism (BCCR) requirements. Law 166-002 (Field Placement): This section is the field work component of the Education Law Practicum. Students have the option to work in one of a variety of local placements where they will work under the supervision of practicing attorneys. Students may choose to provide either: (1) direct representation and legal assistance to children and families in need of special education services; or (2) representation of school districts in education law matters. Students may also work on educational policy matters. Placement options include local organizations, school districts, law firms and government agencies. Students may also participate in Loyola¿s Educational Advocacy Project as an alternative to an external field placement. For part-time students interested in placements outside of the Chicagoland area, additional placements can be identified and approved on a case-by-case basis. Students may register for 1 to 3 credits, depending on their level of time commitment to the field work and agreement of the placement supervisor. Because you will need to identify and obtain a field placement, permission of the instructor is required. If you are interested in participating in the Education Law Practicum, please complete this form: https://luclawschool.formstack.com/forms/application_for_the_education_law_practicum&r=&t=0&bc= . You will need to separately apply for a field placement, which you may do in advance of applying for the Practicum or after applying for the Practicum and receiving additional information on placement options. This course counts as an Experiential Learning (Live Client Experience) and a Skills Course. Law 166-003 (SUFEO): This section of the Education Law Practicum is restricted to students working on education law cases through Stand Up for Each Other Chicago (SUFEO). The course seminar will provide skills-building tailored to direct representation of students and families on school discipline, bullying, special education cases, and other education law matters. Students will be provided with guidance and supervision regarding practical and ethical issues related to representing children and families in these cases. Students will also work on aspects of the SUFEO project, including client intake, case advocacy, legal drafting, outreach to local organizations, know-your-rights trainings, training and mentoring to law student volunteers working on the project, and policy and systemic advocacy to address the barriers experienced by SUFEO¿s clients. (Ross/Moran) Stand Up for Each Other (SUFEO) Board Members will automatically be granted permission to enroll in this class. Other students who would like to seek academic credit for their participation in SUFEO's educational advocacy work should complete this form: https://luclawschool.formstack.com/forms/application_for_the_education_law_practicum&r=&t=0&bc

The objective of this course is to understand the laws and policies, politics and financial systems in our country that established and sustained segregation, creating our cities' black slums, ghettos and urban neighborhoods. The course would address federal, state and local legal systems, with particular emphasis on Illinois and Chicago. It would cover the Fair Housing Act as well as the Kerner Report; FHA policies, including the Underwriting Manuals that led to redlining; zoning laws and urban planning; public housing and HUD's HOPE VI program; the legality of restrictive covenants; as well as case law related to each of these areas. And finally, this course would address where this has led us to today: the policies, laws and regulations that have attempted to reverse segregation, and those that continue to allow discrimination to continue by exploiting and financially devastating minority neighborhoods.

This course is for students who have already completed the Education Law Practicum seminar course and field placement. Students will build on the knowledge and skills gained through the Education Law Practicum by engaging in a second field placement, either with an organization or firm where they have been placed previously or with a new education law-related placement. More information about available placements is available on Pearson. The application form is available here. The seminar component of this class will be conducted in-person for 6-8 sessions; the days and times will be selected based on instructor and student availability. This course includes an instructional component that includes seminar discussions and individual meetings with a faculty member to develop skills, enhance understanding of ethical and other practice issues, and discuss cases and legal issues in students field placements. The class aims to deepen students knowledge of current legal and policy issues related to educational inequity, with a focus on race, ethnicity, disability, gender, and their intersection and the role of lawyers in addressing educational inequities. Students have the option to work in one of a variety of local placements where they will work under the supervision of practicing attorneys. Students may choose to provide either: (1) direct representation and legal assistance to children and families in need of special education services; or (2) representation of school districts in education law matters. Students may also work on educational policy matters. Placement options include local organizations, school districts, law firms and government agencies. Students may participate in Loyola's Educational Advocacy Project as an alternative to an external field placement. Students may register for 1 to 3 credits, depending on their level of time commitment to the field work and agreement of the placement supervisor.

This is the broad survey course on Natural Resources Law. We will explore the protection and multiple uses of natural resource systems; regulation of federal public lands; forests; the National Park System; the Wilderness Preservation System; tribal lands; fish and wildlife management (including the Endangered Species Act and other sources of protection for fisheries and marine mammals); and rangelands. There will be a take-home final exam and in-class presentations.

The primary goal of this course is to learn the fundamental or basic principles of the international trading system contained in the General Agreement on Tariffs and Trade (GATT) and the treaties of the World Trade Organization (WTO). Students will learn how rules of the GATT/WTO legal system are made and how they are used in domestic legal systems such as the United States. There are five additional learning goals in this course. First, students will gain factual knowledge about how the WTO is run and how disputes are resolved among WTO member countries. Second, students will learn to analyze and critically evaluate how GATT/WTO legal rules are applied in specific cases with a view to gaining and improving their problem solving skills in international trade law. Third, students will gain a broader understanding of how law works in an increasingly global and heterogeneous world and how the proliferation of mega-regional trade agreements and trade wars and COVID-19 have affected the global trading regime. Fourth, the course will promote student interest in learning more about international law on their own including where to find the resources they need for further study. Finally, the paper requirement in the course will develop writing and argument skills.

This course will examine the role of the law in replicating our nation's racial hierarchy as manifest across indicia of socio-economic well-being. The class will also analyze various legal means for disrupting this hierarchy. In particular the court will assess the underlying legal dynamics of all material racial disparities along with legal solutions for the diminution of such disparities. The course will take a social justice approach to the continued influence of race on social well-being. As such, the course will focus on the legal system's ability to secure broad-based and sustainable human development, and to actualize the full potential of the entire US population. The course will consider theories suggesting that law should promote the common welfare and secure liberty for all.

This course will focus on the various legal and practical considerations that attorneys must face both during and following the jury selection process. The course will cover: constitutional issues; what must be proven to establish bias; the role of trial consultants (particularly in high profile cases); challenges to the array, challenges for cause and peremptory challenges; timing and procedural limitations; the significance of group dynamics; questioning techniques and the use of questionnaires; problems at trial and during deliberations; and the extent to which the parties may be entitled to examine prospective jurors in various areas of inquiry (such as occupation, education, knowledge of the case, legal and government experience, religious and educational beliefs). Students will participate in mock voir dire, prepare a draft questionnaire, and complete a final paper (7-10 pages).

Learning litigation skills task-by-task can leave the young practitioner with little guidance on how to form the overall strategy necessary to develop and present an effective civil case. While covering a wide range of specific skills, including opening statement and closing argument, the careful researching of local rules, techniques for examining witnesses, techniques for oral argument and applying a structured approach to settlement negotiations, this course will emphasize the aspects of these skills that support an overall civil litigation strategy. This course will require students to review a variety of materials in preparation for class, to participate in in-class exercises and to submit written work that displays the learning acquired through the in-class exercises. Evaluation of each student's performance will be based primarily on the student's written work.

The majority of practicing lawyers represent businesses or individuals with business or investment interests. Unfortunately, the majority of law students have had limited exposure to business law and the first year curriculum offers few opportunities to explore this area. This course is intended to expose first year law students to the fundamental issues and perspectives that pervade business law. The goal is to make these topics accessible to all students, particularly those who have not taken many, if any, undergraduate courses in business, economics or accounting. The course will be divided into three segments. The first segment, entitled "The Law of Business," will introduce students to fundamental business and tax law concepts as well as transactional issues that business lawyers confront. These issues include the alternative ways of organizing a business (corporation, partnership or limited liability company) and the alternative ways of structuring a business acquisition or merger. The second segment, entitled "The Ethical Practice of Business Law" will explore the pressures on new lawyers to conform to an existing culture, how lawyers get into trouble, and how business law can be practiced in an ethical manner. The third segment, entitled "Developing a Financial Mindset" will introduce planning tools (e.g., the time value of money, compound interest) and the planning process in the context of both personal financial planning and business planning. Certain classes may be taught with other professors and practicing lawyers. There will be no final exam in this course. Students will be required to take a mid-term exam and to submit a short final paper. Class participation may also be taken into account. Students will also be expected to read the Wall Street Journal on a daily basis. This course is available to first-year students only.

No course description is available

Students read and analyze legal authority and learn how to apply the legal authorities to particular fact situations. Through a series of legal memoranda writing assignments, students develop their analytical and writing skills. Students are taught legal research methods through written exercises, research memos, and lectures. Second semester, the course builds on the basic writing, analysis, and research skills students have learned first semester and introduces persuasive writing skills. Students also learn how to present an oral argument to the court. Computerized research techniques are included in the course. In order to provide significant opportunities for instructor feedback, the first-year writing classes are organized into sections of approximately twelve students. Each section is staffed by both a legal writing instructor and a student tutor. This is a JD Required Course.

This course is an introduction to the tools and sources of legal information you will need during your first year of law school and beyond. This course is a pass/fail component of Legal Writing I.

This 1-credit International Human Rights field study course will be co-taught by the School of Law and the School of Education to gain an interdisciplinary perspective on the advocacy work of international sites such as NGOs, schools, and international organizations in Rome. These sites are at the forefront of promoting and protecting human rights and fundamental freedoms of individuals or groups within the city of Rome, Italy and the Mediterranean. This is a pass/no pass course that will be delivered with the materials covered asynchronously for a total of 8 hours prior to May 25th followed by applied learning during specific site visits to be conducted on tentatively Sunday, May 26, the afternoons of May 28 and 29th. This course will have a 5 pages or 2500 word paper requirement due 4 weeks after the Rome Program ends.

Students read and analyze legal authority and learn how to apply the legal authorities to particular fact situations. Through a series of legal memoranda writing assignments, students develop their analytical and writing skills. Students are taught legal research methods through written exercises, research memos, and lectures. Second semester, the course builds on the basic writing, analysis, and research skills students have learned first semester and introduces persuasive writing skills. Students also learn how to present an oral argument to the court. Computerized research techniques are included in the course. In order to provide significant opportunities for instructor feedback, the first-year writing classes are organized into sections of approximately twelve students. Each section is staffed by both a legal writing instructor and a student tutor. This is a JD Required Course.

This 2 hour course will examine the legal profession which remains one of the least diverse of American professions. Lawyers have unique and varying roles as counselors, advocates, confidants, government officials, adjudicators, and civic leaders. In this course, students will have an opportunity to learn about the legal profession's diversity and inclusion history and challenges, organizational and individual roles and strategies, and current research. This course will engage students with lectures, guest speakers, group discussion, and readings--all materials will be provided by instructors. There will be no cost to the students for materials utilized in this course. There will be a final presentation where students can discuss and elaborate on important topics in the legal profession. Students will gain a deeper understanding of how diversity and inclusion efforts intersect with professional responsibility and its impact on social justice.

The Bar Exam Writing Skills courses focus on refining your memorization, analytical and writing skills and all skills that are necessary for the bar exam. Whether you need practice writing essays or synthesizing the facts and law and producing a legal work product, these courses will help you master your test-taking skills. This is a Bar course.

One credit workshop focusing on dispute resolution in an employment setting. Workshop takes place over two days. Both the first and second day of the workshop involve resolution of an EEO complaint in full length simulations -- the first day using mediation, and the second day resolving the dispute using arbitration. Students are expected to read and research in preparation for both days of the workshop. Participation in the one credit workshop requires attendance in an evening Human Resources and Employment Relations (HRER) course. Students will be assigned to teams and will begin working with HRER team members at this evening session. Each workshop day is followed by a debriefing session. All participants will be observed and evaluated by employment attorneys skilled in ADR. Enrollment is limited to students simultaneously enrolled in Professor Sacha Coupet's other ADR course and students who are seeking an intensive mediation and arbitration experience in addition to that provided by the foundational ADR course.

This course provides an overview of statutory, administrative and case law affecting Illinois school districts. Legal issues addressed include: powers and duties of the school board; compliance with open records and open meetings laws; teacher tenure, evaluation, reduction-in-force, and for cause dismissal; collective bargaining and labor dispute resolution; legal aspects of supervision, teacher/school liability, common law and statutory immunities; mandated child abuse reporting. Student issues include state law requirements pertinent to residency; discipline, drugs/weapons offenses, suspension and expulsion; federal and state student confidentiality laws.

Academic tutors assist first-year students with their doctrinal courses. This assistance includes holding office hours, reviewing outlines, and conducting skills workshops. Tutors are selected through an interview process. Academic Tutors receive up to two hours of ungraded credit for each semester in which they tutor.

The sexual exploitation and trafficking of minors has reached a crisis point, both in the United States and abroad. The United States Congress has responded to this ever-increasing threat by passing extensive legislative enactments aimed at deterring this pernicious activity, providing severe - and often controversial - punishment for those who engage in it. While federal and state prosecutions in this area are at an all-time high, law enforcement and prosecutors continue to miss critical opportunities because they fail to fully understand the nature of the threat, and lack a solid grasp on the integrated arsenal of statutory tools at their disposal. Similarly, members of the judiciary, as well as victim advocates and pretrial service officers, may appreciate the laws on the proverbial books, but often lack familiarity with the sophisticated means employed by organized criminal group and the role of public corruption involved in the large-scale exploitation of children. They also misunderstand the rationalization through which individuals engaged in the exploitation of children tend to self justify their conduct, and have never confronted the statistical realities challenging the belief in meaningful rehabilitation of sex offenders. Put simply, although the complex and inter-related legislative anti-exploitation and anti-trafficking framework is now the firmly established law of the land, its theoretical and practical nuances are widely misunderstood, and indeed are all too frequently not understood at all, by the very professionals entrusted with the difficult task of protecting humanity's most vulnerable. This seminar will start with the statutory analysis rendered more comprehensible through the vehicle of real-world examples from the experience of Judge Kendall who will explain the history and present-day reality of the federal response to child exploitation. The seminar will analyze the various laws that govern the roles of the stakeholders: prosecutors, defense attorneys, judges, immigration officials, pretrial services officers, and victim advocates. The seminar will further explore all of the victim issues that make these cases complex and challenging. Students will explore victims' needs, rights, and opportunities for redress including restitution and expungement of criminal records. Students will hear first hand from federal agents who have prosecuted human trafficking cases; will see and hear the evidence presented to federal juries, will hear from a victim of the crime, and will learn from those victim advocates who seek to redress the harms inflicted upon victims. The seminar will span two days and have multiple speakers and employ an interactive question and answer format. Students will be required to submit a 15 page paper on a topic of interest from the seminar for a final grade. This is a Skills course.

This seminar will examine the varied legal issues that have spawned (and continue to spawn) in the video game space. Still a relatively new industry that continues to evolve at a breakneck pace, video games require lawyers to address substantive areas of law in new ways, particularly copyright and trade. This course will be taught at IITChicago-Kent Law School.

This class will examine the ways countries attempt to regulate sex trafficking. This class will compare and contrast the Nordic and Dutch models of sex trafficking legislation. This class will engage a comparative analysis of each of the aforementioned nation's attempts to regulate sex trafficking, as well as relevant statistics.

In this course, you make the choices that lawyers make in real-world cases. We break down how to apply statutes to fact patterns in a repeatable, step-by-step method, using excerpts from the Model Penal Code. We also hone skills such as eliminating errors in writing. Finally, we question some of the core values underlying our laws. There is no exam, and the grade is based primarily on class participation and on a final presentation in which you discuss a topic of your choice.

Drawing from their legal and personal experiences the students will actively participate in this seminar styled course which examines complementary articles, films, Jesuit documents and Sacred Scripture as objective criteria for their personal reflection and class discussion. The goal of the course is to formulate and hone the skills of reflection, meditation and contemplation as means of developing a spirituality garnered from a Jesuit perspective. Students will be expected to present and lead classroom discussion, submit a brief weekly reflection paper, and present a summary at the end of the course. (Costello)

An evaluation of the rules used to present information to a fact finder in a trial. The three primary units are the rules of relevancy, the rules governing witnesses, and the rule against hearsay. In addition, time is spent on privileges, writings, and demonstrative evidence. The Federal Rules of Evidence provide the focus. This is a Bar course.

The course will focus on the post Civil War constitutional amendments (13th, 14th and 15th Amendments) and the various federal civil rights statutes that have been enacted thereafter in both the 19th and 20th centuries. These laws as a whole are designed to guarantee that all Americans receive equal treatment under law.

This course covers interdisciplinary, critical perspectives on race and racism and the roles of law and history in shaping the meanings of race in the United States. We will study the histories of the major racialized groups in the United States: African Americans, Indians, Latinos/Latinas, Asian Americans, and Whites. We will also study the differing implications of enslavement, conquest, colonization, and immigration. We will explore how race and racism play out in selected areas such as equality, education and crime and explore significant current events and findings such as: important studies of implicit bias; the Voting Rights Act and allegedly race-neutral restrictions on voting; disparate treatment of minorities in the criminal justice system; and demographic changes and their implications. I expect each student to complete a 25-page research paper on a subject of her choice related to the course. I will work with you to develop a topic and to organize your research in productive ways. Your final grades will be based primarily on your papers, together with your preparation for and participation in class. I.E., you must also do the reading for the course to get anything out of it. There is no final exam in this course. This is a Skills course.

The Domestic Violence Law Practicum provides students with a live-client experience (LCE) through the provision of legal advice and brief services to families served by supervised visitation-exchange centers as part of the Justice for Families program. Student LCE work will be supervised by an experienced domestic relations attorney. Students who participate will be required to attend a seminar designed to complement the LCE work. Students will gain experience with a range of lawyering skills including client counseling, case planning, and written and oral advocacy. The practicum will provide students with training on the substantive law of domestic violence, family law and other areas of law that are likely to impact clients served by the supervised visitation centers. Supervised visitation center clients will sign up for advice an counseling sessions with law students on weekends and possible weeknight appointments. Parents who are utilizing any of the supervised visitation centers will need advice and brief service regarding modification or adjustments to the visitation related remedies in their Order of Protection. Any motions which follow this limited pro se support are filed on a self-represented basis and will not include student court appearances. Referrals for legal representation will be offered in instances in which this is appropriate.

Women & Leadership is a one credit, seven week seminar course for law students that examines the obstacles (internal and external) that prevent women from reaching leadership positions in proportional numbers. Over the course of seven weeks, students engage in dialogue in response to assigned readings and self-assessment tools. Students also hear from female leaders working in different areas of legal practice who will discuss their experiences and the decisions that helped shape their careers. Grading is based on participation and a final paper.

Anthropogenic climate change has become one of the most significant environmental, economic, and societal challenges confronting the global community. This seminar will explore the legal, political, and scientific challenges involved in addressing and responding to climate change. The class will consider international strategies and laws, including the Kyoto Protocol, the Paris Agreement, emissions trading schemes, and approaches to involving the developing world in climate change mitigation.

This course examines the history, theory, and jurisprudence of the First Amendment, with particular emphasis on the speech, press and religion clauses.

This course examines the rules by which federal administrative agencies operate, including the source of administrative authority and procedures governing the exercise of that authority, and considers problems of delegation, agency rulemaking, adjudication and enforcement powers, judicial review of administrative action, and due process requirements.

This variable credit course may be repeated for a maximum of four credits.

This course examines the law of consensual liens on personal property under Article 9 of the Uniform Commercial Code. (I know; it sounds boring, but it's actually pretty cool.) The course deals with the use of personal property (both tangible and intangible) as collateral to secure payment or performance obligations. Course materials cover creation of the security interest, effectiveness of the security interest as against the claims of third parties, priorities of claims between competing secured parties and other lien holders and rights upon foreclosure. Having spent my career as a partner-level transactional lawyer (corporate matters, secured debt work, securitization, bankruptcy) at two large firms (Mayer Brown and Kirkland & Ellis) as well as several years as general counsel at a NASDAQ-listed company, I want students to get a deep sense of the practical considerations that should inform their work with the UCC. Article 9 is also tested for the bar exam, so this course will have some immediate pay-offs for law students, irrespective of their intended career path. I will use anonymous polling software to facilitate class discussions. Class time will be split between lectures that give the essential principles of each topic we study and interactive question periods as we work through hypothetical problems contained in the text book.

Bar Exam Fundamentals is a two-credit course that will teach you the analytical and organizational skills necessary to enhance your bar exam preparation. In this pass/fail course, we will focus on a combination of substance and skill through the presentation of specific techniques for maximizing performance on all parts of the bar exam. The course will focus on the most heavily tested doctrine in three bar exam topics, exhibiting how those topics have been tested on the Multistate Bar Exam (MBE) and on the Multistate Essay Exam (MEE). In this class, you will learn and review heavily tested subtopics, learn essay and MBE test-taking strategies, increase proficiency in taking MBE questions, and learn how to write a passing bar exam essay answer. You will receive individualized feedback on written assignments that will help you hone your writing skills and give you the tools you need to successfully self-grade during bar prep.

This course will provide a comprehensive survey of basic bankruptcy law. We will devote roughly equal time to consumer bankruptcy and business bankruptcy. Throughout the course, we will touch on the economic, political, and ethical issues underlying bankruptcy's competing goals: providing overextended consumer and business debtors with a fresh start and satisfying creditors' claims in an orderly, fair way. There are no prerequisites. Students' grades will be based on classroom participation and a take-home final exam. (Krivinskas-Shepard) This course will provide a comprehensive survey of basic bankruptcy law. There are no prerequisites. Students' grades will be based on a take-home final exam. (Rosenberg)

This seminar will introduce students to the real world(s) of sports and entertainment law, examining the separate and distinct bodies of law and practices of both, while giving due to the many commonalities between the two fields, from intellectual property to professional contracts. As legal issues in both sports and entertainment law frequently appear in the headlines, this course will address up-to-the minute issues, while covering the seminal topics and cases within each, both in litigation and transaction. Guest lecturers may participate, as their schedules permit. As there will be efforts made to accommodate guests relevant to this course, the syllabus will be in flux. Further, attendance and class participation are required, making up a significant portion of the grade along with a take-home final examination. Reading assignments can be significant on a weekly basis relevant to the upcoming week's topic.

This course provides a general overview of the criminal justice process, and focuses on the constitutional and other legal requirements that affect law enforcement practices and procedures. Specific topics may include confessions and interrogations, identification procedures, arrest, search and seizure, surveillance, police entrapment, and the right to counsel. This is a Bar course.

This course is designed to provide a detailed examination of the criminal judicial process, pre-trial to post-trial, and includes an examination of: prosecutorial discretion, right to bail, pre-trial motions, double jeopardy, plea bargaining, discovery, jury selection, various trial issues, appeals, and post-trial remedies. This is a Bar course.

This course will explore the main differences in European and American Criminal Law and Procedure. It will feature a discussion of the Amanda Knox case, and discuss the different aspects of trial procedure in both systems.

The emergence of the Internet and digital technologies that enhance human abilities to access, store, manipulate, and transmit information has brought with it a host of new legal issues that lawyers preparing to practice in the 21st century will need to understand and address. This survey course will introduce and explore specific problems in applying law to issues arising on the Internet. Topics expected to be covered include the bounds of jurisdiction, privacy, governance and regulation, online commercial transactions, content protection (through intellectual property, contract, and technological means), and cybercrime. There are no prerequisites. Grades for the course will be based on a take home exam and class participation.

This course is a study of cases, statutes, and legal principles relevant to the formation, regulation and dissolution of the family unit, and to legal obligations which arise incident to the family relationship. The course considers: ante nuptial agreements, marriage, annulment, divorce, division of property incident to divorce, maintenance, custody, visitation, child support, adoption, termination of parental rights, and ethical issues. (R. Anderson) This course is a study of cases, statutes, and legal principles relevant to the formation, regulation and dissolution of the family unit, and to legal obligations which arise incident to the family relationship. The course considers: ante nuptial agreements, marriage, annulment, and divorce, division of property incident to divorce, maintenance, custody, visitation, child support, tax law, and ethical issues. (S. Coupet) This course is a study of cases, statutes, and legal principles relevant to the formation, regulation and dissolution of the family unit, and to legal obligations which arise incident to the family relationship. The course considers: ante nuptial agreements, marriage, and divorce, division of property incident to divorce, maintenance, custody, visitation, child support, reproductive technologies, adoption, and termination of parental rights. (K. Baker)

Students will represent pro se clients pursuing employment discrimination claims at mediations taking place at the Equal Employment Opportunity Commission (EEOC) or the Illinois Department of Human Rights (IDHR). Under the supervision of an experienced attorney, students will work in pairs and conduct an interview and counseling session, develop a negotiation strategy and represent the client at the mediation conference. Representation is limited to the mediation. Class time will be devoted to discussions of pending cases and assigned readings in client counseling, mediation advocacy, and basic employment law. This course, which has won high praise from both students and clients, is open to students who have some prior experience with interest - based dispute resolution through a negotiation, mediation, client counseling or ADR course or through participation on a team. LLM students are also eligible for this class. Eligibility for a Supreme Court Rule 711 student license (43 credit hours completed) is preferred but not required. This course counts as a Skills and Live Client Experience course.

Section 001 (2 credits) Human trafficking is one of the most egregious crimes that occurs both globally and domestically. While there have been improvements to both global and domestic responses to human trafficking, children who are compelled into forced labor and sexual exploitation continue to be the least identified cohort of survivors. This interactive and interdisciplinary seminar will explore the legal, social, and practical issues confronting children who are survivors of human trafficking, as well as an examination of efforts to prevent and intervene in this social problem. While the seminar will focus on unique issues affecting (international and US citizen) survivors of child trafficking, students will gain knowledge and skills that are applicable to other marginalized populations of children and youth, as well as adult trafficking survivors. The seminar will begin with an overview of a history of anti-slavery statutes and case law to provide a foundation for contemporary international human rights and domestic laws addressing human trafficking. Students will be introduced to various frameworks, including criminal justice, public health, gender-based, human rights, and abolitionist, to combat human trafficking. Students will analyze current research in the field, and explore interventions utilized by both legal, social and public health providers. Assignment and exercises will include mock interviews, critical analysis of legislation, and a final project addressing ways to advance the movement to combat child trafficking in the United States. Scholars and practitioners in the field will provide occasional guest lectures. Section 002 (1-2 credits) The live client experience (LCE) component of this course is available for a select number of students who are interested in augmenting the seminar with experiential work (legal research, advocacy, direct services) that intersects with child trafficking. This can include working on projects at the Center for the Human Rights of Children (CHRC), or placement at an off-site organization providing legal services to human trafficking survivors. Applications for Section 002 are required, and student selection will depend on the number of positions available at selected external sites and CHRC (minimum 6). Participants will be selected by Katherine Kaufka Walts, Director, Center for the Human Rights of Children. While students with a demonstrated interest in this topic will be prioritized, no prior training or experience is required. Note: 1L students are not eligible for LCE credits.

This course is a study of the basic legal devices available for transmission of wealth at death: intestate succession, the will, "non-probate" transfers, and trusts. Recurring themes include the special role of lawyers representing clients in these matters, the advantages and disadvantages of different wealth transmission techniques, and the social ramifications of our wealth transmission policies and laws. This is a Bar course.

Commercial Real Estate Transactions focuses on the basic principles of commercial real estate acquisition, financing, and development (including leasing). The course follows a mixed use commercial development project through acquisition (letter of intent through purchase contract and closing) and development (leasing/sale of condominium units). The course highlights the purchase and sale contract, easements, zoning and environmental regulations and closing; the loan process and financing issues; as well as leasing. The course emphasizes the role of the lawyer in real estate transactions and the broad issues involved in modern real estate practice.

The course surveys consumer law from a transactional perspective, beginning with issues of deception, including false advertising, related to consumer purchases. There is coverage of the law of consumer credit, including issues of discrimination, overpriced credit and deceptive credit practices, and standard form contracts of adhesion and recent Supreme Court rulings covering binding arbitration and class actions. Consumer remedies and special issues of consumer fraud on the Internet complete course coverage. The course is especially recommended for students interested in public interest law.

While Name Image Likeness (NIL) is primarily associated with sports, it touches a broad spectrum of individuals; businesses, retailers, fashion designers, magazines and museums; and agencies and organizations that represent musicians, athletes, artists and businesses. This course will examine the intersection of multiple disciplines through exercises in the NIL landscape.

This course will introduce students to practical cross-cultural negotiation and communication skills useful in international settings. The course will address the work of Geert Hofstede and the 6D cultural dimensions model as well as the writings of Edward T. Hall regarding high and low context communicators. Learning objectives include: understand basic interest-based negotiation theory; apply negotiation techniques to engage in a problem-solving conversation; identify culture clusters based on the Hofstede 6D model; understand personal cultural preferences in comparison to a country of interest; and use appropriate questions, listening skills and other communication strategies to increase understanding and obtain results that meet client needs and interests. Students will learn though assigned readings, simulated negotiations, feedback, and guest speaker(s).

This course will examine a variety of legal, policy, scientific, social, and ethical issues relating to genetics and genomics. This course will take an interdisciplinary approach to examination of these issues, drawing upon a diverse set of reading materials within the casebook. Topics to be covered include the intersection of law and science generally; genetics research and bioethical issues in human subject research; commercialization, ownership, and patenting; genetic testing and reproduction; gene therapy research and gene editing; access and liability issues; clinical applications of genetics research; and genetic privacy.

Students enroll in this course to receive credit for their work as Executive Editors on the International Law Review.

Students enroll in this course to receive credit for their work as Senior Editors on the International Law Review.

Students enroll in this course to receive credit for their work as Members on the International Law Review.

This course gives brief treatment to agency and covers partnership as an alternative to the corporate form. Principal emphasis is on the law as it applies to the organization and functioning of corporations. The course focuses on structure and mechanics, capitalization, distributions, organic changes, and duties and liabilities of directors, officers, and controlling shareholders. The federal securities acts are introduced with particular attention to Rule 10b-5. Substantial attention is given to the special problems of the close corporation. This course counts as a Bar course.

Refugee law is one of the most dynamic and rewarding areas of law. Nonetheless, in observing the administration of refugee law, we bear witness to some of the United States' most egregious human rights abuses and the abandonment, in some cases, of the rule of law. The goal of this course is to teach students the history of the norm of non-refoulement, in doing so to understand how political, religious, racial and other minority groups are intended to be protected (from persecution, from torture, and from death). Students will learn the history of the Refugee Convention-for whom the document was written, and, consequently, who is left out of protection (considering for example the treatment of victims of private-sphere persecution or climate refugees). Students will learn the role of xenophobia, racism, and subjugation of the "other" in this case the "alien"-other in administering the rule of asylum law. The class will contain a comparative analysis of refugee law under various international and domestic systems. Finally, students will learn about the treatment of child asylum seekers in the United States-namely, the treatment of children as adults in miniature and the "othering" that facilitates this deviant practice.

The course is designed for law students who are looking to supplement their existing knowledge of the language with Spanish that focuses on the legal field. Its main objective is to develop adequate communication skills that will allow you to advise Spanish-speaking clients on issues related to criminal, property, civil, labor, administrative, tax, commercial, and litigation law. We will work with real documents and texts, analyzing cases, as well as reinforcing knowledge of both Spanish in the legal field as well as of different branches of law in the judiciary system. Coursework will be carried out in groups, and a system of continuous evaluation will be implemented using assignments and projects. The course will also include a cultural component, the aim of which will be to understand, contextualize, and handle effective exchanges with Spanish-speaking clients. Passage of basic Spanish language competency exam is a prerequisite.

This 2 to 4 credit course will help students develop a broader understanding of the criminal justice landscape. Students will be exposed to practical and substantive issues, garner a better understanding for what it means to practice criminal law, and be exposed to current and historical policies that have helped to shape our criminal justice systems. This course includes a mandatory weekly classroom seminar as well as either a field placement or research component. Students who pursue the field placement option will work in an approved agency under the supervision of practicing attorneys. Students must secure unpaid externships on their own using each agency's own hiring procedures for law students. Past field placements have included the Cook County State's Attorneys Office, The Law Office of the Public Defender - Cook County, and Office of the State Appellate Defender, as well as various legal aid agencies and law firms that have criminal law as a practice area. Approved field placements are available on the Pearson system (https://law-luc.12twenty.com/Login). You may also contact the course instructor at bkantor@luc.edu for additional options or if you have questions about the placement component. Field placement students should register for section 1 seminar (one credit hour) & as well as section 2 (live client experience). Students seeking live client experiential (LCE) credit must enroll in the field placement section 2. Students must complete 55 hours at their placement for each hour of live client credit sought. Accordingly, students may register for up to 3 credit hours of section 2 if they anticipate completing 165 hours at the placement over the course of the semester. Students do not need to have a field placement to participate in this course. Students who do not to work at an approved field placement site will conduct in-depth research on an approved criminal law or policy matter during the semester. Students who pursue the research component will present their findings to the class at the end of the semester. Research students only need to register for section 1 (for 2 credit hours). Whether the student elects to do a field placement or research, each student will have the opportunity to observe courtroom proceedings during the semester. This is a graded course. There is no final exam.

This advanced intellectual property seminar course uses a simulated litigation format to implement the fundamental concepts introduced in the survey IP class. The goal is to provide students with "real-world" intellectual property litigation experience. Students will be divided into plaintiffs and defendants and will participate in various aspects of a theoretical dispute including prefiling investigations, discovery, claim construction for patents, and summary judgment. Through this process the course will cover both practical and substantive aspects of pre-trial intellectual property litigation practice.

This course will explore data protection, informational privacy, and cybersecurity laws around the world, and their intersection with civil rights. We will focus on laws that regulate technologies that can be used unfairly and discriminatorily, as in artificial intelligence, as well as policy strategies to promote fair and safe AI.

This course introduces and analyzes the basic concepts underlying the law of federal income taxation. Topics include gross income, identification of the taxpayer, deductions, and timing of income, characterization and recognition. These concepts are developed through the study of the Internal Revenue Code, Treasury Regulations and case law. Students who might be interested in pursuing the Tax Certificate MUST take this course in the Fall of their 2nd year. Prof. Kwall's section of this course is only open to first year full-time students who are rising to second year full-time status.

This course is intended to follow Federal Income Tax. It focuses on the income tax consequences associated with the three principal business forms: the corporation, the partnership, and the limited liability company. The tax issues confronted at the start-up, operating and winding-down phases are examined for each business form.

This course is intended to provide an understanding of basic accounting principles and their practical application in connection with the practice of law. There are no prerequisites and no requirement of a business background. Topics covered include fundamental principles of accounting for business enterprises; how to analyze and understand an income statement, balance sheet, and statement of cash flow; basic concepts of revenue recognition; conventions for capitalization versus expenses; and how to recognize possible manipulation of financial and accounting statements. Recent high profile accounting scandals such as Enron and WorldCom will also be explored.

Students enroll in this course to receive credit for their work as Associate Editors on the International Law Review.

This course will consider the dynamic nature of separation of powers in the American constitutional system, particularly with respect to the relationship between the executive and legislatives branches of the national government, but consideration will also be given to the role of the judicial branch and its interactions with the executive and legislative branches (to which the courts typically refer as the "political branches"). The readings will include some of the founding era documents, constitutional cases, materials such as presidential messages and statements, executive branch legal opinions, and secondary materials. Students will gain a working knowledge of the field through the required readings and develop seminar paper topics during the first part of the semester; they will present the results of their research to the class in the latter part of the semester and will submit papers at the end of the semester. The goal of the course is to provide students with a fundamental understanding of the separation of powers doctrine in the American system of government. They will be expected to show that mastery through classroom participation, oral research presentations, and the submission of final written papers.

Advanced Legal Research: Foreign & International This course is designed to meet the growing demand for research competency in the area of Foreign, Comparative, and International Law (FCIL). Students in the class will be introduced to resources specific to FCIL that will be useful in practice and academic settings. These resources include the European Union's EUR-LEX database, the United Nations iLibrary, the Foreign Law Guide, and Westlaw China. This course will also teach students to devise and implement efficient research strategies and introduce students to information centers outside of LUC that are particularly strong in the area of FCIL. In sum, upon completing this class, students should be able to identify a legal issue requiring FCIL research, craft an efficient investigative strategy, and select the most appropriate tools for their research. Advanced Legal Research: Litigation This section of Advanced Legal Research will focus on research resources used by litigators. We will spend part of our time reviewing and expanding upon the legal research skills and techniques that students learned in First Year Legal Research. We will spend the rest of our time exploring more-advanced research topics and tools such as dockets and briefs, jury instructions, jury verdict reporters and litigation analytics. There is no final exam; grading will be based on research exercises assigned throughout the semester and class preparation and participation. An advanced legal research class specifically intended for those going into transactional practice will be offered in the spring. These two classes will overlap, but students may take both. Advanced Legal Research: Transactional Law In this section of Advanced Legal Research we will focus on research sources most likely to be encountered in transactional practice. We will spend part of the semester reviewing and reinforcing the legal research skills and techniques that students were introduced to in First Year Legal Research, especially as they pertain to transactional practice. We will then delve more deeply into topics particular to transactional practice like SEC research, company research and locating precedent documents for contract drafting. Grading will be based on weekly quizzes and a series of short assignments. There is no final exam.

In this course, you will explore more sophisticated and advanced areas of legal research, including judicial, administrative, legislative, and subject-specialized research resources. You will also learn about non-legal research resources which can be of value to attorneys.

This survey course presents students with the range of legal issues arising from the intersection of technology and the law. The course is highly interactive and will explore topics such the implications of internet ubiquity and jurisdictional analysis, First Amendment/free speech, electronic discovery, digital copyrights, trademarks and domain names, cyber crime, electronic privacy, e-commerce, and Internet governance. There are no prerequisites for this course. Grades for the course will be based on a mock Rule 16 conference, and in-class exam and class participation.

This skills-based course simulates a legal practice environment. Students complete a series of writing projects related to simulated case files or legal problems. Students are permitted to take multiple sections of this course, as different sections incorporate different practice areas and experiences. Advanced Legal Writing: Business Practice This course emphasizes and builds effective writing and communications skills in the transactional, business practice setting. The course will focus on a range of formal and informal documents and communication formats: drafting contract provisions and letters to clients and counterparties in transactional and pre-contentious settings; reviewing, interpreting, and editing the (often imperfect) contracts submitted by opposing counsel; preparing transaction task lists, due diligence memoranda or other internal communications for use by colleagues; and presentations to a board of directors or other client audience supported by written materials including PowerPoint visuals with substantive content and impact. Some attention will be given to ethics and professionalism in written content, including in the context of engagement letters with clients, declination letters with prospective clients, and conflict waivers among clients. Several sessions will also focus on special considerations when working and communicating with clients and counterparties in or from other countries where the laws, customs, practices, and language are different from our own. In-class sessions will typically be used for lecture and discussion to develop concepts and facts from selected readings and materials, which students will then incorporate in brief written assignments before the next class. There may be occasional in-class brief, flash quizzes based on the assigned readings to launch our discussions. Students will be graded based on written assignments, quizzes and exercises, and class participation. Advanced Writing for Legal Practice: Illinois Civil and Criminal Litigation The preparation of a case for trial calls upon a powerful kind of thinking that is useful in any field of law, as well as necessary to present the case at trial. This course provides specific training in advanced legal writing to build strength and maturity in the kind of analysis that a trial lawyer performs. The course focuses on the development of skills necessary for particular writing assignments that arise in the course of civil and criminal litigation. Students learn how to perform these skills through in-class discussion of the assignments and through the writing necessary to complete the assignments. Because practice in oral advocacy highlights ways in which a lawyer's writing can be improved, this course will call on you to participate in oral advocacy exercises as well as undertake the specific writing assignments. The course covers a wide range of skills, including the drafting of legal memoranda and pleadings, the preparation and presentation of motions, opening statements and closing arguments, the development of outlines to examine or interview witnesses, the use of discovery tools, and the application of a structured approach to settlement negotiations.

This course offers an introduction to the theory and practice of international human rights law. Through course readings and rigorous discussion, students will learn about international and domestic laws and institutions responsible for the creation and operation of the human rights regime. The course will examine sources of international human rights laws including treaties, customary international law, and domestic law. The course will evaluate international mechanisms involved in human rights protection including the United Nations, regional mechanisms (such as the Inter-American, European and African systems) and various national courts and hybrid tribunals tasked with enforcing international human rights law. In addition to legal theory, the course will help students understand the practice of human rights law with an eye toward understanding the place of the United States in the support of and adherence to human rights norms.

Legal Writing tutors work with students in the first-year writing program. They attend all classes of their Legal Writing section, hold regular office hours, and help students develop their research and writing skills.

This course will introduce students to a wide variety of law office technologies, including law firm use of everyday software programs like Adobe Acrobat and Microsoft Word, Excel, and Outlook, plus law-firm-specific programs for document automation and assembly, time and billing, case management, e-discovery, and others as time permits.

The objective of this course is to familiarize the student with contracts as used by sophisticated parties. Accordingly, this course will explore "real-world" contracts actually entered into by "real-world" companies -- the Coca-Cola's, Microsoft's, and HP's of the world. Through this course, the student will attain a certain facility with agreements, their organization and structure, their language, and their provisions (and the interaction of these provisions). The course will pay considerable attention to how courts have treated various contractual provisions. The examination of actual contracts will begin with non-disclosure agreements and will proceed into employment agreements, services agreements, and agreements for the sale of goods. Topics will also include merger-and-acquisition agreements. In addition, readings will include comments from leading practicing attorneys (from law firms such as Sidley, Kirkland, and Cravath, and from legal departments at companies such as Microsoft, Accenture, and JP Morgan), and there is the possibility that, from time to time, some of these (or other) experienced practitioners may join us for class.

Critical Legal Studies posits that the influence of the social construct of race in America is ubiquitous, including in law. Moreover, it suggests that so-called color blind law-making is unlikely to address the most important means by which race continues to operate to oppress many persons in America. Finally, it teaches that racial reform occurs only in accordance with the interests of those with political and economic power. This course will survey the key scholarly works that form the basis for these precepts and seek to test these positions against the reality of race in America today.

This course examines how the law regulates policing in the United States. We will spend part of the class exploring important court decisions related to police accountability. We will also study other legal mechanisms designed to combat police misconduct, like civil litigation, criminal prosecution, and federal oversight. Ultimately, this course will encourage students to consider whether existing regulatory tools effectively combat police misconduct, and whether these regulations impair the ability of law enforcement to fight crime.

Today, many nations and peoples with formal legal equality are not, in practice, treated equally in international relations. One reason for this is that some nations and peoples were once unequal under prevailing law and legal theory. This course surveys key Western political and legal thought that led to "othering," or legal inequality, in the "Law of Nations," which was a general body of law that eventually became what we today call "international law." After setting out key concepts and themes, the course traces the evolution of thought regarding: the nature of human societies, the interrelationship of human societies, the rights and rules of war, and the acquisition and possession of land by peoples and nations. As necessary, students will be required to review relevant geopolitical history that both influenced and resulted from this evolution. A note of caution: this course will encounter detestable concepts, such as the persistent idea that some humans were "natural slaves," "infidels," "savages," or "barbarians" unworthy of equal legal or moral status or treatment. These concepts played a significant role in legal and moral justifications for colonization and other subjugation, including dispossessing indigenous peoples of their native lands. During the course, students will be required to independently research (at least 1 book or 3 significant scholarly articles) and consider the influences of this history on a contemporary issue in the U.S. or international legal system. The final grade will be determined by a student's effort in completing short reflection papers for each reading assignment, and the quality of a final seminar reflection paper that considers the course as a whole in relation to the student's independent research.

This a unique course offered once a year to a select group of students from Loyola and Chicago-Kent. Enrolled students read and discuss draft articles of nationally renowned professors in the field of intellectual property; the articles are typically draft law review articles. The discussions are focused on helping the professors to refine and improve their articles, such that a strong foundation of intellectual property is expected, even though there is no official pre-requisite. This course meets every week, but the students only meet in person roughly half the time, with the other half of the sessions done by videoconference. Three of the in-person classes will be at Chicago-Kent; for those days, the class will begin at 4:10 pm and end by 5:50pm to allow students adequate travel time. There is no final exam or research project required for this class. Instead, students are required to attend and actively participate in all classes. Students are selected based on an application that is available at: www.chicagoip.com.

This seminar will briefly review the use of the death penalty in our country's history and then take an in-depth look at the experience of Illinois with capital punishment.

This course offers an in-depth study of three important areas in the presentation of evidence at trial: character (e.g., habit, routine and prior bad acts, as well as traditional character traits), hearsay, and expert testimony. Although not a "techniques" course, students will be called upon to participate actively in the class discussions and simulation.

Second- and third-year students teach about law and the legal system in Chicago area elementary and high schools. Students attend a weekly seminar and teach classes in their assigned school. In some schools, students have the option of preparing high school students for a mock trial competition. For that experience, prior or current enrollment in Trial Practice is advisable, but not required. This is a Skills and Comprehensive Simulation course.

In a seminar format, this course will introduce tenets of cybersecurity as it unfolds in multiple contexts: from legal, business, economic, and technical perspectives. This course takes an interdisciplinary approach to explain how cybersecurity law has developed and the challenges all attorney face in this rapidly developing area. This class also provides theoretical and practical introductions to the distinctions between privacy and cybersecurity, technical foundations needed to understand the challenges of securing complex systems, and an introduction to the legal concepts that motivate cybersecurity law and policy. This class also introduces processes and frameworks used by private and public institutions to manage cybersecurity programs as industry standards and best practices, and will help students engage in discussion about cybersecurity from a risk management perspective, essential both to business decisions and court outcomes.

This course will consider a number of topics residing at the cutting edge where law and legal philosophy meet, including: What is law? Must law be related to morality? What is the interpretative function of courts? Should integrity constrain what courts decide? From whence does the duty to obey law come? Are there any human rights? Might some of these rights by manifested by our ideas of liberty, privacy and freedom of expression? Need we respond to terrorism by changing our values? What is distributive justice as compared with corrective or retributive justice? Are distributive justice questions implicated by court decisions involving affirmative action, gender, and sexual orientation? How is corrective justice manifested in tort and contract law? What is ownership? Is ownership of intellectual property morally justified? What is the relationship of causation to responsibility, and what is punishment and how is it justified. Students may take this three hour course either as a lecture course with a midterm and final exam or a seminar with a 20 page research paper due at the end.

Currently, the legal marketplace requires new lawyers to have more skill sets than just the traditional one's law schools have provided in the past. To be competitive, 21st century lawyers will require a level of knowledge and proficiency in new areas including, but not limited to, fundamental financial matters, marketing and communication, and how to add value for clients. This course is an introduction to necessary business skills for new lawyers.

Conflict of Laws considers what law to apply when two or more states or other jurisdictions have connections to a dispute. Suppose that a court has concluded that it has subject matter and personal jurisdiction, so it can "speak law" or "speak rights" to the parties before it (as the term "jurisdiction" suggests) but faces two or more sovereigns whose law arguably might apply. At its most basic, this course addresses the next question: which sovereign's law should the court speak? The course explores this and related questions in many contexts and the various methods that courts and scholars have proposed and adopted to answer them. We consider contrasting points of view regarding choice of law, jurisdiction, and recognition of foreign judgments, asking which policies best promote fairness and harmony both nationally and internationally and meet the federal constitutional requirements of due process of law and full faith and credit for the judgments of other states. A remarkable aspect of this course is the way it cuts across time and many practice areas, probably first introducing you to some of those areas and inviting you to wrestle both with historical legal questions and cutting-edge, or even future, issues.

The course explores and addresses the causes of wrongful convictions. We will also explore how the law has changed in response to what we've learned about wrongful convictions. Among other factors, the course will specifically consider interrogations and false confessions, forensics and their (mis)use in the criminal law, and eyewitness testimony and memory and factors that may make it fallible. The course will draw from case law, national academy of science reports and related research, and multidisciplinary research in the areas of psychology, social sciences, and the law. The course will also focus on solutions: how have system actors responded? What changes in law have emerged? What changes in practice, including practices in prosecution or police departments. We address the systemic causes of wrongful convictions and consider the impact of such convictions on men and women of color, particularly on Black men and teenagers, who have been disproportionately impacted. In addition to the seminar component, the course will provide students experience addressing and advising the Minnesota Conviction Review Unit (CRU.) The Minnesota CRU is one of a handful of state-wide conviction review units in the country. In the wake of the murder of George Floyd, community members, legislatures, and policy makers sought ways to address the harms created by the criminal legal system. The CRU formed in 2020, when its partnership with the Great North Innocence Project led to grant funding from the U.S. Department of Justice. That same year, Attorney General Keith Ellison created an advisory board composed of diverse legal and community experts with direct experience in the Minnesota criminal legal system. Students in the course will work directly with the Minnesota CRU to assist the CRU in designing protocol and a prioritization of the hundreds of cases it has been asked to review. Students will not be involved in direct representation of any individuals, nor in the investigation of any individual claims. Rather, students will assist in reviewing and identifying the claims presented for review, and devising a system for their review. Students will work on the issues in small groups during every class. Assessments will be conducted in the following manner: Students will ask to write two short (3 pages) response papers during the semester; students' participation will also be considered; finally, the preparation and development of the experiential work will also be considered and weigh heavily in the grading.

This course will examine important issues around access to civil justice, including the history of civil legal aid, current delivery systems and funding models, increased self-representation of litigants in the court system, and potential solutions to bridge the gap between the growing need for civil legal assistance and available resources. To most effectively explore these issues, the course is divided into three components: bi-weekly seminars, several experiential activities and a research project. Each is described briefly below. (1)The bi-weekly seminars will provide necessary framework and context for the experiential learning activities and the research projects. Our seminar will begin with an overview of the challenges of ensuring access to civil justice, with each subsequent seminar analyzing more specific and complex access-oriented issues related to everything from the various actors in the civil justice system to innovations in the delivery of legal services. (2)Each student will complete a research project with course faculty providing supervision. Completed research projects will assist the Illinois Supreme Court Commission on Access to Justice and other legal and judicial system stakeholders. To be successful in these projects, students will be expected to complete legal research, in-depth legal reasoning and policy analysis. Depending on class size, these projects may be assigned to students to work in pairs. In addition to the written work-product, students will present and answer questions about their research to a panel of access to justice experts at the last class of the semester. (3)Finally, at various intervals throughout the semester, and as identified in the syllabus below, students will be asked to complete a series of experiential activities that will be incorporated into class discussions. These experiential activities will increase students' understanding of access to justice issues. Students will be required to spend 120 hours completing the experiential activities and research project assigned during the semester. This is an Experiential Learning and Skills course.

This course examines what courts, including juries, have the power to do in civil cases once a litigant shows he or she has been legally wronged or is threatened with legal wrong. The subject matter of Remedies, now a required subject of inquiry on most state bar examinations, is very broad, meaning, in part, that it draws on many topics of legal study. Constitutional Law, Torts, Contracts, and Federal Civil Procedure, in particular, bear directly on the subject matter of the course. Remedies is therefore sometimes called a "capstone course," because it provides students an opportunity to bring together what they have learned in other courses on substantive and procedural law. One important component of the course is review problem sets (problems similar to examination questions and often presaging them) that are discussed in class. Another is an emphasis on how the remedial issues that become the subject of appellate opinions arise in the first instance, and are presented and play out at the trial court level. Open to all second and third year students. This is a Bar course.

This course surveys the field of electronic communications, from the telephone to broadcast media to the Internet. Historically, the field of communications has been divided between the traditional mass media (broadcasting, cable, satellite broadcasting) and telecommunications media (wireline and wireless telephone carriers). Today, the two general divisions are converging. One of the vehicles of that convergence is the Internet, which is capable of providing both mass media and individual communications services. This course will examine legal issues affecting all of these media. Much of the course material necessarily covers the history and theory of communications regulation as practically applied through FCC rulemakings.

Labor Law provides students with a comprehensive review and study of United States labor history and policy, with an emphasis on the National Labor Relations Act and its amendments (NLRA), as well as the rights and obligations of individuals, employers and unions under the NLRA, unfair labor practices under the NLRA, the National Labor Relations Board and its enforcement and policy-making powers, a thorough review of how employees select and de-select a bargaining representative (a union), the collective bargaining process, and the role of arbitration in effectuating national labor policy. The course also includes related constitutional, preemption and state law issues.

The law governing the employment relationship is not limited to the union management confrontation of traditional labor law and the proscriptions of employment discrimination statutes. Both common law claims and other statutes have become major sources in challenging, e.g., drug testing, plant closings, lie detectors, whistleblowers, wrongful discharge. This course explores those legal problems. This is not a duplication of either Labor Law or Employment Discrimination; neither is a pre-requisite. The course focuses on the total configuration of statutes regulating employment as well as the emerging common law principles affecting employment relationships.

This course will review the issues impacting biodiversity and ecosystems in the 21st century, as well as the policy choices that federal, state, and local governments have made to address these concerns. We will cover biodiversity law, ecosystem management methods, and the emerging relationships these areas have with climate change law and renewable energy development. The grade will be based on a 20-25 page paper, presentation of that paper, and class participation.

This course is designed to expose students to legal issues concerning patents. The substantive law governing patents, including how they are obtained and enforced, is addressed. The format of the class includes lecture/discussions, as well as problem-solving and practical/clinical exercises. No technical background is required (although students should be aware that some patent cases may involve technical subject matter).

This experiential course explores the intersections between racism, poverty, disability, mental health, gender, and juvenile justice through the lens of education law. As part of their work in this class, law students will participate in simulations and exercises as well as conducting intakes with parents and students who seeking assistance from a free legal helpline for K-12 families facing educational barriers in school. The goal of the intakes is to identify families' legal issues relating to education and support advocacy related to children's educational rights in discipline, special education, bullying, language access, and school enrollment. These intakes will help elucidate the topics covered in the seminar portion of the class which grapples with how school systems historically oppressed low-income students of color and students with disabilities, the laws that were put in place in an attempt to mitigate these harms, and the practices that continue to disproportionately disengage vulnerable populations from school. By the end of the course, you should be able to: 1) describe the laws that protect students in K-12 schools; 2) conduct a culturally competent intake; and 3) illustrate ways that one can effectively advocate for educational equity in schools. This Educational Advocacy Lab course is a prospective elective course and is open to 1Ls, 2Ls, 3Ls, and 4Ls.

Students in this course will be writing blog posts and/or editing blog posts for Loyola's IP Bytes blog under supervision of Prof. Ho.

This course will serve as both an introduction to the laws of aviation and space in their broadest sense, as well as a survey of legal issues associated with, and bearing on modern aviation and space issues against the backdrop of fundamental business principles. It will incorporate all areas of law covered in the first-year law school curriculum to cover the basic legal frameworks of aviation and space law, including: international treaties; federal and state statutes; federal and state regulations; government regulation of aircraft including drones, air carriers, pilots, airspace, and airports (including land use); choice of law issues relating to all aviation and space related litigation; and case law. Current international space law in U.N. resolutions, treaties, and customary law will be identified as will the legal theory and principles used in the advancement of civil, military, and commercial space activities. Recent developments and more specific topics in space law will be covered, including: property rights and claim of sovereignty over outer space and celestial bodies, Outer Space Treaty requirement applicable to new proposed activities in space, commercialization and privatization of low earth orbit, orbital debris--legal issues and governance, intellectual property, and export control laws as applicable to space activities. Materials will consist of a textbook, as well as cases, statutes, treaties, regulations, and policy statements. Based on availability, guest speakers, employed in key aviation and space related positions internationally, will share perspectives, wisdom, and experiences.

State and local taxes in the United States are numerous, diverse and constantly evolving. These taxes are also the source of some of the most significant controversies in tax practice today. This course explores the federal and state constitutional and statutory frameworks that underlay state and local income tax (corporate and personal), sales and use taxes, and as time permits, the other significant types of state and local taxes (property taxes, capital based franchise taxes and gross receipts taxes, etc.). While there is a special focus on Illinois, the course is designed to equip a tax practitioner with the tools to approach and understand the tax regimes in most states and localities.

Students will learn the historical foundations and regulatory evolution of Title IX of the Education Amendments Act of 1972, tracing Title IX and its related regulations from their civil rights origins through the contemporary application of Title IX to admissions, athletics, sexual harassment, and employment. The course invites students to examine and critique all aspects of this important and controversial law, while also introducing the practical knowledge and skills needed by lawyers and education administrators to ensure (or challenge) Title IX compliance in higher education.

This course concerns those areas of civil law which most affect low income persons: landlord/tenant, federal housing, welfare, social security, Medicaid, Medicare, unemployment compensation, and civil rights. Other systemic issues will be explored, such as wealth discrimination, use of legal remedies to promote social change, and the delivery of legal services to low income persons. This is a Perspective Elective course.

An introductory course aimed at introducing the major federal environmental statutes and the types of analytical and practical problems encountered in the practice of environmental law and in environmental litigation. The course is devoted to reading and discussion of statutes, cases, articles, and problems in the various environmental media: air, water, and land disposal of waste. The course examines the environmental justice implications of these statutes. Some technical science and economics concepts are included.

This course explores land use controls such as zoning and subdivision regulations as exercised by local and state governmental units. The course analyzes the history of land use controls and explores topics such as flexibility and discretion, improper influence and corruption, alternative land use control schemes, suburban zoning and racial/economic exclusion, environmental protection by land use schemes, and growth control. In the process of exploring land use controls, the course analyzes the local institutions and procedures, constitutional issues, and the question of when an improper taking of property occurs in our legal system.

This course will explore principles of Federal Bankruptcy Law, with particular emphasis on corporate reorganization under Chapter 11 of the Bankruptcy Code. The course will involve simulated law practice problems and other exercises to provide a hands-on approach to bankruptcy issues.

Deep controversies over political issues present now: immigration, health care, the power of states, even presidential power will be shaped and possibly resolved by law. This has been so from the Colonial era until this moment. The fundamental idea of this course is that, seen through the lens of history, law has molded and been molded by our social, political and economic relations. American law has been essential in determining the most fundamental questions affecting us: slavery, voting, property-holding, the status of women, the role of religion, what agreements we may make, who is responsible for accidents, whether wealth may be taxed, pollution, and countless other topics. The class critically surveys the legal concepts, forms and institutions that have shaped and been shaped by American society throughout its history.

This course is designed to give students an in-depth introduction to the law of data and information privacy around the world as well as practical experience regarding how data privacy issues arise and are resolved. The course will follow a lecture and discussion format focusing on fundamental principles of data privacy and how they apply to various jurisdictions around the world with a particular focus on the United States and Europe. Along the way, students will be given a series of small assignments tied to the substance of the class material and structured around privacy-related problems with which a practicing privacy attorney might be faced.

This course is designed to train student lawyers in the art of storytelling and persuasive presentation for the courtroom. Training will focus on the goal of persuading juries by presenting complex material in narrative form with the ease of a conversation. Students will learn how to construct powerful stories that illustrate critical aspects of the case, using simple language, effective pacing, and vivid character development. Students will also learn how to use vocal inflection and body language to tell the story between the words, project confidence, and how to make a mental/emotional connection with the jury. Courtroom delivery is examined through principles that apply to all spoken interaction: use of space, use of visuals, and use of time. The course focuses concepts drawn from literature, theatre, and public speaking. Students learn the practical skills that apply to openings, closings, witness interrogation, and prospective client interviews. Each day includes both lecture and practical workshop components. Students will prepare and deliver an original opening statement at the beginning and end of the course.

This unique workshop will help to prepare students for the Multistate Bar Examination (MBE). The MBE contains 200 multiple choice questions in the areas of constitutional law, contracts, criminal law and procedure, evidence, property and torts. In most states, including Illinois, the MBE constitutes one-half of the entire bar exam. Each workshop will focus on three of the substantive areas tested on the MBE. Students will receive test taking strategies, guidance in answering commonly tested questions, practice answering questions and analysis of their performance. This is a Bar course.

This course will consider the legal and social history of the quest for racial justice in the aftermath of Brown, primarily as it was experienced in the Fifth Circuit, which covered the entire of the Deep South and the Panama Canal Zone at that time.

This course offers a basic study of the legal aspects of insurance. Problems common to all types of insurance are considered, including problems of policy interpretation, rights and liabilities of parties and companies, and the regulation of the insurance industry. In addition, special problems raised by particular types of insurance policies are considered. Course covers the comprehensive overview of laws, standards, concepts and remedies related to insurance, including: interests protected by insurance; selection and control of risks; insurable interest; the principle of indemnity; types and classifications of insurance; making, dealing with and termination of insurance contracts; agency, underwriting and claims handling; insurance regulation; subrogation; and extra-contractual liability.

This course will study the rights and responsibilities of injured employees and their employers under workers' compensation and occupational diseases statutes. Third-party actions also are examined.

This course is a survey of U.S. immigration law with an emphasis on immigration policy and current developments. This class is intended to provide a foundation on which to understand immigration law as it currently exists. Topics include the history and legal foundations of U.S. immigration law and will cover family and employment-based immigration benefits, criminal immigration provisions, grounds of inadmissibility, detention/removal, refugee and asylum law, and U.S. citizenship.

Electronic discovery ("e-discovery" or "eDiscovery" for all the hipsters that joined the practice after 2008 including Professor Tilot) is a discipline required to work with digital evidence during litigation, arbitration, and investigations. It is arguably the most complex part of modern civil litigation in the United States. Fast paced advancement in information technology and the resulting tsunami of digital evidence have proven to be profoundly challenging to the judicial system. The enormous volumes of data generated by litigants and the resultant costs of eDiscovery drive litigation and settlement strategy. The law, the courts and legal practitioners have all had to adjust. Both knowledge of eDiscovery and practical application of eDiscovery are differentiators for many clients choosing counsel and for law firms hiring litigation attorneys. This course will provide you with practical skills that will help you advocate for your clients and be cognizant of the challenges that eDiscovery can create from a litigation and cost perspective. These are must-have skills for litigators regardless of the area of practice. Law 367 will focus on early stage eDiscovery practice. Development of an eDiscovery strategy and negotiation of discovery protocols are two particularly challenging and vitally important aspects of litigation practice. The decisions and concessions made during these early stage tasks ripple throughout the course of a lawsuit. Law 367 will focus on developing the legal acumen and practice skills necessary to successfully navigate these two areas. The purpose of the course is twofold, providing students with a practical understanding of: ¿ eDiscovery concepts that are critical to discovery planning and successful conduct of party negotiations including Meet & Confer Sessions (Rule 26(f) Conferences) ¿ The impacts that early eDiscovery decisions have on case strategy and downstream outcomes

The administration of each college and university in the United States undeniably intersects with the American legal system in multiple ways. Indeed, in today's increasingly regulated and politically charged context, the enterprise of higher education may now be more impacted by the law than ever before. Students in this course will learn how foundational concepts across traditional legal areas (e.g., administrative law, civil rights, torts, intellectual property, etc.) apply to the unique domain of "higher education law" and will explore hot topics such as student discipline, free speech, diversity & inclusion, sexual misconduct/Title IX, and faculty and student unionization - to name a few. Course format will be entirely online, with most weeks taught synchronously and occasional class content delivered asynchronously.

This course will introduce students to the issues that arise in securities regulation and securities related transactions. The first half of the course will cover the 1933 Securities Act, which addresses the initial distribution of securities to the public. The analysis of what is a security will be undertaken in connection with the 1933 Act. The second half of the course covers the 1934 Securities Exchange Act, which is a multifaceted statute. Students will analyze this statute and topics, including the following: (i) the regulation of stock exchanges, over-the-counter market and broker dealers; (ii) extension of credit in securities transactions; (iii) proxy solicitation and tender offers; (iv) insider trading; and (v) anti-fraud, particularly Rule 10b-5.  Students will also have the opportunity to study and evaluate various types of documents that are commonly encountered in securities transactions and study defensive tactics to tender offers in connection with the 1934 Act material.  Students taking this class would benefit by having previously taken Business Organizations. There will be two exams: one in March covering the 1933 act and one in May covering the 1934 act. These exams will be weighted equally.

An introduction to the legal aspects of international business. The course emphasizes what lawyers need to know to represent clients doing business in the 21st century. It covers international treaties like the Convention on International Sales of Goods (CISG), international letters of credit, international commercial terms, conflicts of laws, international trade policy, the Foreign Corrupt Practices Act, international corruption, international arbitration, and import and export issues and how to draft international agreements. Students will actually draft an international distribution agreement, and will also deal with drafting issues for international agency agreements, international licensing agreements and international franchise agreements. A focus will be on advising clients who are doing international business, in order to help them engage in best practices and avoid pitfalls. (Moses)

This course introduces the structure of the international legal system, examining the sources of international law; the roles of states, individuals and other actors; methods of dispute resolution; and the status of international law in the U.S. The course examines topics of substantive law, including the use of force. Finally, the course examines how international law affects, and can be used in, domestic practice.

This course treats in depth many aspects of the Sherman and Clayton Acts. Emphasis is placed on an understanding of the policies and objectives underlying the antitrust laws and the extent to which enforcement of the antitrust laws has fulfilled those objectives. Areas examined include monopolies, price fixing, division of markets, exclusive dealing arrangements, boycotts, resale price maintenance, and mergers. Recent trends in sports and health care industry antitrust cases may be discussed. The impact of economic analysis in the antitrust area is also examined.

Student Initiated Capstone Project: Engaged Learning (comprehensive simulation and skills) This variable credit course may be repeated for a maximum of four credits. This course is limited to 3L students or rising 3Ls unless exceptional circumstances apply to allow 2L enrollment. The student-initiated capstone project provides students an opportunity to synthesize and apply substantive knowledge, legal analysis, skills and professionalism to a complex legal issue and receive feedback that facilitates their move to practice. Students may propose the provision of project-based legal assistance to a public, non-governmental or professional organization or another proposal that allows students an opportunity to exercise planning, project-management, problem-solving and other skills in a real-world setting, while at the same time developing the capacity for self-directed learning. Project requirements: Students must submit a written proposal for review and approval to the Associate Dean for Academic Affairs in the semester prior to enrollment in the course setting forth the following: - A description of the project, including its purpose and potential impact on the organization on whose behalf the project is being undertaken; - An implementation work plan, including time line and progress benchmarks; - The number of students participating in the project; - A plan for faculty supervision (student must seek out and secure the participation of a faculty adviser); - Memorandum of understanding from the relevant organization (if applicable); - The specific knowledge, skills and values that would be needed to bring the project to successful completion; - Proposed deliverables, which should include a mechanism for student reflection on the capstone experience; - Proposed criteria for evaluating student performance. Examples of approved Capstone projects: SUFEO (Stand Up For Each Other) suspension advocacy project, Dialogue De Novo a Loyola Law community and legal interview podcast, and Legislative Advocacy Supporting the LGBTQ+ Community project.

The course is an introduction to the law of intellectual property. This course is a pre-requisite for advanced courses in IP, but also a good survey of the area for students interested in pursuing other legal careers. The focus of the course is on understanding the distinctions and similarities between the various aspects of intellectual property law. The predominate focus on the course is on trademark, patent and copyright law (in about equal proportions), with some attention also devoted to the law of trade secrets. No technical background is expected or required.

The course examines the basic components of the federal transfer tax system (estate tax, gift tax and generation skipping tax), and as their interrelationship. The course emphasizes the structure of the federal transfer tax system and includes suggestions for revision. Students who intend to take Estate Planning must complete this course. Federal Income Tax is highly recommended.

Particular emphasis is placed on the corporate taxpayer. Foreign tax systems are not addressed specifically except to highlight differences from the U.S. system. Specific topics include the foreign tax credit, sourcing rules, the "effectively connected" doctrine, the concept of trade or business in the U.S. Code section 482 allocations, subpart F income, and tax treaties.

This course covers procedures and strategies for representing clients and resolving Federal civil tax controversies arising from Internal Revenue Service audits and appeals, including litigation. The course also includes a discussion of tax penalty provisions and the ethical issues faced by advisors in structuring tax motivated transactions and resolving tax controversies.

Nonprofit organizations play a crucial part in the U.S. economy. Among other things, they account for almost 10 percent of the wages paid in the United States, and they account for more than 5 percent of the country's GDP. This class will go over the laws that govern this nonprofit activity, including the organization and operation of nonprofit organizations under state law, the rules governing federal tax exemption and charitable deductions for donors, and the laws that govern noncharitable nonprofit organizations. By the end of this class, you should have basic knowledge that you will need to advise nonprofit boards of directors of their legal obligations and ensure that nonprofit organizations comply with relevant federal and state laws.

This course follows Corporate and Partnership Tax. The principal focus is on taxable and nontaxable acquisitions of a corporate business. The first part of the course focuses on taxable asset sales and stock sales; the second part explores and analyzes the detailed statutory and common law requirements with respect to "non-taxable" acquisitive reorganizations (mergers, stock/asset acquisitions), "nontaxable" divisive reorganizations (spinoffs, split-offs, split-ups) and other nontaxable corporate adjustments (recapitalizations, reincorporations). Please note: Corporate and Partnership Tax is a pre-requisite for this course.

International Environmental Law introduces some of the legal and policy responses to global environmental degradation. The course begins with an introduction to the international legal framework within which international environmental law has developed and provides an overview of the major environmental problems confronting the international community. The course then examines a variety of global environmental problems and the legal regimes that have developed to address these problems. The emphasis throughout the course is on the relationship among environmental protection, economic development, and social development (the three pillars of sustainable development) and on the conflicting goals and priorities of affluent countries (the Global North) and middle- and low-income countries (the Global South). The North-South divide will serve as the key analytical framework through which the course will examine global environmental governance - with particular emphasis on environmental justice and on the perspectives and concerns of historically marginalized states and peoples.

This course considers how patents impact access to medicine in today's global economy. While there are many issues that impact access to medicine, patents are the highlight here because patents are often poorly understood, yet have an enormous impact on access to medicine. After all, the existence of a life-saving or sustaining drug is essentially of no utility if it is priced beyond reach. This class aims to broaden students' consideration of different views of patents in the context of exploring a growing web of international agreements that require nations to adopt specific types of patent laws that have implications for the cost of drugs. No prior knowledge of patents or international law is required, although students will learn some aspects of each by the conclusion of the course. Student grades will be based on class participation, as well as a final project and presentation; there will be no final exam.

2L, 3L, and 4L students may enroll in the Public Interest Law Seminar for 1-2 credits. The seminar is a survey of social justice issues, including mass incarceration and the prison industrial complex; inequities relating to education, the environment, health care, and housing; economic justice and labor rights; voting rights and public participation; and migration and immigration, among other topics. Additionally, the course examines how the topics discussed impact communities and intersect with various social identities and systems of oppression. The Public Interest Law Seminar is required to obtain a Public Interest and Social Justice Certificate. At the time of enrollment in the Seminar, students shall have completed or be in the process of completing the 30 required volunteer service hours. In addition, at the time of enrollment in the Seminar, students shall have completed or be in the process of completing a clinical program, practicum, or externship. During the Seminar, students will either write a publishable article on a public interest topic or complete a project related to the public interest. The length of the paper or hours committed to the project will depend on whether the student is enrolled for 1 or 2 credits.

This class will highlight planning opportunities for attorneys practicing in elder law and estate planning to offer to their clients. Foundational topics include basic income tax concepts, basic gift and estate tax concepts, basic estates, trusts and probate concepts, and basic retirement planning concepts. Then, the course highlights the statutory planning tools available for individuals as they age, including special needs trusts, reverse mortgages, long term care insurance, and other methods for funding a healthy quality of life during retirement, and for funding as large a legacy as possible upon death. The contract and fiduciary issues with surrogate decision-making, as well as the clinical assessment of diminished mental capacity, will also be discussed.

This is the course to provide credit to student editors of the Consumer Law Review.

This is the course to provide credit to student editors of the Consumer Law Review.

This is the course to provide credit to student editors of the Consumer Law Review.

This is the course to provide credit to student editors of the Consumer Law Review.

The purpose of this course is to prepare students for the opportunities and personal financial challenges they will encounter during their legal careers. My goal is to show each student that strong financial habits are crucial and beneficial for all types of attorneys and all levels of income. Students will learn that it is possible for all of us to obtain financial freedom, which translates into the power of choice. When we have the power to choose, we have the power to live a life that conforms to our personal values, including the strong values instilled upon us at Loyola. When we are not encumbered by poor financial choices, we are free to choose our professional focus, to share our talents with the disadvantaged members of our community, and to work on passion projects. Importantly, we can choose to spend more time with loved ones.

Corboy I is a graded course available to students in their first year of the Corboy Fellowship program. Instructor permission is required for enrollment. In the Corboy I course students earn 3 graded units in the Fall and 3 graded units in the Spring which includes mandatory participation in the evidence/trial practice boot camp at the start of each semester in addition to successful completion of course work in trial practice as required by the syllabus provided by the instructor. In the Fall semester of the course students develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. In the Spring semester of the course students build upon the basic trial advocacy skills developed in the Fall through in-depth case analysis and strategy, advanced direct and cross examination including expert witnesses, and use of the motions in limine to support the basis for evidentiary objections and foundations for admissibility of evidence. Each Fellow is required to apply their learned skills in a local, regional, national or invitation mock trial competition. The Corboy I course satisfies the requirements for Trial Practice I (LAW 411 or LAW 416) and Trial Practice II (LAW 412). Credit: Graded 3 units Fall; Graded 3 units Spring Permission is Required.

Corboy II is a non-Graded course available to students after their first year in the fellowship program. Only students that have successfully completed the Corboy I course are eligible to enroll in the Corboy II course with instructor permission. In the Corboy II course students earn a maximum of 6 hours of ungraded credit for participation in mock trial competitions. Non-graded 3 units Fall; Non-graded 3 units Spring Permission Required

Drawing on literature from criminology, Critical Race Theory, social ethics, and feminist/womanist thought, this seminar will apply an intersectional lens to state violence, from mass incarceration to police shootings of racialized people. This course will introduce students to the foundational concepts of Critical Race Theory and Intersectional Feminism. The course will reflect on the legal and intellectual context out of which white supremacy, white heteropatriarchy, hypermasculinity, and economic exploitation pervade our understanding of normativity as law and order. Students will map and critically examine the multiple trajectories along which the moral and legal authority of the state and its justifications for violence against its most vulnerable are engendered by the convergence of racism, sexism, and classism under the guise of normality, social order, common good, and even the will of God. Further, we will explore how to develop social interventions that disrupt these normative patterns of racialized state violence and facilitate the elimination of racially based, gender biased structures and practices in order to facilitate critical pedagogy, moral leadership, legal practice, and social movement organizing.

This class will focus on the attorney client relationship, from interviewing perspective clients to counseling clients throughout the representation process from the perspective of the advocate. In addition to interviewing and counseling skills this course will focus on negotiation skills in the context of negotiation process that occurs between lawyer and client, and with opposing counsel from the perspective of the advocate. The goal is for students to gain an understanding of the best practices for client interviewing, counseling, and negotiation. As a part of this focus, students will learn a variety of models, strategies, tactics and conceptual frameworks to use when they analyze legal matters, counsel clients, and negotiate with their attorney counterparts in a matter. The course will emphasize communication and problem-solving skills with particular attention to communication, cognitive and emotional obstacles to effective negotiation and counseling. The course will also address public policy, legal and ethical issues that arise during legal representation. Interviewing, counseling, and negotiation skills are best learned from hands-on experience. Therefore, a substantial portion of this class will involve in-class exercises and role-playing simulations in small groups. Over the course of this class, you will have the opportunity to serve as advocates, clients, and observers. Every student will be assigned a role for each exercise and will be expected to contribute meaningfully to the learning experience through their role.

This course counts as a Comprehensive Simulation and Skills Course This course will promote skills essential to successful lawyers in business transactional practice: evaluating facts; understanding the central business objectives of clients as well as the goals of other parties to the proposed transaction or relationship; issue spotting and problem solving; and developing, advocating for, and implementing responsive strategies. Three parallel case studies will run through the course, illustrating the application of each topic to different types of client organizations: a Fortune 500 industrial company, an entrepreneurial family-owned business, and a medium-sized not-for-profit organization. The class will be presented with a series of problem simulations built around diverse, realistic business situations for these mock clients. Topics may include structuring; due diligence; letters of intent and similar preliminary documentation; suggesting changes to sample transactional documents that protect and advance clients' objectives; and deal implementation. The course will use traditional learning techniques as well as simulations throughout the semester to explore the role of the transactional lawyer in both a familiar, domestic U.S. context and an increasingly global marketplace. More than ever, business lawyers are afforded the opportunity - and the challenge - of coordinating and planning projects abroad in markets unfamiliar to them, as well as advising international clients with in-bound investments in the lawyer's home market. There are frequent occasions to interact with people whose experience, way of doing business, and goals are different from our own. They may be clients, partners, or counterparties. The professional opportunity in law practice is to become progressively adept at discarding jargon and misconceptions and bridging expectations among transactional participants and their advisors. The course will use primarily real estate project fact situations, since most students can easily imagine and relate to client objectives involved in buying, selling, leasing, or otherwise occupying real property, and since in the international aspects of the course the approaches to property rights and occupancy are so fascinatingly different country to country. But the course's learning points will also have general application in other types of commercial transactions. The course's emphasis on case studies and commercial transaction scenarios is also designed to act as a capstone course which complements and draws upon the students' prior coursework in contracts, real estate and commercial transactions, ethics, and government regulation. Students will be graded based on written assignments and exercises and class participation. There is no final examination for this course. (Hagy)

This course is designed to give you an important skill set: preparing for and negotiating on behalf of a client in a mediation setting. Unlike a trial, arbitration or appellate setting, where the people listening to you are neutral, in a mediation you are dealing with the decision makers on the other side, people who often behave in a hostile manner towards you and your client. Through practice you can acquire skills that will make you an effective advocate in a mediation setting, including learning to communicate information to the other side in a way they can hear it, identifying the various needs and interests of the parties (as opposed to just the positions), and approaching a dispute as an opportunity to solve a problem creatively. We will touch on the decision science (neuroscience, psychology, and behavioral economics) and cultural competency tools that can make you more effective, and also explore Online Dispute Resolution (ODR), which is quickly emerging as a way to resolve disputes using AI in combination with human mediators. The problem solving skills you will learn in this class can be tremendously helpful whether you are representing a client in a mediation, negotiating a deal in a business or government setting, or settling a case in a pre-trial conference with a judge. Clients appreciate lawyers with these skills because they are able to preserve business and family relationships while still obtaining results that protect client interests at a reasonable cost. Conflict management skills are also highly valued in non-traditional legal careers. The course will also prepare you to represent a client in positional negotiations where the mediator provides an evaluation of the case. Mediation skills are best learned from hands-on experience. Therefore, a substantial portion of this class will involve role-playing simulations. Over the course of this class, you will have the opportunity to serve as mediators, represent clients, be clients, and give feedback as observers.

The objectives of the course are to learn how to apply principles of administrative law in the immigration context, in both individual immigration cases and systemic challenges to the immigration system. As to individual claims, students will learn about the numerous limits on judicial review and will study recent Supreme Court decisions that implicate federal court jurisdiction over immigration matters. As to systemic claims, students will learn about how to apply the Administrative Procedure Act to immigration policies, arguing for example that a particular policy is arbitrary and capricious and/or contrary to law, Finally, students will come away with an additional understanding of the pragmatic concerns regarding client standing and the availability of various remedies in the immigration context. The course will use a real world immigration policy as the foundation for this learning. Students will learn about a contemporary immigration policy and develop arguments to challenge or defend it. The principle assignments will be to draft a motion for summary judgment as well as a legal memorandum that addresses the issues that would likely be raised by opposition and potential responses to those arguments. During the classroom sessions, students will read and discuss recent cases challenging administrative policy changes in the immigration space in anticipation of the application of those cases in their final paper.

In recent decades, courts, communities and schools are returning to restorative methods to address family issues such as child guardianship; escalating violence in our schools and streets; reintegrating prisoners into their communities; making decisions about appropriate sentencing; and the role of victims in the process. In each context, the same issues must be addressed: who is involved, what are the needs of the parties, and what can be done to resolve the issues at hand. This one credit course will be conducted in workshop format over the course of one weekend. Students will be able to identify the core principles underlying the restorative justice paradigm, compare and contrast restorative and retributive justice models, and learn the basic elements of conflict resolution techniques through a restorative lens. We will address the history of restorative justice and students will be trained on a restorative dialogue process.

This skills training course is conducted in an intensive workshop format over the course of one weekend. Students will learn basic negotiation principles and skills and apply them during a series of simulated negotiations where they will play the roles of counsel and clients. The course will explore the negotiation process from negotiation planning to the execution of a final agreement. The course will cover concepts including, but not limited to, needs and interests, BATNA, information-gathering, dealing with emotions and option development. The course is ungraded; however, students will be evaluated by in class performance to determine a grade of pass or fail. Students may register for the Negotiation Weekend Workshop to receive one credit. It is an option to also register for the Client Counseling Weekend Workshops to receive a total of two credits for participating in both weekends. Registration in both courses is not a requirement and each course does stand-alone.

This course focuses on persuasive written and oral communication skills which are necessary for critical analysis and the competent representation of all clients. Students will explore all sides of an argument, provide evaluations of the merits of particular cases, and persuade the reader/listener of the student's position. Pre-requisites: successful completion of Legal Writing I and II. This is a Juris Doctor Required course.

This graded 3 unit course offers the opportunity to develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Each student is paired with a partner and required to conduct a bench trial and a jury trial during the course of the semester.

Law 412 Trial Practice II, Section One This graded 3 unit course offers the opportunity to build upon the basic trial advocacy skills developed in the Trial Practice I course through in-depth case analysis and strategy, advanced direct and cross examination including expert witnesses, and use of the written and oral motions in limine to support the basis for evidentiary objections and foundations for admissibility of evidence. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Each student is paired with a partner and required to conduct a two bench trials and a jury trial during the course of the semester. Law 412 Trial Practice II, Section Two TRIAL PRACTICE II: A SECURITIES FRAUD TRIAL This semester-long course provides a unique opportunity to try a securities fraud case to verdict culminating in a full-day mock jury trial as the final. Students in this class, limited to 8 students, will try one complex civil case: a private claim of securities fraud alleging that the Defendants operated a Ponzi scheme in violation of Rule 10b-5 under the Securities Exchange Act of 1934. Students will work with a complex case file, including deposition transcripts, sworn statements, an expert report, investment offering materials, correspondence, bank records, and accounting records. Students will create their own summary and demonstrative exhibits to better inform and persuade the jury, and learn how to persuasively use courtroom technology to use exhibits at trial. Leading up to trial, the students will submit brief written motions in limine and responses; these and other pretrial matters will be addressed at a pretrial conference the week before trial. This course satisfies the Trial Practice II requirement.

This course, required of all students focuses on ethical questions in the practice of law, and examines the basic premises underlying the lawyer-client relationship and the duties assumed by the members of the legal profession, including duties to clients, the public, the courts, and other professionals. Materials consist of the ABA Model Rules of Professional Conduct, and other pertinent standards regarding lawyers' ethics. This is a Juris Doctor Required course.

This course will focus on trials and arbitrations of complex commercial disputes, including breach of contract and fraud claims. Students will develop skills examining witnesses, deliver opening/closing, discussing specific pre-trial and trial issues relevant to business disputes, and conduct a full trial of a breach of contract or fraud action.

This intensive eight day course is a 3 unit graded course that offers the opportunity to develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Each student is paired with a partner and required to conduct a bench trial and a jury trial during the course.

This course teaches corporate business law and negotiation skills through a simulated class in which Northwestern and Loyola law students represent either a US pharmaceutical company or an African agricultural production company. The two companies are interested in working together to exploit a new technology and the form of their collaboration will consist of drafting and negotiating a non-disclosure agreement, letter of intent, a joint venture agreement, a licensing agreement, and a long-term supply contract. The negotiations will take place through written exchanges and live negotiations that will be conducted via zoom.

This course integrates a theoretical and practical approach to the pretrial components of litigation. Students gain an understanding of the purpose of pleadings, pretrial motions, depositions, and settlement conferences, and extend their knowledge through practical experience. The second portion of the course complements the courses in trial practices by investigating the psychology of courtroom communication and its related effects. Overall, students should develop a more well-rounded perspective of the pretrial aspects of litigation.

This course will use current trends, current business practices and the experience of current practitioners in the Sports & Entertainment Industry to introduce, examine and understand Business Skills which are necessary for success in these fields. The use of past deals, structures and documentation from current practitioners will give insight, strategy and the thought process of the facets and nuances to complete a transaction. Engagement via technology or classroom presentation from practitioners in Sports & Entertainment will provide context to course material and provide students a "real world perspective" of the Business Skills necessary for success. Students will be required to draft legal documents and create oral presentations to demonstrate their ability to apply concepts presented during the course.

Loyola's mission is to educate diverse, talented students to be responsible leaders in a rapidly changing, interdependent world, to prepare graduates who will be ethical advocates for justice and the rule of law, and to contribute to a deeper understanding of law and legal institutions through a commitment to research, scholarship and public service. The Professional Identity Formation course seeks to advance the mission of the law school by fulfilling two of the main education goals as Loyola Law: advancing the Jesuit tradition of social justice and ethics and law; and to prepare students to be accomplished and ethical leaders in the legal profession and the larger community. The individual development of a professional identity is critical to meeting these goals. This required 1 credit, 5 week first year course seeks to assist students in the recognition and elimination of personal bias and building awareness of how diversity and inclusion of others whose world view is different from one's own is critical to professional development and success in the practice of law. The course objectives include the education and development of professionals prepared to enter the workplace with the tools needed to successfully engage and manage diverse environments with the ability to think critically about various legal issues, problems and solutions and how they impact different groups of people and communities differently based on identity, privilege and oppression. This course is only open to incoming first year Juris Doctor students.

This course will be offered as a 2-credit course, online only, in Spring 2019. This online course will deal in depth with current and timely issues in the education of children with disabilities. Students will learn federal and State statutory and regulatory procedures in determining eligibility for services, evaluation, development of the individualized education program, and provision of services in the least restrictive environment. The education of special needs children from early childhood through post-secondary transition will be addressed. The course will focus on advocacy, statutory and regulatory compliance, and dispute resolution. Students will assume the roles of parent/student advocate, school administrator, third-party mediator, and school service provider in a variety of online activities, including: participation in eligibility and IEP conferences; disciplinary manifestation determination reviews; resolution sessions, mediation, and pre-hearing due process procedures; and determining Section 504 eligibility and developing and implementing a Section 504 service plan.

Students enrolled in this course receive credit for their work as the executive editors of the law school's Public Interest Law Reporter.

Students enrolled in this course receive credit for their work as the associate editors of the law school's Public Interest Law Reporter.

Students enrolled in this course receive credit for their work as the members of the law school's Public Interest Law Reporter.

This course offers students an opportunity to focus on the legal issues that arise between borrowers and their financial advisor/banker. Topics covered include a focus on commercial loan agreements, other capital raising vehicles and mergers and acquisitions. The course also focuses on the perspective of the CFO and the banker in deciding when and how to raise additional capital, expansion through acquisition and partnership/joint-ventures with other entities. Students also study examples of actual loan agreements and other related documents as well as analyzing case law involving financial institutions and loan agreements. This course uses practical examples of actual transactions including details of their negotiation and execution with the student actively involved on a case study basis. Knowledge of Secured Transactions and Federal Income Tax would greatly assist the student; these classes are not, however, required to take the course. This is a Skills course.

Most criminal law is state law. When should the federal government get involved? This course answers the question by looking at both the legal arguments and the underlying policy goals of Supreme Court Justices. Along the way, it explores several major federal crimes: blackmail, government corruption, organized crime, drug dealing, fraud, and money laundering.

This Skills and Comprehensive Simulation Program is designed to teach students about Illinois and Federal deposition practice. Topics covered will include: effective deposition questioning strategies and techniques; thorough deponent preparation; efficient and technical use of exhibits; proper objections; methods of rehabilitating your witness; ethical considerations; and how to deal with the most difficult opposing counsel. This class will have lectures, but primarily focus on in class participation and interaction. The grade for this course will be based on individual mock deposition performances, in class participation, and overall contribution to self-critique and classmate critique.

Students enrolled in this course receive credit for their work as the senior editors of the law school's Public Interest Law Reporter.

This is a non-graded course that requires instructor permission to enroll. The course is limited to students that are currently or previously enrolled in the LAW 400, 401, 438, or 499. Students are required to prepare and compete in one or more advocacy competitions. Variable non-graded credit is available from one to three units depending on circumstances as determined by the instructor. Credit: Non-Graded 1-3 units

This course provides critical enrichment to students who are currently taking or have already taken at least one criminal procedure course. We examine how the criminal law works in practice in a variety of ways¿by looking at case studies, by studying empirical scholarship, and by hearing some of the difficulties and challenges from guest speakers.

This seminar examines the international rules regulating armed conflicts and other armed violence. Topics include the rights and responsibilities of states and individuals under international law, armed conflict identification and classification, the law of the sea, and rules regulating the conduct of fighters and other aspects of armed hostilities, and international human rights law. The course is designed to prepare students for competitions and/or future practice in these areas of law, such as in a government/military or non-governmental organization setting. The final grade is determined by group projects that include answering scenario-based humanitarian law questions and a research project to be selected and completed by assigned student groups. LLM students may enroll in this course with permission.

Since the onset of the global financial crisis, the role of the lawyer has expanded. Law firms and their clients alike expect new lawyers to not only understand the law but the basics of accounting and finance as well. This intensive pass/no pass course in accounting and finance is designed to help prepare law students for the demands of a career within a law firm. Topics covered include: How to read and analyze financial statements How to calculate returns on investments How to value companies How to structure securities Goal: To prepare law students for careers in a changing economy in which lawyers will be expected, and even obligated, to understand the intricacies of the business world. Description: This Unique program was designed to bring the world of finance and accounting to aspiring lawyers. It seeks to offer law students an overview of business concepts most relevant to legal professionals and relates these concepts to a broad array of practice areas. The course progresses in order of difficulty beginning with basic elements of accounting and concluding with more advance concepts related to securities pricing. Agenda Financial Statements: Analyzing financial statements has been a tsk traditionally performed by investment bankers and accountants. However, with accounting scandals threatening to erode confidence in corporate America, attorneys are taking on a prominent role in preparing and analyzing financial statements. Including the Balance Sheet, Income Statement, and Cash Flow Statement, this course is designed to give students an overview of accounting techniques and their relevance. Financial Analysis: The process of analyzing financial statements is involved in virtually every business decision. As corporate managers and bankers rely more on the advice of their inside and outside counsel, it is now imperative that an attorney better understand basic business decision making tools. This course will allow students to understand different methods of analyzing financial statements, what they are used for, and who uses them. Issues in Financial Reporting: In the wake of the massive corporate accounting scandals such as Enron, WorldCom, and Parmalat, the importance of detecting such fraud has taken on new proportions. No longer a matter reserved exclusively for accounts and financial analysts, accounting fraud is a concern of most attorneys who must be able to detect and report any suspicious of questionable reporting practices. This course is designed to equip students with the basic skills to determine signs of corporate accounting fraud along with guidance on what to do when confronted with such matters. Corporate Finance: With Issues related to corporate finance becoming more relevant today than ever, the role a lawyer plays in structuring transactions, negotiating deal terms, and coordinating the underwriting process is becoming increasingly important. This course provides the basic tools to understand, apply and challenge most aspects of financial management. Valuation: Valuation forms the cornerstone of nearly every business transaction. Whether it involves mergers and acquisitions, leveraged buyouts, venture capital, or real estate, a solid understanding of valuation will ensure an equitable transaction. Attorneys play an active role in these transactions but all too often become entrenched in the purely legal aspects of them. This course will help students to better understand the methodology and techniques behind various forms of valuation and in turn, better serve the needs of their clients. Securities: Attorneys play a vital role in capital formation and deal structuring for companies of all sizes. This course is designed to offer students a better understanding of the financial instruments they help structure. Topics covered will include stocks bonds, and derivatives. Additionally, the course will explore these concepts in the context of real cases drawn from recent transactions. Students will be responsible for class participation and a review project.

Federal Indian law examines the jurisdictional balance between tribes, states, and the federal government. The course explores the historical development of Indian law, highlighting its relevance to contemporary tribal sovereignty. Topics covered include criminal law, natural resources, taxation, and gaming.

Negotiating effectively is one of the most important qualities of a successful lawyer. This course seeks to help you move from negotiating by instinct, as most people do, to negotiating more thoughtfully, more comfortably and with a clearer sense of purpose. This course merges theory with practice to: (1) develop your understanding of negotiation, and your awareness as a negotiator; (2) give you tools and concepts for analyzing and preparing for negotiations; (3) enhance your negotiating skills through frequent role plays, analysis, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory, you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system. The Negotiation Seminar is a highly rewarding and interactive course. The course syllabus consists of assigned readings, simulations, and written assignments almost every class, and attendance at one video debrief where we will analyze your skill set.

In this course students participate as witnesses and bailiff/timekeepers during a mock trial, moot court or dispute resolution competition. Students must complete their assigned role as determined by the instructor. Students are required to read, review and learn material in order to perform role. Students are required to adhere to competition rules for the particular role assignment.

This seminar attempts to simulate the day-to-day practice of an estate planner. The topics range from the initial client interview to the formulation of sophisticated estate plans for those with substantial property, such as a successful business. The goal is to provide exposure to a broad range of client situations with supervised formulation and implementation of estate plans. Students generally work in teams of two or three and submit several drafting assignments throughout the semester. You may not also take Wills and Trust Drafting.

No course description is available

This course will teach writing an appellate brief to the U.S. Court of Appeals for the Federal Circuit. The problem will involve one patent law issue and one other related intellectual property issue. The problem is designed to teach an aspect of patent litigation beyond basics covered in introductory doctrinal courses by focusing appealable issues on real-world, common litigation issues such as: claim construction, admissibility of experts in IP cases, damages, and the intersection of patents and antitrust law. The goals of the course are to encourage students to think critically about issues and to evaluate complex issues, learn to organize thoughts around those issues, and learn to communicate clearly, conclusively and with credibility in writing and through oral presentation.

Mediation is a dispute resolution process that enables parties to negotiate their own settlement with the assistance of an impartial third party neutral (the mediator), instead of having a judge decide the outcome for them. As it has become increasingly institutionalized within the legal system, it is important that lawyers be familiar with its benefits, as well as with how it works. This course will offer an overview of mediation theory, techniques, applications, and history. Through simulations and other in-class exercises, students will consider how mediation differs from other types of dispute resolution processes, how mediation styles differ from one another, in what different contexts mediation is used (including commercial, divorce, community, and employment conflicts), and what the role of the attorney-advocate is during mediation. Mediation techniques and skills are extremely beneficial to attorneys. It makes them more effective problem solvers when dealing with a case; it helps them communicate more effectively with opposing counsel; and it helps them in their interviewing skills so that they can better understand the needs and interests of their clients.

This lecture series is a mandatory preparatory course for students who have been selected to participate in the annual London Comparative Advocacy Program. It explores a variety of issues pertaining to the English history and its legal professions. Topics include the history of the common law, the development of the English legal profession, English civil and criminal procedure, the modern legal professions and the history of London. (Permission is required) This is a Perspective Elective course.

This seminar meets for four hours each week during the first half of the spring semester. It is a scenario-driven course that further deepens a student's knowledge, understanding and practical application of international humanitarian and human rights law. Students are required to prepare group presentations on assigned legal topics (Thursdays) and then participate in scenario-based, role-playing exercises that require practical application of the law (Saturdays). The final grade is determined by contributions to and performance during student group presentations on assigned international humanitarian and human rights law topics and role-playing practical exercises.

This seminar will explore the difficult legal, political and practical issues currently confronting American education. The course will begin with an analysis of the fundamental political and legal principles underlying the American public education system. Students will then be challenged to apply these principles to difficult areas of education law, such as: (1) the adequacy and equity of school funding; (2) the nature of a constitutional right to education; (3) the relationship between public education and religious institutions and practices; (4) legal issues relating to curriculum; (5) equal educational rights, including issues of desegregation and affirmative action; (6) the constitutional rights of students; (7) special education; and (8) the rights and responsibilities of educators. Students will be required to participate actively in class, to facilitate class discussion of a selected topic, and to submit a paper which analyzes critically an important issue raised in the class. There will be no final examination. This course counts as a Perspective Elective course.

Are you stressed? Would you like improve your focus and memory? Prioritizing a healthy brain is important not only because learning the law is intellectually challenging, but also because lawyers suffer from anxiety, stress and substance abuse at an alarming rate. The objectives of this course include learning how mindfulness meditation, food choices, exercise, and various stress reduction techniques can improve brain health and well-being. You will practice meditating regularly both in class and on your own and will be introduced to science that demonstrates how mindfulness meditation can physically change your brain in a short period of time. This course will also cover using mindfulness to heal from technology and other addictions. You will also learn how mindfulness practice builds a variety of human capacities and skills that can be consciously applied with clients, colleagues, staff, opposing counsel, judges, juries and others. We will make these connections throughout the course using readings, meditation (together and apart), videos, class discussion, in-class exercises, personal journaling and guest speakers. You will also learn about recent advances in scientific research on the human microbiome, the mind-gut connection, and how to improve your well-being and brain performance through eating an anti-inflammatory diet. We will also explore the impact of exercise, gratitude practices, and quick stress reduction techniques. Students will also examine the stress response, brain biases (including implicit racial bias), and techniques to improve emotional intelligence in stressful conflict situations. Developing these skills will help you gain resilience to flourish in a demanding profession and bring your best self to serve your clients and communities. (Disclaimer: I am not a therapist, or a certified nutritionist, and I encourage students with mental health concerns to seek/continue treatment as needed with their therapists and/or physicians. The university Wellness Center also provides services and guidance for students with mental health concerns.)

In light of the ongoing digital transformation, societies are more reliant than ever on innovative technological solutions and ICT to address modern-day challenges. At the same time, this can raise fundamental rights issues in the digital space that confront companies and require highly skilled legal counsel to guide companies in their risk and impact assessments, due diligence and compliance processes, and government relations. The course examines timely human rights issues pertaining to digital technologies (especially ICT) in the areas of data privacy, content regulation, and other on- and offline fundamental rights issues in a US, transatlantic and international context. The goal is to provide students with the knowledge and tools to advise corporate clients on how to navigate these cutting-edge legal challenges. There are many highly topical and timely human rights issues pertaining to digital technologies and ICT confronting companies and their legal counsel, that this course will cover. Challenges around these emerging issues dominate the headlines almost on a daily basis and include biases in artificial intelligence, privacy issues in cross-border data transfers and innovative technologies (i.e. IoT, digital identity), disinformation and election integrity, government access to personal data (on public policy grounds, including public health, national security, etc.), hate speech and other harmful online content, cyberattacks (including during armed conflicts), and internet shutdowns. The course also features an optional practicum component (for one additional credit hour) providing interested students with the opportunity to become engaged in a real-life project on the topic with a relevant entity involving ICT companies and intersecting in a systemic and impactful way with human rights issues in IT, domestically or internationally. The class will be held synchronously via Zoom every Saturday from 9.30am to 11.30am CST. This will enable live class discussions with students and the instructor. Guest speakers from the industry, international organizations, law firms, and/or civil society may occasionally join the class discussion. For any questions about the course, please email Dr. Caroline Kaeb at ckaeb@luc.edu; Dr. Kaeb is a policy officer on digital issues at the European Commission in Brussels and you can find more information about Dr. Kaeb's profile at https://www.luc.edu/law/faculty/facultyandadministrationprofiles/kaeb-caroline.shtml

This is a non-graded course that requires instructor permission to enroll. The course is limited to students that are currently or previously enrolled in the LAW 400, 401, 438, or 499. Students are required to prepare and compete in one or more advocacy competitions. Variable non-graded credit is available from one to three units depending on circumstances as determined by the instructor. Credit: Non-Graded 1-3 units

This course begins with an exploration of the legal and political structure of American education, including issues such as: (1) the role of government in mandating education; (2) the relationship between state and religion in the educational process; (3) the governance of educational institutions and the shaping of curriculum; and (4) the rights and responsibilities of teachers and students. The American legal system's resolution of these difficult issues are then compared to the resolution of these same issues by legal systems in other countries. Finally, students are asked to question the fundamental assumptions underlying the American educational system based on their understanding of different assumptions underlying the educational systems in other nations. Students are required to help to facilitate class discussions and to prepare a paper that analyzes critically an issue raised in the class. This is a Perspective Elective course.

Immigration law is one of the most complex, dynamic, and rewarding areas of practice. Yet, it is often viewed as a specialized field that rarely is connected to other public interest areas of law, including child and family law, poverty law, housing, education, health, and criminal justice. The goal of this course is to teach the current realities of immigration law as experienced in practice, and to show how it intersects other field of public interest law in the pursuit of social justice. This unique course has a classroom component and a field-work component. The class meets formally two hours per week in the evening to cover substantive immigration law issues, current topics/changes in immigration practice, and to develop practical skills tailored to the practice of immigration law practice and advocacy, with an emphasis on issues affecting families and children. Topics include family-based petitions, persons fleeing persecution, unaccompanied children, forced family separation, providing trauma informed services, intersection of family law and immigration law, and deportation defense. The course includes in-class simulations and role-plays. One course is NOT required to take the other. Students are expected to work at their extern field placement site a minimum of 55 hours in order to earn 1 academic credit hour, or 110 hours in order to earn 2 academic credit hours. Instructors may vary across terms, and are experienced professionals with diverse areas of practice in immigration law. You are required to complete assigned readings before class. Readings will also be posted to TWEN. If you are interested in pursuing externship credits, please contact the Director of the Immigration Law Practicum, Katherine Kaufka Walts.

Course enrollment requires permission of the instructor or Academic Dean. Teaching assistants receive academic credit for serving in a tutor capacity for identified courses not otherwise within the jurisdiction of the academic tutor program.

Securitization is a form of highly sophisticated business transaction in which a company seeking financing gathers together pools of its financial assets, such as auto loans, deposits them in a bankruptcy remote subsidiary and causes the subsidiary to issue securities or borrow loans that are backed by the pool of financial assets. Well-known types of securitizations include mortgage-backed securities and collateralized debt obligations. Although these types of transactions received a great deal of scrutiny during and after the financial crisis, securitization also includes other forms of asset-backed securities that are an essential component of modern financial markets. As this course will demonstrate, a successful securitization integrates a bunch of different bodies of commercial law, including securities law, bankruptcy law, secured transactions, corporation law, tax, and regulatory acts such as Dodd-Frank and ERISA. This course uses an actual securitization transaction to illustrate the interplay of these bodies of law. The course also looks at the greater legal implications of these transactions on the financial markets in the wake of the financial crisis. 2L and 3L students that have an interest in corporate or transactional law, general business law or finance should consider this course I shall assign homework problems for most classes, which we shall discuss in the next class. The course grade will be based on participation in this class discussion and on the results of a take-home examination. This course also counts as an elective course for the Certificate in Transactional Law.

Some of the most cutting-edge and challenging litigation in the courts today are class actions or complex cases involving numerous parties and/or very complicated claims. These cases can take up enormous resources of our courts and the litigants and yet result in resolutions that are fair and efficient if litigated and adjudicated properly. This course focuses on the emerging issues in such cases, the innovative uses to which scientific evidence is being put in class actions, and the methods used to resolve such disputes. Students will be expected to participate as part of litigation teams in strategic discussions and exercises highlighting the material covered in the course and will be evaluated on those exercises as well as a final examination. The class would meet, at a mutually convenient time, once a week for two credits and feature at least two guest speakers (e.g., class action lawyer, jurist, expert). Students will be given a hypothetical class action highlighting key issues and tensions within class, and brief and argue their positions on (1) class certification and (2) class settlement approval.

This is a Bar course.

Art Law and Transactions is a study of the main legal issues involved in the acquisition, ownership and disposition of works of art. The primary perspective is that of an attorney in the representation of an art collector, and how the transactional arc involves regular concerns, such as contract law, as well as art specific concerns, such as Nazi-era looted art. Part I Acquisition begins with a focus on the legal issues raised by the various venues for art purchases (art commissions, through a dealer, at auction) and follows with the two core issues of authenticity and good title. Part II Ownership concerns three topics that could arise during the ownership phase: crossing borders, moral rights and art loans. Part III Disposition completes the transactional loop with a discussion of how one transfers works of art during life or at death, whether by sale or gratuitous transfers, including valuation concerns. The course will include several drafting exercises (some of which will be done in teams) and a one-hour in-class final.

Real Estate Transactions focuses on the basic principles of commercial real estate transfer, development, finance and leasing. The course follows a multi-party commercial development project through acquisition, financing and leasing. The course highlights the purchase and sale contract, easements, zoning and environmental regulations and closing; the loan process and financing issues; as well as leasing. The course also addresses the role of the lawyer in real estate transactions and the broad issues involved in modern real estate practice.

Business Organizations is a prerequisite for Business Planning, but is recommended for Business Planning: Transactions. Business Planning: Transactions A business lawyer needs to know, or at least be generally familiar with, many areas of law. Therefore, the purpose of this course is to teach many legal issues, including: (1) the organization of a business (e.g., the types of legal entities including "C" corporation, "S" corporation, partnership, and limited liability company), organizational documents for a corporation and a limited liability company, control issues including the problems of a minority shareholder in a privately owned business, and understanding balance sheets and income statements; (ii) the financing of that business (including compliance with the federal securities laws in connection with private offerings and public offerings, bank borrowing and granting collateral pursuant to Article 9 of the UCC); (iii) certain key day-to-day transactions (including intellectual property, environmental law, labor law, real estate law, and sales of personal property as regulated by Article 2 of the UCC); (iv) buying and selling a business (including certain tax and non tax issues, documentation, hostile tender offers, going private and leveraged buyouts); and (v) the financially trouble business (including workouts and the rudiments of securitization). There is a large handout, but the substance of the course is contained primarily in the lectures. Therefore, regular attendance is expected. There is no prerequisite for this course but some prior exposure to business law (e.g., Business Organizations) is desirable.

No course description is available

This course counts as a Comprehensive Simulation and Skills Course There are more than 1.5 million not-for-profit organizations in the United States alone, and more throughout the world. Not-for-profit organizations contribute to society in many ways, through diverse missions from education and research, to social services, relief, and advocacy, to religion, to arts and culture. In addition to the impact made through their missions, not-for-profits as a group are significant as employers and for their contribution to the general economy as well. Not-for-profit organizations exist to further their charitable purposes, do not distribute dividends or net revenues (having no private shareholders or owners), and often are formed and operated to qualify for Federal income tax exemption under Section 501(c)(3) or other provisions of the Internal Revenue Code. Nonetheless, they have many of the same operational needs and characteristics of any other business. They occupy space (whether owned, leased, or hosted by others). They purchase and consume goods and services from vendors and suppliers. They manage and cope with attendant risks. Interestingly, commentators suggest that not-for-profits can be more complex to manage, and to advise, than a for-profit business. The organization may have funding constraints, staff constraints, and knowledge constraints, particularly when coping with transactions or situations that arise only occasionally or where the organization is governed or operated in whole or in part by volunteers. Not-for-profit facilities and operations can be uniquely complex (think for example about a museum, a zoo, a hospital, or a cathedral), and their diverse sources of governmental and private funding can come with extensive conditions, restrictions, and reporting requirements. They may even be offered (or accept) donated goods or services in kind, gifts that come with their own implications. This course will explore the opportunities and challenges for lawyers involved with not-for-profit organizations, whether as paid or pro bono legal advisors, or as board members or volunteers. The course will use a combination of traditional lecture and discussion, case study simulations, and guest speakers, as well as individual meetings with students on directed work. The course will be centered around a recurrent series of fictional clients, each a not-for-profit organization, engaged in a variety of operational and transactional situations. Each client organization will have a different mission, size, and resources, as well as mock client representatives who will have different business and style preferences, which the class will need to accommodate and will come to anticipate in fashioning and recommending solutions for each client. Each student will be invited to select and imagine a mock client organization with a not-for-profit mission suited to the student's interest and will have the opportunity to identify and explore individual topics relevant to not-for-profit transactions, operations, and governance. The course will also consider issues of legal ethics and professional conduct, as well as governance and fiduciary duty of board members, in the not-for-profit context. The course's emphasis on case studies and commercial transaction scenarios is also designed to act as a capstone course which complements and draws upon the students' prior coursework in contracts, real estate and commercial transactions, ethics, and government regulation. In these ways, the course emphasizes skills relevant in any transactional project, for-profit or otherwise. Students will be graded based on class participation, written assignments and exercises, and a paper and presentation resulting from research and study on their chosen mock client and individual study topics. There is no final examination for this course. (Hagy)

The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. The tax clinic is neither exclusively a "skills center" nor a "theory center." Instead, all the numerous components of tax law practice are integrated in the curriculum of both classroom study and legal practice with actual clients. Some of the subjects include client interviewing and counseling, negotiations, and tax litigation. Students handle cases at the IRS and Tax Court level on a clinical basis and, with the clinic attorneys, prepare all appropriate written responses to the IRS, prepare Tax Court petitions, and litigate tax cases. Federal Income Tax is a prerequisite. This is a Skills and Live Client Experience course.

The Journal of Regulatory Compliance (the JRC) is a semiannual legal journal published by second- and third-year law students at Loyola University Law School Chicago. Members of the Journal of Regulatory Compliance staff review, analyze and edit articles prepared and submitted by authors who are not members of the JRC. Members of the JRC Staff also complete and submit or review and edit three blogs for the Inside Compliance blog per semester. The JRC also hosts an symposium on critical Compliance issues with a host of leading experts in the field. Students are invited for membership on the JRC Staff based upon academic achievement and entry in a writing competition. The course is presented on a pass / fail basis.

The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. Federal Tax Clinic II affords students from the tax clinic the opportunity to carry their cases through to completion. It is more independent and sophisticated than tax clinic I. Students continue to develop the skills that they learned in tax clinic I, including client interviewing, negotiations, tax litigation, correspondence with the IRS, and preparation of petitions to Tax Court. Federal Income Tax and Tax Clinic I are prerequisites. This is a Skills and Live Client Experience course.

Law Journal Members are responsible for editing, cite checking, page-proofing and proofreading articles selected for publication in the Loyola University Chicago Law Journal under the supervision of Executive Editors and Senior Editors. Each Law Journal Member must also prepare and submit an original note or comment of publishable quality.

The Journal of Regulatory Compliance (the JRC) is a semiannual legal journal published by second- and third-year law students at Loyola University Law School Chicago. Members of the Journal of Regulatory Compliance staff review, analyze and edit articles prepared and submitted by authors who are not members of the JRC. Members of the JRC Staff also complete and submit or review and edit three blogs for the Inside Compliance blog per semester. The JRC also hosts an symposium on critical Compliance issues with a host of leading experts in the field. Students are invited for membership on the JRC Staff based upon academic achievement and entry in a writing competition. The course is presented on a pass / fail basis.

The Journal of Regulatory Compliance (the JRC) is a semiannual legal journal published by second- and third-year law students at Loyola University Law School, Chicago. Members of the Journal of Regulatory Compliance staff review, analyze and edit articles prepared and submitted by authors who are not members of the JRC. Members of the JRC Staff also complete and submit or review and edit three blogs for the Inside Compliance blog per semester. The JRC also hosts an symposium on critical Compliance issues with a host of leading experts in the field. Students are invited for membership on the JRC Staff based upon academic achievement and entry in a writing competition. The course is presented on a pass / fail basis.

Law Journal Executive Editors are ultimately responsible for the publication of the Loyola University Chicago Law Journal. They oversee the selection, editing, cite checking, page-proofing and proofreading of articles chosen for publication in the Journal. They also oversee Law Journal Members and Senior Editors in the performance of their responsibilities. Law Journal Executor Editors are also responsible for planning and hosting the Law Journal's annual symposium conference.

Law Journal Members are responsible for editing, cite checking, page-proofing and proofreading articles selected for publication in the Loyola University Chicago Law Journal under the supervision of Executive Editors. Law Journal Senior Editors are also responsible for other tasks assigned to them by Executive Editors that contribute to the operation of the Journal.

This is the course to provide credit to student editors of the Loyola University Chicago Law Journal.

An alternative to traditional moot court competitions, the Law Student Tax Challenge (LSTC) is organized by the Section¿s Young Lawyers Forum. The LSTC asks two-person teams of students to solve a complex business problem that might arise in everyday tax practice. Teams are initially evaluated on two criteria: a memorandum to a senior partner and a letter to a client explaining the result. Based on the written work product, six teams from the J.D. Division and four teams from the LL.M. Division receive a free trip to the Section¿s Midyear Meeting, where each team presents its submission before a panel of judges consisting of the country¿s top tax practitioners and government officials, including tax court judges. The competition is a great way for law students to showcase their knowledge in a real-world setting and gain valuable exposure to the tax law community. The problem is released in September and the written submissions are due in November. Teams are notified in December if they have been selected to present their papers at the ABA Tax Section Midyear meeting which happens at the end of January or beginning of February.

In this course students will study and analyze the law and practice of corporate governance law for publicly-held corporations. Introductory sessions will detail corporate governance law and regulation, with a specific focus on the impact of the Dodd-Frank Wall Street Reform and Consumer Protection Act of 2010. Thereafter, a number of alternative proposed reforms will be assessed Finally, the course will address practical element of corporate governance practice including professional responsibility issues, the director selection process, board diversity, and empirical learning regarding the best corporate governance practices.

This graded 3 unit course requires instructor permission to enroll. Students develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. Students are required to participate in the mandatory evidence boot camp at the start of the semester. Each student is required to apply their learned skills in one or more local, regional, national or invitation mock trial competition. This course satisfies the requirements of Trial Practice I (LAW 411 or LAW 416).

No course description is available

During the Patent Prosecution Seminar, students will learn the requirements needed to procure a patent and navigate through the different stages of the patent examination process with the U.S. Patent and Trademark Office. Skills that are developed during the Seminar include conducting an Inventor Interview, drafting claims of a patent, responding to an Office Action, conducting an Examiner Interview, and drafting a petition or preliminary response for an Inter Partes Review proceeding. After taking the seminar, students are confident in their skills to procure a patent on behalf of clients.

This course builds on the knowledge gained in constitutional law and civil procedure. One of the most important features of our constitutional system is the general division of governmental authority between state and national governments, and nowhere is that division of authority more important to practicing lawyers than in the allocation of judicial power between the state and federal courts. The former are, of course, courts of general jurisdiction, while the latter are courts of limited jurisdiction. The overall design of the course seeks to assist students in thinking about this allocation of power, not as a merely theoretical matter, but as one of real practical consequence in connection with a client's substantive goals and how best to serve them. Litigants typically want access to the federal courts for very specific (and often very important) reasons: to obtain remedies for violations of federal constitutional and statutory law, or, in some cases, to secure a forum that they believe will be more hospitable to their claims. Seen in this way, the law of the federal courts consists of doctrines that either facilitate or frustrate litigants in achieving their substantive goals in the federal (and state) courts. The aim of the course is to provide students with a basic framework for thinking effectively about these problems. This course may be offered only every other year.

With the consent of a faculty member supervising the research, a student may earn credit. The scope and subject is arranged between the student and the faculty member.

Each year, students are selected to travel to London for about two weeks between semesters. In London, students engage in a number of activities focusing on the British legal professions, the system of advocacy in the U.K., and legal history. For students who hope to be selected for the program, completion of Evidence is recommended. Applications for the program are due each April and the program faculty selects the participants for the following year. There are always far more applicants to the program than available space. This course is the second credit of a two-credit ungraded program. To prepare for the visit to London, students are required to take "Introduction to the English Legal Profession" (1 credit) during the fall semester prior to the trip. Participants are then required to register for this course in the spring semester after the conclusion of the trip to London. Students are required to submit a 20 page research paper by a deadline in May on a topic approved by the instructor.

No course description is available

Prisoner Rights Litigation is enormous. It accounts for up to twenty percent of cases filed in federal courts; indeed, over 300 of the roughly 1,500 civil cases filed in the U.S. Court of Appeals for the Seventh Circuit in 2022 were brought by prisoners alleging unconstitutional conditions of confinement (lack of healthcare or dental care, cell infestations, inhumane temperatures, discipline without due process, suppression of religion or speech, or inadequate diet-to name some). And in this area, access to counsel is a critically unmet legal need, forcing many prisoners to litigate potentially meritorious claims without counsel. Yet this absence of counsel is perplexing given that this practice area can be lucrative for attorneys due to the guarantee of attorneys' fees under the Civil Rights Attorneys Fees Act. To resolve that discrepancy, this course is intended to prepare students for practice in prisoner's rights cases. This course will benefit students whether they practice in this area full time or on a pro-bono basis. The topics this course will cover include the federal rights that individuals retain while detained pending trial and after conviction, as well as areas of practice unique to litigating prisoners' constitutional claims. Students will also have an opportunity during the semester to hear from a guest speaker (TBA) who was formerly incarcerated and will discuss common issues of living in prison, including physical conditions, medical and mental health care, access to the grievance process and the courts in general. Course formative and evaluative assessments will provide students opportunities to learn the material, demonstrate understanding, and hone writing skills for practice. The primary method to assess student learning in this course will be the preparation of both a trial brief and an appellate brief. Students will also undergo four unannounced quizzes that will measure how well they understand the material. In addition to these assignments, class participation is critical and will be part of the final course grade.

This course is for students who have already taken and passed the Mediation Certification & Courthouse Practicum. Students in this course will further develop and build upon their mediation skills by mediating actual long model cases at the Center for Conflict Resolution, as well as short model cases at the Cook County courts. Students will turn in written case summaries and assessments after the mediations and use the classroom time to discuss and learn from each other's mediation experiences. This is a 1-3-credit course. Grading is based on participation in mediations, class discussions and written work. Professor permission is required. This is a Skills and Experiential Learning course.

This course examines the current constitutional and statutory framework guiding government institutions tasked with national security responsibilities, as well as their historical roots. It covers such themes as the allocation and interplay of power between the Congress and the President on matters of war making, emergency powers, intelligence gathering, targeted killing, indefinite detention, Military Commissions, and the looming prospect of a statutory schema for addressing the rising threat of domestic terrorism. Conventional wisdom overweighs 9/11 and its aftermath as the anchor point for examination of this field of law. In fact, and as the course explores, its roots must be traced from 19th century conflicts with native peoples to slavery and the Civil War, and then coursing through industrial and social strife in the early 20th century, Cold War anti-Communism and the 1947 National Security Act, to the ongoing War on Terror - foreign in the wake of 9/11 to which paralleling concerns of domestic forms now proliferate, with each draw on organizing tenets involving the othering of minorities. To the extent that "national security law," can be said to cogently exist as a discreet field, it operates from the underpinnings of a complex mix of legal and political theory under the penumbra of Emergency Powers or, more classically, The State of Exception made famous by Weimar jurist and political theorist Carl Schmitt, with antecedents in the work of John Locke and Thomas Hobbes. The mix is inextricably intertwined with U.S. foreign policy concerns and their historical fluctuations. These theoretical considerations therefore frame and inform the course's interrogation of the legal structures and doctrines. It also engages with the topic of how ideas of membership and belonging have shaped our judgments as a world power nation-state about who and what counts as an external threat.

In an era of computer-aided gerrymandering, foreign interference in our elections, increasingly unchecked campaign finance, systematic voter suppression, and (as yet unsupported) assertions of voter fraud, the study of election law seems more relevant than ever. This is a 2 credit course on election law co-taught by an experienced election law litigator, Ruth Greenwood, and Prof. Matthew Sag. Prof. Ruth Greenwood is the Senior Legal Counsel for Voting Rights & Redistricting for the Campaign Legal Center. Election Law will give students an understanding of the themes in the legal regulation of elections and politics. It will cover all the major Supreme Court cases with respect to the right to vote, regulation of political parties and candidates, redistricting, race and representation, and campaign finance. The course will also cover voter fraud and vote suppression. Election law is a product of federal and state law, both constitutional and statutory. Consequently, this course provides a good foundation for students interested in constitutional or statutory litigation. This course is available to 1L students as a perspectives elective.

Sales is an advanced contracts course and offers an opportunity to develop drafting, contractual and statutory interpretation, and client counseling skills. Students will gain an in-depth understanding of the law governing sales of goods and Article 2 of the UCC.

This seminar focuses on the relationship between law, politics, and society in one particular area - the criminal justice system. Drawing on a variety of sources, including court decisions and empirical studies, we will examine how the criminal law works, "on the ground." The seminar is organized in the following manner: after a brief introduction to some socially created bases for popular notions of criminality and lawbreaking, we will focus on socio-legal studies in six areas: criminal courts and criminal justice personnel, criminal trials, prosecutors, defense attorneys, the police and punishment. Issues we will consider include the disparity between what the law says and what happens in reality; the role of race, class, and gender in the decisions made by those whose job it is to enforce the criminal law; the role the criminal justice system is intended to play in society, and finally whether the criminal justice system lives up to the goal of balancing the interests of justice, order, and liberty.

This seminar will examine select topics in contemporary international law practice and scholarship. Approximately every other week, the course will feature presentations of papers or works in progress by a leading international law scholar or practitioner. Students will submit short written comments of each paper in advance of its presentation. These comments will be sent to the speaker and the two hour session will be devoted to discussion of the paper and these comments.

The Legislative Drafting Workshop will provide law students with an introduction to legislative drafting with a specific focus on the unintended consequences that can result from well-meaning legislation. Students will learn the basics of how to draft a law for enactment in the state of Illinois. We will analyze several statutes to identify common problems, and other well-known unforeseen issues. There are several types of unintended consequences, and students will learn how to identify and prevent them. The course will consist of several in-class assignments where students will be given proposed legislation and they will identify many possible unintended consequences of the law and they will then correct them either by rewriting the law or drafting an amendment. The course will be taught by legal professionals with extensive experience in legislative drafting and litigation. The students will gain practical skills by learning from two practicing litigators who experience the effects of unintended consequences every day.

Critical Race Theory teaches analytical tools to study how law can create and cure racism. The course re-examines the first year curriculum (e.g., torts, contracts, criminal law, property, and civil procedure) to show that the law is conscious of race, and to explore how seemingly neutral application of the law can have devastating consequences for racial minorities.The course puts Critical Race Theory in conversation with other critical approaches like feminist theory and class studies. Our course goal is to address the following question: What would the legal landscape look like if society were to account for (and address) racial oppression?

The course will a provide an historical overview of federal housing statutes and programs to lay the groundwork for understanding how these programs and their successors are being utilized today to preserve and construct affordable rental housing. Case studies analyzing the legal organizational and financing structure of mixed income public housing developments in Chicago will demonstrate how public-private partnerships work in practice. Supreme Court and lower court cases that have impacted the course of affordable housing will be analyzed particularly in relation to the Fair Housing Act of 1968. The course will conclude with a review of employment opportunities in this field and how most effectively to pursue them.

This course is open to returning Community Law Center Clinic I students seeking 2 credit hours. .

No course description is available

This seminar examines the tax and business planning aspects of mergers and acquisitions, including taxable and nontaxable transfers of businesses and real estate. Transactions covered include installment sales, earn-outs, options, technology transfers, reverse mergers and like-kind exchanges. Particular attention will be given to planning whether to use asset sales or stock sales, structuring financing for acquisitions and techniques for compensating investors. The seminar will also explore the taxation of partnerships, S corporations and limited liability companies and their special application to corporate and real estate acquisitions.

This seminar focuses on the interface between Intellectual Property (IP) and antitrust law. Patents, copyrights and trademarks and other IP regimes confer exclusionary rights. Exclusive rights provide incentives and serve other ends, but their exercise can also impede competition distort otherwise competitive markets. This seminar will address the intersection of IP and Antitrust with respect to issues such as standard setting, licensing, corporate strategy, product design, efforts to increase market share and mergers and acquisitions.

Electronic discovery ("e-discovery") is the practice of working with digital evidence during legal proceedings. It is at the intersection of law and such information technology disciplines as computer forensics, information governance, data analytics, machine and rule based learning, and artificial intelligence (and so that we do not scare anyone away, we expect that most students will have little experience with these concepts). Proficiency in e-discovery has become a must-have skill set for litigators. The Federal Rules of Civil Procedure and Evidence have already been modified multiple times in the last few years to try to address e-discovery concerns, and additional changes are under review by the drafters. The states have followed suit with their own rules. A burgeoning body of case law comes down each year, attempting to define the legal and ethical obligations of parties and counsel when preserving, collecting, reviewing, and producing electronically stored information. The result is a fundamental change in litigation practice. For example: the enormous costs of e-discovery drive settlement strategy in commercial litigation; divorce and trade-secret cases hinge on the contents of a party's cloud email account; product liability and personal injury cases focus on output from the Internet of Things; prosecutors and criminal defense attorneys fight to balance the wealth of evidence available from mobile phones with privacy rights; legal privilege protections are diminished because it is difficult to find attorney/client communications among large volumes of email; technology-savvy attorneys use their expertise to contest the authenticity and probative value of key pieces of evidence based on arcane metadata; parties seek arbitration or trial venues based on the protections and burden of local discovery rules; international reaction to US cyber-snooping hindered the ability of US litigants to obtain information from foreign parties; and, attorneys and litigants are sanctioned with alarming frequency for failure to properly manage e-discovery. Mastery of e-discovery is a differentiator for clients choosing counsel and for law firms in the hiring of new attorneys. Law 551 is a survey course, to familiarize students with foundational concepts, and to delve into some of the more challenging questions that e-discovery poses. It will also look at creative and strategic ways that lawyers use digital evidence to advance their cases. The course will include a combination of lecture, discussion, and practical application, allowing students an opportunity to explore issues and practice their advocacy and problem solving skills. Readings will consist of case law, statutory and regulatory guidelines, ethical guidelines, research, and white papers. Grading will be based on class participation, a mid-term exam and a theme paper.

The purpose of this course is to provide students with a survey of current and emerging issues in American civil rights litigation. It defines civil rights broadly and incorporates issues related to food justice as well as traditional doctrines addressing discrimination based on race, gender and other identities. As a start, the materials on racial discrimination serve as an anchor. The foundational framework for our civil rights laws is directly related to our racially discriminatory laws. For that reason, the course starts with landmark cases and historical developments impacting the social and legal treatment of blacks and other communities of color. Additionally, it asks students to think about what law is, what law is doing, and what it should be. The coverage, then, expands to the diverse areas of civil rights laws. Throughout, students will learn the contours of each doctrine, the principles that form it and their practical relevance. This begins with a discussion of racial discrimination as the catalyst for civil rights jurisprudence in America. The Civil Rights Act and relevant doctrines of the 14th Amendment are important to understanding the development of civil rights litigation. Ongoing and emerging issues affecting gay, transgender, women, nonconforming individuals, and poor classes are also covered as vibrant parts of civil rights jurisprudence. To this end, the course's materials are divided into three parts: the first part deals with foundational and historical issues that impact today's jurisprudence. Chapters in this first section examine the road to Brown and the struggle for desegregation in school systems nationally. It also discusses pre and post Reconstruction cases and statutes still relevant today. The second part examines in detail the cases and laws that make up the modern civil rights landscape. As such, it starts with the Civil Rights Act and a close examination of Title VII, Tile IX and Title VI. This section also includes cases that make up the voting rights canon as well as chapters on disability law, language minorities, and gender discrimination. The third section delves into a study of emerging issues in the twenty-first century. In these materials, relevant issues include the struggle for sustainability as civil rights issues, food justice, gender identity, sexual orientation, and same sex marriage.

This seminar will explore sex trafficking as a structural problem of intersectional inequality and sexualized violence. This class will combine theory with a comprehensive overview of legal doctrine in areas of substantive criminal law and procedure. Students will also read several articles addressing intersectional feminism and critical race theory approaches to law, hierarchy, and vulnerability.

Students in this practicum will administer a skills component of the traditional Family Law foundational course, focusing specifically on the drafting of an antenuptial agreement in a complex case hypothetical. Practicum students will serve as clients in the drafting exercise. In this capacity, students will meet face-to-face with the collective group of student attorneys representing each client and engage in ongoing, timely and detailed electronic communication with student attorney teams throughout the course of the skills exercise. Practicum students will also assist in evaluating the client counseling facet of the exercise, and in reviewing each prenup for its substantive terms. Each practicum student will spend approximately 40 hours engaged in work related to the exercise. Students may enroll in this practicum only with permission from the instructor.

This course adopts a novel Critical Youth Theory approach to address a range of legal claims grounded in substantive due process from a child-centered perspective. We will explore the various ways in which child-centeredness shapes the legal discourse and how centering children invites us to think differently about legal problem-solving. Topics include: Voting, Right to Identity, Climate Crises, Global Perspectives on Children, Gun Violence, Poverty among others.

This course aims to help law students become effective problem solvers through development of their knowledge and skills in negotiation, mediation, and arbitration as applied to a range of legal disputes. Students will learn to assist clients in identifying their goals and searching for creative solutions that produce efficient, expansive and effective outcomes. Students will learn about negotiation, mediation, and arbitration through lectures, but primarily through case simulations followed by critical feedback. Class attendance is critical. Class focus will be on the mediation and collaborative legal forums of Alternative Dispute Resolution, with an emphasis on learning procedural aspects of mediation and arbitration, and the collaborative skills of negotiation. This course will provide students with the opportunity to gain practical knowledge and familiarity with the different methods of alternatives to litigation. Classes will include lectures, simulations, role-playing, and outcome-based actual case studies. This is a Skills course.

This course will explore the first amendment provisions dealing with free speech, freedom of association and religion with particular emphasis on free speech and association in a time of terror. We will also study the European counterpart protections with significant stress on civil and criminal defamation.

With the consent of a faculty member supervising the research, a student may earn credit for a project related to an international law subject. The scope and subject is arranged between the student and the faculty member.

The purpose of this course is to develop and understanding of human behavior in changing organizations, and the managerial awareness, tools and methods that are available to increase effectiveness. The course surveys principles and theories about individuals and groups at work, motivation and interactive drives and processes for satisfying needs, organization strategies for effectively utilizing people and creating the environment to achieve goals of people and companies. New models of leadership, teams, organization structure are studied as the product of today's transforming organizations. Some elements of organization development methods are incorporated to show how OC practitioners work.

Animals (meaning comprehensively for this purpose non-human mammals, birds, reptiles, fish, and insects) are central to our world in a myriad of ways. Historically, and still today (not without controversy and for better or worse depending both on degree and on your perspective), animals were and are a major source of food, as well as a tool of production as farm labor, transportation, policing and security, military activities, and entertainment and education, an object of scientific and medical research, and work as service and support animals. Animals are also key components - and participants - in our ecology and environment; after all, they have been on the planet in one form or another 500 million years before the first humans are believed to have emerged (and, even then, Darwin might point out that we have them to thank). Moreover, companion animals have been sources of friendship, companionship, and love throughout centuries and especially in modern society where they are often viewed as family members and not as possessions. These attachments, and public concern for the welfare of animals, also result in a determination to protect animals (although arguably in some contexts but not others) from neglect and abuse. For all of these reasons, animals intersect with virtually every aspect of legal concept and practice: property law, contracts, tort, criminal law, environmental law, wills and trusts, constitutional law, international law and trade, and more. And, like every area of law, animal law continues to evolve through legislative and regulatory action, judicial decision, and societal sentiment. That change can be complex, involving considerations of both human and non-human safety and wellbeing, ethical and moral beliefs, and economic interests. In this course, together we will explore themes across the spectrum of how the law touches and treats animals in our society, in our economy, in our homes, and in the wild. We will use a textbook as a starting resource, supplemented by materials from primary and real-world sources and contexts, as points of discussion and discernment. Each class member will also select an individual topic in an area of personal interest to develop in further depth and to share with the class to expand our knowledge. Coursework on which the performance assessment is based will be composed of a series of objective or short-answer written assignments throughout the course, a concise paper and class presentation on the student's chosen individual in-depth topic, a brief take home final examination that also serves as a summative reflection on the course, and class participation.

No course description is available

People use the expression "trial and error" in reference to a continual experiment yielding both positive and negative results. Yet, it is all but forgotten that the federal courts developed in precisely this manner at the hands of many successive (and sometimes shortsighted) Congresses. Since 1789, Congress has tinkered with every conceivable detail pertaining to the Third Branch, from the important (such as defining federal jurisdiction) to the trivial (such as micromanaging times for holding court). Some of these efforts were short-lived, while others have persisted since the first Judiciary Act of 1789 and today constitute cornerstones of the modern federal judiciary. With that pedigree in mind, this course will examine certain aspects of the evolution of the federal courts from 1789 to the present, with particular emphasis on the structure and function of current, abolished and reconstituted Article III (i.e., constitutional) courts, federal judicial legislation, the federal judiciary, specialized Article III courts, the advent of Article I (i.e., legislative) courts and court officials. The instructor will evaluate students by a final examination as well as classroom participation.

This seminar will provide a survey of the key Treaty provisions and legislation of the European Union (EU) and the key institutions of the EU that enforce these provisions. The course will focus on the so-called four freedoms of EU law - the free movement of goods, services, people, and investments. The course will also discuss the progress of the EU towards its long term goal of the completion of a single European market and discuss selected areas of the substantive law of the EU including competition law (antitrust). Students will prepare a paper on a mutually agreeable topic and submit an outline, first draft, and final version as well as present their topic in class toward the end of the seminar.

This one credit hour weekend course will provide students with an intensive simulated experience in the various processes of resolution of special education disputes. Areas addressed will include some or all of the following: contested IEP meetings, manifestation determination reviews, resolution meetings, mediation, and due process hearings. Assuming the roles of parent¿s counsel and school district counsel, students will develop a practical working knowledge of federal and Illinois statutes and regulations governing special education dispute resolution; develop a legal understanding of, and working familiarity with, student special education records and documents; and learn how to interview and prepare clients, witnesses, school personnel, experts, and others for their respective roles in the dispute resolution process.

This class will examine how terrorism cases are investigated, prosecuted, defended and punished. It will address how suspected terrorists are targeted and captured, including surveillance methods and interrogation techniques, as well as the questions of whether these measures are effective and potentially undermine well-established and deeply in-grained constitutional liberties and culture. It will cover classified evidence in the adversarial process -- including how it is gathered, how it impacts charging decisions and trial strategies, and how courts manage it in adversarial proceedings. In addition to drawing out these issues as they operate in civilian courts, the course will also examine judicial alternatives, including the use of military tribunals or national security adjudicative systems in other constitutional democracies, as well as extra-judicial and judicially pre-emptive measures such as preventative detention, designations and the freezing of assets. Overarching issues that will animate our exploration will be the need for emergency rules and powers, the role(s) of the courts and counsel, and how well the U.S. legal system faces the challenge of balancing rule of law and civil liberty principles with the national security concerns in countering terrorism, both internationally and domestically. This is a non-exam course. Grades will be based (i) short written impression statements on assigned weekly readings which will be used as prompts for class discussion; (ii) classroom participation, and; (iii) a 15-20 page paper on a topic of choice in the field. The class will include participation by guest speakers, including scholars and practitioners in the field. This is a Skills course.

No course description is available

This class will investigate the origin in law of the corporate form and explore the challenges presented by the modern corporation, both from the standpoint of its legal structure as a business organization formed by law, and the rights and privileges afforded corporations under case law that interprets the corporation as a jural "person." Readings will be considered from colonial charters to the recent U.S. Supreme Court decision in Citizens United v. FEC (2010). There will be special emphasis on the contracts and commerce clauses of the Constitution, as well as the 14th Amendment. This course is not so much concerned with corporate responsibility as it is with corporate governance and accountability. We will explore the concept of limited liability, trace the evolution of legal personhood, examine the original public purpose requirement of the corporate entity as contemplated in law, and consider the role of public law in the world of the self-regulating market.(Class will meet at Chicago Kent Law School.)

This one credit weekend course will provide students with an intensive simulated experience in conducting a student disciplinary administrative hearing. Assuming the roles of counsel for the student and counsel for the school district, workshop participants will prepare for and represent their respective clients in a school expulsion hearing. Participants will develop an understanding of the constitutional principles of due process, freedom of speech, and search and seizure as they pertain to students in the public school setting; as well as Illinois School Code statutory provisions regarding student discipline, suspension and expulsion. In the course of preparing for the culminating disciplinary hearing, participants will gain a working familiarity with student codes of conduct and student school records and documents, and they will hone their skills in interviewing and preparing clients, witnesses, and school personnel for their respective roles in the discipline process and administrative hearing. Students will also deliver opening and/or closing statements and conduct direct and cross-examinations of witnesses and, through this process, will enhance skills applicable to a variety of court and administrative hearing settings. This is a Skills and Experiential Learning course.

Students in this course will be trained to become certified mediators and then develop their mediation skills through hands-on experience mediating in court. The course starts with a mandatory intensive mediation skills training conducted by the Center for Conflict Resolution (CCR) at the beginning of the semester. The course will thereafter meet once a week as part of CCR's certification process to discuss, practice and improve upon student mediation skills. Students who meet all of CCR's certification requirements will be certified as CCR volunteer mediators and mediate actual cases in Cook County courts, while continuing to meet in class to discuss and build on what they learn in the mediations. Upon completion of this course and the CCR certification process, students will be able to continue volunteering as mediators for CCR, as long as they continue to meet CCR's volunteer requirements. Instructor Permission Required. Spots are limited so students are encouraged not to delay seeking permission to register for the course. To apply, email Professors Block and Eatherton. Preference will be given to students who have already completed a mediation or negotiation course, whose fall schedules are compatible with the court mediation schedule, and who are in their final year of school. Those who do not get a spot may request to be put on the waitlist. Enrollment Requirements: Restricted to J.D. and LL.M. students

The Veterans Practicum is a cross-disciplinary effort in partnership with the School of Social Work designed to better address veterans' social and legal needs. Senior law students will use 711 license to represent veterans and their families in a myriad of civil legal matters under the supervision of the director, Emily Vaughan. Students who enroll in this course must be available to be for office hours one morning or one afternoon each week (Monday-Friday). The Practicum also has a classroom component that meets each Wednesday from noon to 2 p.m. The purpose of the classroom component is to provide students with a theoretical overview of the lawyering skills that will be required of them in their casework.

This course is designed to provide students with an overview of the issues and case law related to wrongful convictions. Students will gain an understanding of the dynamics of wrongful convictions and this burgeoning area of law. 40% of the grade in this course is based on class participation. 60% is based on a research paper.

This seminar class will address current issues and relevant case law in various housing and real estate development issues including such topics as fair housing, HUD organization and FHA mortgage programs, public housing, low-income tax credits, community and economic development and affordable housing. This class will be a true seminar with a different topic discussed each week. Class participation is critical and the final grade will be based on participation as well as final paper.

With the consent of a faculty member supervising the research, a student may earn one or two units of ungraded credit. The scope and subject is arranged between the student and the faculty member. It is expected that for each hour of academic credit the student will produce a scholarly work of publishable quality of approximately 30 pages in length. The project that is the subject of the Independent Research must be completed during the semester in which the registration occurs. This variable credit course may be repeated for a maximum of six (ungraded) credits. (For additional requirements see the associate dean.) This is a Non-Graded Course.

Students may earn externship credit for working at an approved externship site. This program is designed to offer students practical experience.

A student may earn up to two units of ungraded credit for undertaking a research project for a faculty member. The scope and subject is chosen by the faculty member, who exercises control over the project. It is expected that for each hour of academic credit the student will engage in substantial legal work for at least fifty-five (55) hours during the semester. The project that is the subject of the Directed Study must be completed during the semester in which the registration occurs. This variable credit course may be repeated for a maximum of six (ungraded) credits. (For additional requirements see the Associate Dean.)

The Community Law Center Clinic (LUCLC) course is designed to teach students the essential skills involved in the practice of law, including client interviewing and counseling, hearing advocacy, negotiation and practice management. These skills are taught in conjunction with the representation by students of clients in civil cases under the supervision of Professor Theresa Ceko and the law school's clinical faculty. The Law Center is located in Room 1005 of the law school. Students who enroll in the clinic course must be available to be in the clinic either one morning or one afternoon each week (Monday-Friday). The course also has a classroom component that meets each Wednesday from noon to 2 p.m. The purpose of the classroom component is to provide students with a theoretical overview of the lawyering skills that they perform at the clinic. In addition to regular clinic hours and classroom work, clinic students work on their cases during an additional 6 hours a week, most of this work done on the student's own time. Any student who has completed the first year of law school can enroll in the clinic course. Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent. Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice. Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation. The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment.

Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent. Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice. Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation. The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment.

This course introduces students to constraints on the use of force in international and U.S. domestic law. International law topics include: (1) a brief introduction to international law and legal theory; (2) the United Nations Charter and limits on the use of force between states; (3) the difference between armed conflict and law enforcement matters; (4) rules regulating the conduct of fighters during an armed conflict; (5) human rights law, and; (6) the law of the sea. Domestic law topics include: (1) the general relationship between international law and the U.S. legal system; (2) the allocation of authority to use and limit the use of force under the U.S. Constitution; (3) domestic law regulating the conduct of armed hostilities, and; (4) domestic statutes regulating the use of the armed forces for domestic law enforcement and other emergencies. The final grade is determined by a take-home final exam, class preparation and participation, and contributions to in-class group work.

The Appellate Advocacy Honors Program is the classroom component of Loyola's Moot Court Program. Students will learn effective appellate advocacy through lectures and workshops. Work completed in the classroom will not only prepare students for their competitions, but also strengthen written and oral advocacy skills for legal practice. This is a Skills and Comprehensive Simulation course.

Externship - Intensive Field Placement - Chicago (1-3) Skills, Live Client Experience Students enrolled in the JD program who have completed all required first year courses may apply for an externship at an approved field placement site. Certain field placements may limit eligibility to students who have completed certain course work or who have obtained their Illinois Supreme Court Rule 711 license. Students in the externship program may earn 2 or 3 hours of non-graded credit for supervised work performed at an approved field placement site. Students participating in the externship program are also enrolled in a contemporaneous and competency based seminar course. The classroom component of the course has been designed to complement the legal work performed by the student in the field. The focus of the seminar course is on professional identity formation, professional skills, ethics, and cultural competence. The goal of the course is to assist students as they transition to the practice of law. There is no final examination in this course. This course is offered each semester. Externship: Intensive Field Placement - Washington, DC (2-3) Skills, Live Client Experience Students enrolled in the JD program who have completed all required first year courses may apply for an externship at an approved field placement site. Certain field placements may limit eligibility to students who have completed certain course work. Students in the externship program may earn 2 or 3 hours of non-graded credit for supervised work performed at an approved field placement site. Students participating in the externship program are also enrolled in a contemporaneous and competency based seminar course. The classroom component of the course has been designed to complement the legal work performed by the student in the field. The focus of the seminar course is on professional identity formation, professional skills, ethics, and cultural competence. The goal of the course is to prepare students who expect to practice law in the DC area with their transition to the practice. There is no final examination in this course. There is no final examination in this course. This course is offered only during the summer semester.

This course examines the legal relationships among children, families, and the state. Areas of law to be examined include child welfare, education, and juvenile justice. The course will explore Supreme Court jurisprudence on the issue of parental rights and family privacy as well as the doctrine of children's rights. Attention will be paid to the role of race, gender, and class and their intersection in shaping the ways in which children and families interface with governmental systems. Students in the course will be asked to grapple with critiques of governmental systems impacting children and families, explore calls to reconstruct and reconstitute these systems, and examine the role of lawyers working from within and outside these systems.

This is Trial Practice I with an emphasis on those issues important to advocacy in cases involving children. The course is taught by a team of lawyers and judges experienced in child advocacy, with a student/faculty ratio of no more than 8 to 1. The principal objective is to introduce students to litigation principles, and to teach them advocacy skills in an intensive learn-by-doing environment. The case files from which exercises are drawn also enable students to prepare for the special challenges involved in the representation of children (child witnesses, unique problems in expert testimony, special evidentiary issues, etc.). At the end of the course each student conducts a complete trial before a mock jury at the Daley Center. Evidence is a prerequisite and the course requires instructor permission. This is a Skills and Experiential Learning course.

The ChildLaw Legislation and Policy Clinic is part of the Civitas ChildLaw Center. Students in this Clinic have an opportunity to work, under the supervision of a faculty member, on a legislative or policy project that may involve any or all of the following: critiquing pending bills or existing legislation, drafting bills, developing summaries and fact sheets about pending bills, and building and working with coalitions to develop legislative ideas and consensus. Topics cover a range of child and family issues. Spring semester students primarily work on projects begun during the Fall Clinic, including researching and drafting legislation concerning child protection and juvenile justice reform issues. Students work in teams and must have sufficient time or flexibility during the work day to participate in some internal team meetings as well as attend meetings outside the Law School, as needed. (Instructor permission required.)

In this course, we will explore legal and policy questions centered on how society should respond to children, adolescents and youth adults who commit crimes. To what degree should developmental differences between youth and adults be reflected in law and policy? Are legislators or individual judges in the best position to decide how to meet the needs of youthful offenders while at the same time protecting the interests of victims and the larger community? What responsibility do parents and communities bear in providing children and opportunity to change their behavior? How should the justice system interact with other systems, including education, mental health and child welfare? Summative assessment in the course will be measured by student performance on a midterm exam and a final paper, together with exemplary preparation, attendance and participation.

This seminar serves as a capstone opportunity for ChildLaw Fellows to contextualize their interdisciplinary legal education and to explore their roles as advocates in working in and reforming the complex and evolving systems that affect children and their families.

This course will explore the use of mediation in disputes involving children and families. Students will survey various models and uses of mediation and related dispute resolution processes in the following contexts: divorce, custody and visitation issues; child protection; juvenile delinquency; balanced and restorative justice; adult guardianships; youth violence prevention and peer mediation; and special education. Further, students will consider the impact of domestic violence and other impairments on the child and family mediation process. In addition to reviewing basic mediation skills, students will participate in classroom exercises designed to develop their ability to think critically about issues, as well as apply mediation strategies to dispute resolution scenarios. This is an Experiential Learning course.

Instructor Permission Required

The Civitas ChildLaw Clinic represents children in a variety of settings including child protection (abuse and neglect), family separation (custody and visitation), education, and other kinds of cases involving children and youth. Students typically work on at least two cases during the course of a semester, under the supervision of at least one member of the Clinic faculty. The Clinic also includes a weekly seminar that addresses relevant substantive law, advocacy skills, and ethical issues in the representation of children. Students will learn about the law governing their areas of practice and gain experience with a range of lawyering skills, including client interviewing and counseling, case planning, and written and oral advocacy. While the subject matter of the Clinic's cases focuses on children's issues, students should expect to develop skills transferrable to any practice setting. The course is open to all students eligible for a student practice license under Illinois Supreme Court Rule 711, and no prior experience in working with children is required. Instructor permission is required for enrollment, and the application for the course can be found here: https://www.luc.edu/media/lucedu/law/experiental/pdfs/childlaw-clinicapplication_fillable.pdf. Professor Bruce Boyer (bboyer@luc.edu) serves as the Clinic Director, and Professor Stacey Platt (splatt@luc.edu) serves as Associate Director. Students receive four credits for their first semester enrolled in the course; students repeating the Clinic for a second semester receive three credits, with other credit options available with permission of the instructor. This is a Skills and Live Client Experience course.

Operationalizing Treaties probes the relationship between multilateral treaty implementation and economic, social, and institutional development at the domestic level. Particular attention will be devoted to treaties involving arms control, the environment, human rights, labor, and transnational crime for which economic considerations offer limited motivation for state compliance. A central theme of the course is the relation of treaty operationalization to national development.

Mediation is an alternative to litigation which enables disputing parties to negotiate their own agreed settlement. It involves an impartial third party neutral, the mediator, who assists disputing parties in this alternative dispute resolution (ADR) process. This course will offer an overview of mediation techniques, applications, and history. Through simulations and other in-class exercises, students will consider how mediation differs from other types of ADR processes, how mediation styles and models differ from one another, and how the role of the attorney-advocate changes during mediation. This course will be conducted in an intensive workshop format over the course of one weekend where students will role play as client and attorney. No textbook is required, nor is there a first assignment. This is a Skills and Experiential Learning course.

This mediation course allows students to mediate family cases through several community projects. Students are required to have participated in some type of 40-hour mediation training in order to register for this course. These students receive additional training in family mediation, co-mediation and related issues. Students mediate in family group conferences and other multiple party mediations. Students participate in multiple simulation and mediations and receive feedback on their skills. The course meets once a week for the two hours for most of the semester, however students are also required to mediate at other times during the semester. There is no examination. Grading is based on participation in mediations, simulations and discussions and self-evaluations. Students may take the course for 1 or 2 credits. For 2 credits, a paper on mediation theory or practice is required. Where the student is taking the course for 2 credits, the research paper is included in the grade. Enrollment is limited to eight students.

Students seeking credit for successful completion of an experiential learning opportunity (externship) may register for up to 3 credits. Students are responsible for securing an externship placement that focuses on issues impacting children and families. Prior to accepting the placement, a student must receive prior approval from the Academic Director of Child and Family Law Programs. Students must commit to work 60 hours per credit at the approved internship site. At the end of the externship, students must submit a short paper describing the nature of the work performed and how the externship experience advanced their understanding of child and family law.

Students have the option of working individually on a research project with a faculty member on a credit/no credit basis. An interested student must first identify a faculty member willing to supervise the project and submit an abstract of proposed work to the faculty member. The project must relate to issues of child and/or family law. If the faculty member agrees to supervise the project for the requested credit hours, he or she will work with the student to develop a supervision schedule to ensure successful completion of the project.

The Children's Legal Rights Journal ("CLRJ") is a legal journal published by law students at Loyola University Chicago School of Law in cooperation with the National Association of Counsel for Children. Members of the CLRJ staff review, select, and edit articles prepared and submitted by authors from multiple disciplines - including law, social work, and psychology - focused on legal and adjacent issues related to children's care and empowerment. All new staff must also write a short feature article that is published in either the fall or spring issue as well as a long-form student article which may be selected for publication in the spring. The CLRJ staff hosts a yearly symposium on child law issues, with presentations by nationally recognized experts. Students are invited for membership on the CLRJ Staff after their first year of law school based upon an application and entry in a writing competition. The course is graded on a pass/fail basis.

The Children's Legal Rights Journal ("CLRJ") is a legal journal published by law students at Loyola University Chicago School of Law in cooperation with the National Association of Counsel for Children. Members of the CLRJ staff review, select, and edit articles prepared and submitted by authors from multiple disciplines - including law, social work, and psychology - focused on legal and adjacent issues related to children's care and empowerment. All new staff must also write a short feature article that is published in either the fall or spring issue as well as a long-form student article which may be selected for publication in the spring. The CLRJ staff hosts a yearly symposium on child law issues, with presentations by nationally recognized experts. Students are invited for membership on the CLRJ Staff after their first year of law school based upon an application and entry in a writing competition. The course is graded on a pass/fail basis.

The Children's Legal Rights Journal ("CLRJ") is a legal journal published by law students at Loyola University Chicago School of Law in cooperation with the National Association of Counsel for Children. Members of the CLRJ staff review, select, and edit articles prepared and submitted by authors from multiple disciplines - including law, social work, and psychology - focused on legal and adjacent issues related to children's care and empowerment. All new staff must also write a short feature article that is published in either the fall or spring issue as well as a long-form student article which may be selected for publication in the spring. The CLRJ staff hosts a yearly symposium on child law issues, with presentations by nationally recognized experts. Students are invited for membership on the CLRJ Staff after their first year of law school based upon an application and entry in a writing competition. The course is graded on a pass/fail basis.

Students enrolled in the Child and Family Law LLM degree program must enroll in this course in order to graduate. Working with a thesis supervisor, students have the option of completing a research paper of publishable quality. Students and their supervisor work together to agree on a topic and supervision schedule. LLM students must complete all required elective credits before enrolling.

Students who are unable to complete their thesis in the LLM ChildLaw Paper course in a timely manner must enroll in this course. Depending on the status of research and writing completed during the LLM ChildLaw Paper course, the faculty supervisor will, in consultation with the student, agree on the required number of credits needed for successful completion of the course requirement.

This interdisciplinary seminar is designed to give students an opportunity to engage in an in-depth exploration of current and emerging issues in children's law. The seminar will focus on the legal implications of current child welfare policy and practice, ongoing efforts at child welfare and juvenile justice reform through state and federal initiatives, the use of empirical research in guiding child welfare and juvenile justice initiatives, and long term implications for families and children. Specific topics include, among others, an introduction to the concept of therapeutic jurisprudence, advocacy for children in the child welfare and juvenile justice systems, the role of race and class in permanency planning for children, the legal and ethical implications of privatized child welfare services, and ancillary domestic relations issues that often arise within child welfare.

The focus of this year's class is on the safety nets in place - and needed - to support children and families and prevent entry into our child welfare and juvenile justice systems. Over the course of the week, students from different graduate programs will engage in an interdisciplinary exploration of a series of complex questions involving children's best interests, and the policy and practice considerations and challenges impacting government decision making when it comes to reimagining our current structures. Instructor Permission Required

This required foundational course introduces students to the sources and functions of law in our society. The course begins with an explanation of the structure and traditions of the American court system. Students then lean to read and analyze cases and statutes and develop basic legal written and oral presentation skills. The course uses child and family law cases and problems and provides students with the background they will need for future children's law and policy studies. MJ students should take Law 665 in conjunction with Law 667 in their first term.

This required course is designed to give students an introductory overview of the law as it affects children. It begins with a discussion of the constitutional relationship among children, parents and the state, as well as the respective roles of the federal and state governments in the regulation of children and families. The course then introduces students to the principal areas of civil and criminal law that affect children and families. With this baseline of understanding, students can choose elective courses that provide a more in-depth study of a particular topic (e.g. education law, child welfare, etc.) MJ students should take Law 667 in conjunction with Law 665 in their first term. No prerequisites for LLM students.

One of the distinguishing features of the Online MJ in Children's Law and Policy is its focus on the development of leadership skills for child advocates across a range of disciplines and organizations. This required cornerstone course begins with an introduction to different types and styles of leadership before turning to a more practice-based preparation for leadership in such areas as operations, human resources, finance, and communications. Prerequisites for Child Law MJ students: Law 665 and Law 667. No prerequisites for LLM students.

This course explores some of the challenging legal and practical issues confronting education in America, including the uncertain boundaries between public and private education, the constitutional and statutory rights of students, including equal access and treatment, the increasingly fluid constitutional and statutory rights of teachers, and the structure of educational governance, including the role of the federal government, local control, school board powers and even strategic planning.

This course focuses on federal and state legal and policy efforts to protect children from abuse, neglect and other forms of maltreatment. Topics include mandatory reporting laws, liability issues, the general structure and content of child protection laws, including permanency planning termination of parental rights. Students will explore the concept of the best interest of the child in a legal context and review laws and research aimed at promoting children's welfare.

This course explores the law, policies and practices of the American juvenile justice system, past, present and future. The focus is on children who are in conflict with the law and those who, by virtue of their status as children, are subject to the jurisdiction of the juvenile court for engaging in conduct such as curfew violations, running away, and other forms of potentially harmful adolescent behavior. Among other issues, the course will examine how juvenile justice law and policy has been shaped by new research on adolescent development, including brain research.

The focus of the course is on the rapidly changing legal, social, and scientific landscape of family law. The course covers traditional areas such as marriage formation and dissolution, support, child custody and the role of the child's attorney, as well as emerging areas such as same-sex marriage, collaborative law, and defacto and equitable parenthood.

Mental health and substance abuse impacts everyone. According to the National Institute of Mental Health, in a given year approximately one quarter of adults in the United States are diagnosable for one or more mental illnesses. Additionally, one out of five children, either currently or at some point during their life, are diagnosed with a mental illness. Mental illness has a profound impact on children and families, including the legal response to these issues. Students will study the cases, statutes, and legal doctrines relating to the rights and inpatient/outpatient treatment of persons with mental illness or a developmental disability, with a special emphasis on children, youth, and parents and/or legal guardians. Topics covered include: informed consent to outpatient and inpatient treatment, admission/transfer/discharge, confidentiality of mental health records, litigation issues addressed by practitioners, and risk management strategies for mental health practitioners. This course will use cases and examples to compare and contrast application of the law and policies.

According to the National Center for Children in Poverty, children are disproportionately impacted by poverty, especially children of color and immigrant children. These risks are greatest for children who experience poverty when they are young and/or experience deep and persistent poverty. This course concerns those areas of civil law which most affect low income children and families, including public benefits such as welfare, housing, education, and health care. Other systemic issues will be explored, such as wealth discrimination, use of legal remedies to promote social change, and the delivery of legal and other services to children.

This course introduces students generally to the legislative process and more specifically to federal and state laws and policies that affect children and families. Students will have an opportunity to draft model legislation, critique existing or proposed legislation, and learn techniques for educating lawmakers and policies makers about children's needs and the importance of research and data in formulating child-centered and effective laws an policies.

One of the newest trends in children's law is the effort to find ways to resolve disputes without resort to the adversary system. Examples include restorative justice initiatives in schools and the juvenile justice systems, collaborative decision-making in family law, and mediation in the health care and child protection contexts. in this course students learn about the various types of alternative dispute resolution (ADR) (e.g., mediation, negotiation, collaborative dissolution) through a series of case examples and practical exercises.

Students are expected to complete either a thesis or capstone project of substantial depth that explores a specific area of children's law and policy and that integrates subject matter and/or leadership skills learned in the M.J. curriculum. The project is completed in close cooperation with a faculty advisor. Students are required to present their thesis or capstone project to faculty and fellow students during their graduation (Educational Immersion) weekend.

No course description is available

The purpose of this course is to teach interested students the application of law to critical public health issues that affect children and youth. Students will first learn basic principles of public health including the distinction between health promotion, disease prevention, and health protection. Next, the course will address the constitutional and statutory foundation of public health law, how legislative and regulatory decisions must negotiate the balance between individual rights and public good, and how the principles of parents patriae and state police powers affect child health. Cases studies in the areas of obesity, reproductive health rights of minors, mandatory school immunizations, student drug testing, and violence prevention will illustrate the application of public health jurisprudence from the national to the state levels.

The student will be engaged in research and in initiating the development of a curriculum targeted to a teen audience that educates teens about local and federal laws that have an impact on their lives as adolescents, including juvenile justice issues, mental health laws, custody issues, drinking and driving. The student has been working with adolescents on psychological issues as part of her field placement for the Masters of Social Work degree. This course will allow her to broaden that focus to include legal considerations that play an important role in helping teens who will soon be emancipated and facing lives as adults. The first part of the course will require the student to identify the specific issues and laws that will be included in the curriculum and to explore resources, both in law journals and in interviews with teaching faculty, that will inform her presentation of the issues. The second part of the course will be devoted to developing the format for the curriculum that will be most effective in reaching this media savvy audience. The format will be informed by the student's knowledge from the field of social work of the psychological development of adolescents and their needs, supported by current research. The goal of the course is to begin a project which will be fully completed at the end of the thesis capstone course in the Master's in Jurisprudence Degree.

In addition to the required curriculum, students are required to travel to Loyola's Chicago campus at least once during their tenure in the program for an Education Immersion Weekend (EIW). During the weekend, students gather in person to workshop or present their thesis/capstone project, attend experiential learning workshops, and meet with faculty, students and alumni.

The course will address the Constitutional implications of student discipline and the statutory provisions governing student discipline and the administrative hearing process. Students will learn about `zero tolerance' policies, the role that school discipline plays in the `school-to-prison pipeline' and the discriminatory impact of school discipline policies. Issues relating to discipline in charter schools and discipline of students with disabilities will also be addressed. Other topics to be discussed include disciplinary-related challenges that arise in the context of protecting vulnerable children, including issues of harassment and bullying of LGBT students and students with disabilities, and the legal tenets governing school districts' responses to cyberbullying and the rise of social networks and digital media. Emerging trends in alternatives to punitive school discipline practices, such as human rights approaches, positive behavior interventions and supports, and restorative justice, will be examined.

The purpose of this course is to integrate and apply two interrelated broad literature bases within the field of education: (1) system change and data analysis literature informing best practices in analyzing system school data and needs assessment findings and using the findings to plan for system level discipline change; and (2) best practices in the school leadership and teaming to effect system level reform in school discipline. The focus of the course will be on the systems change process as it relates to the issue of school discipline. Through the course, students will gain skills and experience reviewing and analyzing school and district-level data, and they will develop and administer a needs assessment tool relating to school discipline and multi-tiered systems of support in their respective settings. They will also analyze system level variables, which have historically prevented true discipline reform (e.g., unreliable data collection systems, poorly structured teaming, access to systematic and ongoing professional development and technical assistance and rooted beliefs and biases).

This course begins with an intensive in-person weekend retreat where students will build relationships with each other and, through experiential exercises and lively discussion, internalize core principles. Throughout the retreat and course, students compare and contrast restorative and retributive justice models, practice proactive and responsive restorative techniques, and identify personal and professional shifts to exemplify a restorative mindset. Specific restorative techniques which students will learn include restorative language, facilitation of a variety of types of circles, restorative dialogue processes, and systems and structures to accommodate restorative practice within school life. Through additional seminars, students will strengthen their knowledge of the history, theory, research, and practice of restorative justice. The culminating focus of the course invites students to apply restorative principles and practices in their own school or district setting.

This course will serve as the capstone for the certificate. It will examine in-depth three to four major themes in the field of school discipline from the perspectives of law, policy and practice. The focus will be on analyzing "best practice" examples as a means to address the challenges relating to fundamental reform of school discipline practices. Potential themes to be addressed include: (1) racial inequities in school discipline; (2) the interlinkages between special education and school discipline; (3) the relationship between the school and the juvenile/criminal justice system; and (4) professional development to support teachers and other school stakeholders. As part of this course, participants will develop an action plan for school discipline reform in their respective settings. They will determine how potential system-wide barriers will be addressed (e.g., resources for teaming, support for MTSS planning, implementation and evaluation, teaming, leadership/administrative support, teacher buy-in and support, community engagement).

The purpose of this course is to provide tools and strategies for students interested in learning the techniques for effective advocacy at the state and federal levels. The first portion of the course will provide historical context on the three branches of governments' ability to make policy. The course will then examine the processes that turn a problem into a legislative solution, including how to move a bill into law. The These tools include identifying an issue, conducting national surveys, building a base through community organizing, drafting, lobbying, and offering testimony in committee. A recurring theme in the course is the need to examine external obstacles that impact policy making. Students will also learn how to conduct racial equity impact assessments and how the absence of this work has impacted policy decisions in the United States in the past.

This 3-credit elective course in family law specifically designed for post J.D. students provides an overview of the laws and court decisions in the United States that have shaped family life and the institutions of marriage and parenthood, with a special emphasis on the role of the legal system as it affects children's rights and welfare within these institutions. With a base line understanding of the general principles of constitutional law in family law cases, students then turn to an exploration of thematic topics, including evolving standards for child custody and the factors in custody decisions, including race, religion and domestic violence and the formation of multiple- parent families and child custody. We also explore corporal punishment and other parental decisions of child rearing, including emerging issues of children's privacy in the age of social media and the increasing recognition in family law of children's rights to be heard in decisions affecting their welfare.

The Financial Aspects of Divorce is a 3 credit course designed for students practicing in the area of family law that will cover what a practitioner needs to know from both theoretical and pragmatic perspectives. The course will explore the historical background of divorce law and the jurisdictional limitations on resolving financial issues in divorce litigation. We will study the establishment, modification and enforcement of child support and spousal maintenance obligations. We will examine numerous aspects of property distribution, including determining the marital or nonmarital character of property, equitable distribution of marital property, valuation and treatment of specific types of property such as real estate, retirement accounts and business interests, and dissipation of marital assets. The course will also include discussions of financial discovery and awards of attorneys fees in divorce litigation.

Domestic Violence (Theory, Polices and Societal Impact) will provide students with an understanding of the evolution of domestic violence theory; an overview of what acts constitute domestic violence; myths surrounding the causes of domestic violence; common misconceptions regarding the types of people who abuse and are abused; the various state and federal laws that affect domestic violence arrests, police liability, prosecution, and services; and the impact of domestic violence in family law, child welfare, and immigration proceedings. Through weekly modules incorporating readings, lectures, videos and supplemental materials, students will become familiar with the many components (social and legal) of this complex subject.

This online course will deal in depth with current and timely issues in the education of children with disabilities. Students will learn federal and State statutory and regulatory procedures in determining eligibility for services, evaluation, development of the individualized education program, and provision of services in the least restrictive environment. The education of special needs children from early childhood through post-secondary transition will be addressed. The course will focus on advocacy, statutory and regulatory compliance, and dispute resolution. Students will form teams assuming the roles of parent/student advocate, school administrators, and school service providers in a variety of simulated activities throughout the semester, including: participation in eligibility and IEP conferences; disciplinary manifestation determination reviews; resolution sessions, mediation, and pre-hearing due process procedures; and determining Section 504 eligibility and developing and implementing a Section 504 service plan.

This course provides a broad survey of the most fundamental legal issues surrounding the delivery of health care in America. No prior knowledge of health law is required. Major topics include state and federal regulation of health care providers and institutions; tort liability in the context of medical care; patient and provider rights and obligations; public and private insurance systems; and basic issues in bioethics and public health. By the end of this course, students should understand both the current state of American health law, and the social forces that have shaped its historical development.

This course addresses key corporate and regulatory concepts impacting the delivery of health care. The course focus will be transactional, with students first gaining an understanding of basic corporate law and regulatory principles, and then learning to integrate core federal and state laws into choice and use of corporate structures and operational strategies.  The course will examine health care transactions from the perspectives of a hospital, physicians and other providers. It is recommended that students take Health Law: Business & Finance and Business Organizations prior to taking this course.  

The course is designed to provide second-year students who are interested in health law litigation-or civil litigation and trial work generally-the opportunity to analyze medical expert opinions and challenge them by motion. A medical malpractice trial often becomes a "battle of the experts". If the trial is the battle, then pre-trial motion practice defines the battlefield. Students will research both the Frye standard that applies to challenges in Illinois, and the subsequent Daubert standard that applies to challenges in federal court and most state courts. Students will be provided with a closed "record" that includes a complaint, answer, selected written discovery, excerpts from depositions of treating physicians, and a full deposition of the expert to be challenged. The exact facts and opinions will need to be developed over the spring and summer but could include a dispute based on the preferred approach for a surgical procedure, the process for extracting and freezing eggs for fertility treatment, best practices for preventing falls in a nursing faculty, the use of homeopathic medicine, or off-label use of prescription medicine. The course will be mindful that most (if not all) second-year students have not taken Evidence but will include some discussion of motions to exclude expert opinions in the context of pre-trial motions in limine and pre-trial preparation. The course will culminate in a final motion to exclude using the Daubert standard and a mock hearing of that motion. Learning objectives include understanding how trial judges use Frye or Daubert to review proposed expert opinions to determine if sufficiently reliable, analyzing expert opinions and testimony, preparing oral arguments against opposing expert testimony, writing persuasively about medical opinions using case law, medical literature, evidentiary standards and policy, and gaining practical experience about the type of writing that trial lawyers do before trial. Learning objectives include understanding how trial judges use Frye or Daubert to review proposed expert opinions to determine if sufficiently reliable, analyzing expert opinions and testimony, preparing oral arguments against opposing expert testimony, writing persuasively about medical opinions using case law, medical literature, evidentiary standards, and policy, and gaining practical experience about the type of writing that trial lawyers do before trial.

Open to: LLM, MJ, SJD, and DLaw students. LLM, MJ, SJD, and DLaw students may earn credit for participation in a targeted research tutorial. The scope and subject are chosen with the guidance of a faculty member who directs the students. (JD students can research in the health law field, but must register for the JD Directed Study.) This is a Non-Graded Course.

Open to: LLM students enrolled in campus courses. Students enrolled in the LLM in Health Law degree program may earn externship credit for working at an approved health law externship site. This program is designed to offer students practical experience to further develop lawyering skills and health law expertise. Students may receive up to three credits. This is a Non-Graded course.

This course provides an overview of American law as it relates to emerging ethical issues in medicine and health care. It is intended to give students an appreciation of the ways in which medical practice and decision-making are guided by modern American principles of constitutional, tort, administrative, and criminal law. Students will learn how the law's regulatory powers have been used to set boundaries in medicine, and, in turn, how theories of medical ethics and practice have informed modern legal developments. Topics covered vary from year to year, but may include issues in end-of-life care, research ethics, reproductive autonomy, distributive justice, and genetic technology. This course counts as a Perspective Elective course.

This course introduces students to the cases, statutes, and legal doctrines relating to the rights, treatment, and commitment of persons with mental illness, developmental disabilities, or intellectual disabilities. Topics covered include: confidentiality of mental health records, forms of surrogate decision-makers (i.e. guardianship, powers of attorney), mental health treatment for minors, right to refuse treatment, special education, and the Americans with Disabilities Act (ADA). Students will discuss real-life cases and examples to compare and contract application of the law and policies.

This course provides an overview of the regulation of a variety of health care and medical products overseen by the Food & Drug Administration, including foods, dietary supplements, pharmaceuticals, medical devices, and tobacco products. The course will explore topics regarding premarket research and development, clinical trials, review and approval, and post-marketing monitoring and reporting. Legal concepts of agency rulemaking, products liability, commercial free speech, human subjects research, state regulation and preemption, civil and criminal remedies, and enforcement mechanisms will also be explored. A science background is not required for this course.

Health Care Payment and Policy is a course which focuses on the roles of payers, purchasers, providers and consumers in the shifting arena of health care coverage. Throughout the course, we will consider the Affordable Care Act and the regulations implemented over the past decade to implement that law and set in motion the health care industry's move to value-based care. The first part of the course will explore the development of health insurance, the growth of managed care models and the role of employers in shaping health benefits. The second portion of the course will explore the evolution of Medicare and Medicaid. The final portion of the course will consider the ongoing transition to value-based care payment and delivery models. This will include an evaluation of new payment models such as Accountable Care Organizations and Patient Centered Medical Homes. Students will also examine value-based strategies that drive better quality outcomes, enhance patient experiences and lower health care costs, including those needed to improve health and wellness of individuals and address the social determinants of health across communities.

The health care sector features rapid changes in technology, business models, patient needs, and payor requirements. Innovation can create potential risk under legal frameworks that were not designed with a modern health system in mind. While it is important to identify these legal risks, clients often want lawyers to go a step further to design legally-compliant solutions to facilitate innovation. This course will help students learn practical skills to evaluate and manage legal risk for novel or developing health care concepts. These skills may include: evaluating exposure under anti-fraud laws like the Anti-Kickback Statue to scenarios where no safe harbor applies, understanding implications of different uses or transfers of Personal Health Information, understanding the role of coverage policies (Medicare, Medicaid, commercial), and evaluating FDA guidance concerning Software as a Medical Device. For example, students may be asked to write an Advisory Opinion request or other request for guidance from an applicable Federal or State agency regarding an innovative model, or a draft policy memo identifying applicable legal risks and potential.

This course is to be taken by students selected to compete on Loyola's health law competition teams. A JD student representing Loyola at either the L. Edward Bryant, Jr. National Health Law Competition OR at the Maryland Health Law Regulatory & Compliance Competition may register for one ungraded credit. This course will count for skills credit.

Open to: JD students by permission only. Annals of Health Law Executive Editors are solely responsible for the management of the entire process of publication of the Annals, including selecting the staff, communicating with authors, and performing final edits on all articles before publication. Additionally, Executive Editors oversee the planning of the annual symposium, maintain the website, and work on other special projects. These selected positions require immense dedication and responsibility. Executive Editors must possess superior legal knowledge and editing/writing skills. Additionally, the abilities to manage, delegate and supervise others are essential. This is a Non-Graded course.

This course will cover key areas of health care litigation. Students will explore the substantive and procedural law of medical negligence litigation and learn about pretrial matters such as drafting pleadings, motions and deposing experts. Students will have the opportunity to develop trial techniques including preparing direct and cross examinations. They will also be able to participate in a medical negligence mock trial. Additional topics will include compliance and internal investigations, licensing procedures, technology litigation, managed care litigation, and ERISA preemption. This is a Skills course.

Government Health Policy is a two-credit seminar course that focuses on background and current perspectives concerning key health regulatory matters dealt with by government authorities. Broad considerations involving access to service, cost containment and quality improvement will serve as foundational themes in exploring legal and policy matters, from both a domestic and international perspective. While an array of subjects impacting health delivery will be covered, special emphases will be placed on public and private health insurance policy and regulation. There is no text for the course but a series of readings from current literature will be required. Students' grades will be based on three papers and presentations.

The U.S. Medicare program is a health insurance program for the aged, severely disabled and people with end stage renal disease. As a major federal entitlement program, the Medicare program raises a host of legal issues for beneficiaries of the Medicare program and the providers and suppliers who provide health care services to these beneficiaries. This course is a survey of the important legal issues that health lawyers are likely to face in representing Medicare beneficiaries, providers and suppliers. This course also provides an overview of how the Medicare program affects the regulation of health care organizations and professionals. I

Open to: JD students by permission only. Annals of Health Law Senior Editors prepare each article for publication. They generally supervise the editing work of Annals members. They manage and oversee the cite-checking process. This is a Non-Graded course.

Open to: JD students by permission only. The members of the Annals of Health Law are responsible for editing and cite-checking article submissions, including providing substantive recommendations. They generally assist the Senior Members with the preparation of articles for publication. Members must be organized, detail-oriented, and dedicated to their role in the Annals publication process. They must possess superior cite-checking and editing skills. Additionally, each member must write an article of publishable quality for Advance Directive, the Annals online counterpart. This is a Non-Graded course.

This course covers the Health Insurance Portability and Accountability Act and the statutory and regulatory framework for the privacy and security of health information. Students will learn about the historical basis of privacy and global comparisons. Topics will include data privacy, security, oversight, and breaches of protected health information.

In a survey format, this course will introduce tenets of healthcare business, and how operations and business status introduce potential legal issues. In order to explore these issues, we will introduce the variety and types of healthcare businesses and organizations and their attendant financial operations, as well as the types of relationships and situations that give rise to potential lawsuits (including fiduciary trust relationships between physicians and patients and insurers and their customers, and the government and its citizens or residents).

LLM students are required to complete a written thesis, demonstrating scholarly research of an important legal issue. The thesis must be of a quality determined to be acceptable by the student's faculty advisor, reflecting mastery of the subject matter explored, critical thinking and clear, sophisticated writing. The thesis is completed over the course of two semesters in close cooperation with a faculty advisor. This first thesis course will focus on choosing a topic, creating a thesis statement, detailed outline, research methodology, introduction, and writing a partial draft. This course is for students in the campus LLM program.

Access to Health Care is a seven-week course exploring the legal, political, environmental, financial and medical issues surrounding access to health in the United States and internationally, with particular emphasis on people who are experiencing poverty and the uninsured. The course is complemented with a required spring break field study to an impoverished region in the United States or abroad.

In this course, students will evaluate the laws and policies that have impacted the heallth of women in the United States. The first part of the course will be an introduction to women's health law and policy. Discussion will focus on the challenges, opportunities, and existing efforts to improve access to health, healthcare, innovation, and research for women including the laws and policies that influence women's health. This course will cover topics including equal pay and the wage gap; clinical research; reproductive health; maternal health; sexual health and menopause, menstruation and period poverty. This will be an interactive, discussion-based, weekend seminar that offers an opportunity to learn from leading women's health experts from across the country.

No course description is available

LLM students are required to complete a written thesis, demonstrating scholarly research of an important legal issue. The thesis must be of a quality determined to be acceptable by the student's faculty advisor, reflecting mastery of the subject matter explored, critical thinking and clear, sophisticated writing. The thesis is completed over the course of two semesters in close cooperation with a faculty advisor. This second course will focus on completing and refining the thesis project, and presenting a thesis defense to faculty and fellow students. This course is for students in the campus LLM program.

Open to: LLM students only with permission. LLM students who do not complete the LL.M. Paper within the requisite period of time must register for this class each semester until the paper has been accepted by the advisor. This is a Non-Graded course.

This interprofessional and experiential course will bring together students from law, public health, and medicine to explore racism and its impact on health.

The Health Justice Project is a medical-legal partnership clinic that provides law students with an intensive, challenging education in the fundamentals of legal practice, interdisciplinary collaboration, creative upstream problem solving, poverty law, systemic advocacy, and professionalism. Through collaborative and holistic representation of vulnerable low-income families and individuals, student attorneys will address the social, legal and systemic barriers that prevent long-term health and stability. HJP student attorneys may handle cases in a variety of areas of law including public benefits, access to health care, disability, education, housing, family law, as well as other areas of law that impact client health and well-being. Enrollment in the Clinic requires a significant time commitment and flexibility in the student's schedule. Students are required to manage their own cases in teams of two, maintain client relationships, attend hearings and court appearances, collaborate with interdisciplinary partners, and tend to other client matters throughout the semester. Students must be available to participate in a mandatory orientation prior to the start of the semester. LAW 755-022 Student attorneys will address the health harming legal needs of vulnerable low-income families and individuals by conducting holistic client intake interviews with patients referred by HJPs health partners, issue spotting, engaging in legal research, identifying appropriate resources, and drafting intake memos and advice and referral letters to clients. Students may handle cases in a variety of areas of law including public benefits, access to health care, disability, education, housing, family law, as well as other areas of law that impact client health and well-being. Enrollment in the Clinic requires a significant time commitment and flexibility in the student's schedule. Students are required to manage their own intakes, collaborate with HJP partners, and be responsive to supervising attorneys.

This course is taken in conjunction with the Health Justice Project course and provides students with an opportunity to participate in an interdisciplinary team to address health problems of low-income patients. Students partner with medical residents and doctors to explore communication and ethical issues among disciplines and actively participate in precepting and grand rounds with medical and social work partners. (Permission is required.) This is a Skills and Experiential course.

Students who have successfully completed the Health Justice Project clinic may enroll in the Advanced Health Justice Project, in which they will continue to represent clients and complete projects to improve the health and well-being of vulnerable low income families and individuals in Chicago through holistic, collaborative, and systemic advocacy. Faculty permission required.

This course will focus on international tort issues, including products liability, medical malpractice, and the role of torts in terrorism.

In this class we will explore the disability rights movement and the laws, including the ADA, the Fair Housing Act, and the Individuals with Disabilities Education Act, that inform and advance the movement. The class will also discuss the philosophy of disability rights theory that aims to transform societal thinking on disability away from a construct of charity and pity and toward a construct of power and civil rights. Taught by a disability rights attorney, the class will also feature a handful of guest lectures by other disability rights attorneys.

Students who successfully complete Health Justice Project or Introduction to Health Justice are eligible to become advanced participants in the policy clinic. Students enrolled in the Advanced Health Justice Policy course may engage in policy work. Students will participate in bi-monthly supervisory meetings. (Permission is required.) This is a Skills and Experiential course.

The Supreme Court's recent decision upholding the major provisions of the Patient Protection and Affordable Care Act has brought new attention to the intersection between constitutional law and health care. This seminar gives students the opportunity to engage deeply with some of the most compelling constitutional issues of our time, including the use of federal spending powers to expand state Medicaid programs; the health insurance mandate as a regulation of interstate commerce; federalism conflicts in the medicalization of marijuana; medical providers' free speech rights; compelled commercial speech in the tobacco industry; religious objections to controversial medical procedures; cruel and unusual medical treatment of prisoners; as well as substantive due process challenges relating to public health, end of life care, and reproductive autonomy.

Provides students with an overview of key legal and policy issues in the diverse and growing field of long term care. In the context of the seminar long term care will be cast broadly as an area that deals with diverse populations that have profound and ongoing health/social needs including disabled populations and the elderly. While much of the course will focus on statutory and regulatory law, significant emphasis will be placed on evolving public policies in long term care that impact programmatic developments in quality assurance ,insurance coverage and the regulation of institutional and community actors. Specific areas of focus will be selected for each term for review and analyses including diseases of aging, prevention of abuse and neglect, uses of telehealth, senior housing policy and end of life care. Materials from the United States, Canada, the EU and Japan will be referenced. Students will be required to write two memoranda and participate in a group project.

Open to: SJD and DLaw students only. Candidates will be required to rework the doctoral proposal s/he submitted with his/her admission application into a 30-40 page summary paper which shall serve as a roadmap for the first draft of the dissertation. Students must also make a presentation on an aspect of their research to a group of doctoral students and advisors. This is a Non-Graded course.

Open to: SJD and DLaw students only. Candidates must draft a detailed dissertation outline, have it evaluated by his/her advisor, and incorporate any necessary changes into a final outline. Once the dissertation outline is approved, the first draft of the dissertation should be completed and submitted to the advisor. This is a Non-Graded course.

Open to: SJD and DLaw students only. The dissertation advisor will work with the candidate to form a doctoral committee comprised of the advisor and two outside readers. (In the case of foreign students, one outside reader may be sufficient.) The committee will assist the student by consulting on dissertation substantive issues, reviewing the working draft and approving the final product. Dissertations should represent important contributions to the field, (minimum length 150 pages and double spaced) but specific format and content needs to be clarified between the candidate, the advisor, and the committee. Once clarified, the suggested format must be followed. Once the dissertation has been completed, it must be presented at an open forum to be attended by interested members of the law school community. Students must enroll in this course during both fall and spring semesters of his/her second year. This is a Non-Graded course.

The dissertation advisor will work with the candidate to form a doctoral committee comprised of the advisor and two outside readers. (In the case of foreign students, one outside reader may be sufficient.) The committee will assist the student by consulting on dissertation substantive issues and reviewing the working draft. Students must enroll in this course during the fall semester of his or her second year. Open to: S.J.D. and D.Law students only

This course will focus on the intersection of science and health care, with a focus on development of treatments, drugs, and devices and the trial and testing process.

This course examines the legal and ethical foundations of pandemic and emergency preparedness, intervention, and evaluation in the context of the ongoing SARS-CoV-2/COVID-19 pandemic. Using open-access resources developed by health law experts, students will study the pandemic from multi-doctrinal (e.g., constitutional, criminal, administrative, health, employment, privacy, and civil rights) perspectives.

This course will cover key concepts in common areas of health care litigation with a focus on practical skills. Topics covered will include medical staff bylaws, medical staff disciplinary proceedings, state and federal qui tam actions, and medical restrictive covenants. In addition to learning the substantive law surrounding these types of litigation, students will also perform exercises, including oral arguments, in class.

Administrative Law (Law 221) is a pre-requisite.

Students will utilize reading materials, case studies, hospital risk management scenarios and data sets provided in class to apply knowledge to specific RM and patient safety scenarios and to use critical thinking skills to solve problems. Through the readings and case study analysis students will learn to identify legal, ethical, administrative, compliance, risk management and patient safety issues and to reach resolutions for the problems presented, even when a clear legal response may not be available or in the best interests of the patient. We will be learning how to respond to a variety of risk management issues from the perspective of clinicians, lawyers, administrators, managers and patients and appreciate how events are perceived and managed. We will also discuss how these perceptions of key stakeholders are in conflict and how those conflicts can be managed. Finally, students will also learn how principles of risk management have changed since the 1998 IOM Report and how the changes in our current health care system will further challenge both patients and providers. This report called for increased focus on systemic failures and moving away from a culture of blame and shame to a culture of transparency and learning. With the passage of the ACA and not efforts to repeal and replace we will also discuss how risk management, safety and compliance are likely to further change as our health care delivery system evolves.

This course is designed to expose law students to key legal concepts in the health care corporate compliance and ethics fields, which may be broadly defined as the application of internal corporate initiatives to ensure compliance with applicable federal and state laws and regulations. Health care is a highly regulated industry, and a health care attorney must have a broad understanding of compliance issues. Through readings and class discussion on common health law topics such as the Anti-kickback Statute, the Stark law, the False Claims Act and its whistleblower provisions, students will develop an understanding of the need for and the role of the Compliance Officer in a health care institution. Students also will begin to explore recent movement toward more broadly-based organizational integrity and ethics programs. Underlying course themes will include how to structure an effective compliance program and the role of government enforcement in controlling health care costs. Readings will derive from various sources. There is no required book. Case law, legislation, regulations, government reports and legal articles will be available on Sakai. As in any graduate-level course, thinking about and discussing the issues with an open and creative mind is actively encouraged.

This a unique course offered once a year to a select group of students from Loyola and DePaul. Enrolled students read and discuss draft articles of nationally renowned professors in the field of health law. They must also write a three page memo (double spaced) with comments on the article that will be useful to the professor. The articles are typically draft law review articles. The discussions are focused on helping the professors to refine and improve their articles, such that a strong foundation of health law is expected, even though there is no official pre-requisite. This course meets every week, but the students only meet in person roughly half the time, with the other half of the sessions done by videoconference. Three of the in-person classes will be at DePaul and the other three in-person classes will be a Loyola. Please be sure that your schedule allows you to arrive at either law school by 4 p.m. There is no final exam or research project required for this class. Instead, students are required to attend and actively participate in all classes and write comment memos as described above. Students must apply to the supervising professor at the law school they attend in order to be sure that they understand the nature of the course. Email the instructor to assure to arrange for this interview.

This course is taken in the second semester of study and introduces agency law, partnership law, corporate law and the LLC. Principal emphasis is on the law as it applies to the organization and functioning of business entities, including the duties and obligations of managers of such entities. The course focuses on structure and mechanics, capitalization, distribution, organic changes, and duties and liabilities of directors, officers, and controlling shareholders. The federal securities acts are introduced with particular attention to Rule 10b-5. Substantial attention is given to the special problems of the close corporation. Prerequisite for Compliance and Enterprise Risk Management MJ students: Law 900. CERM MJ students should take Law 803 in conjunction with Law 901.

This course is designed to introduce international students to clinical work with for profit and not for profit businesses in the Chicagoland area, developing their counseling and drafting skills.

This capstone class emphasizes the importance of legal compliance and ethics to the mission of the corporation and the business entrepreneur. Students will write a paper undertaking a legal case study of losses sustained by actual business (in reputation or otherwise) from acting in an unethical or illegal manner. The role of the corporation and the business leader in society is examined.

The course has two objectives. First, it will examine and analyze the current bank regulatory system. Consideration will be given to the function and regulation of depository institutions, as well as, that of various classes of affiliated entities such as those involved in the issuance of securities, insurance and merchant banking. Second, the course will examine the mechanics of key bank operations including, syndicated lending, underwriting and the securitization of debt securities.

This course will examine the regulatory regime applicable to securities broker-dealers and futures commission merchants. Primary focus will be on the substantive content of the Securities Exchange Act of 1934 and the Commodity Exchange Act of 1970, and the regulations promulgated thereunder. Secondarily, the course addresses the self-regulatory agencies responsible for overseeing the securities and commodities trading system.

Open to: LLM students enrolled in campus courses. Students enrolled in the LLM in Business Law degree program may earn externship credit for working at an approved business law externship site. This program is designed to offer students practical experience to further develop lawyering skills and business law expertise. Students may receive up to three credits.

This course is intended for LL.M. students, but J.D. student may be permitted to take the class with instructor permission. The course begins where traditional legal writing and advocacy courses leave off, teaching advanced legal research strategies, brief writing, oral argument technique, and the components of appellate procedure. Students will be required to compose appellate briefs and to deliver oral arguments.

This course exposes students to seven unique and emerging racial justice in health care or compliance. Each emerging issue is selected based on its likely impact on the industry and its timeliness, given current political, business or health care challenges. This course is structured over 13 weeks, in which we alternate between reading weeks, where students are given reading material to introduce them to each issue, and synchronous classroom lectures by national experts on each subject. At the end of the course, each student is asked to write a reflective paper on one of the issues presented and describe the impact that they believe it will have on their practice.

This course will focus on the basic principles of the Securities Act of 1933, which sets forth the requirements for registration of all securities sales unless an exemption is available. The course will cover the concept of what is a security, the registration requirements of Section 5 of the '33 Act, the exemptions from registration, particularly the intrastate offering exemption (Section 3 (a)(11) and Rule 147); Section 4(1) and 4(2) (and Regulation D) regarding private offerings; Rule 144A "big boy" transactions and certain other exemptions; the timing and rules for preparation of registration statements and prospectuses under Section 5; key aspects of Regulation S-X; the consequences of the failure to register (Sections 11, 12, 13 and 17); jurisdiction; and other similar topics.

This course will focus on the aftermath of becoming a public company, including reporting responsibility under the Securities and Exchange Act of 1934; proxy solicitations under SEC regulations; tender offers and the Williams Act; compliance with the Sarbanes-Oxley Act of 2005; responsibilities of officers and directors of public companies; secondary market disclosure and Regulation FD; the impact of the Dodd-Frank Act of 2010; and Section 10b of the '34 Act and Rule 10b-5; and, the impact and operation of the Private Securities Litigation Reform Act and class action lawsuits.

This course will cover skills used in cultural competency and diversity, equity, and inclusion (DEI) positions in an organization. Students will learn about organizational context and structure, leadership and communication styles, and sources of workplace disputes. Students will also learn about conflict prevention strategies.

Seeking a name change plus change to study of the importance of corporate culture with compliance, best practices in the compliance industry and lessons learned from corporate scandals. This course will continue to provide the students with experience in dealing with "compliance issues" across multiple industries. The course will be organized as a series of hypotheticals presented to the students who will work through issue spotting regulatory and compliance concerns, developing an audit plan for the issues, protocols, identifying needed policies and procedures, and establishing corrective actions for remediation. Corporate Compliance, Law 839 or Health Care Compliance Law 910 are preferred prerequisites.

This course serves as an introduction to the background and legal framework of international business transactions. Students will: -study the business and legal issues that impact international business transactions; - gain insight into the dynamics of structuring international business transactions; - learn about the role that lawyers and legal professionals play in international business; - examine key legal topics that often arise in international business transactions; and - explore careers in international business law.

This course provides an overview of compliance issues and requirements in information management, including information technology and record keeping requirements.

We will use simulations, role playing, in-class negotiations and a five week drafting and negotiation lab to introduce you to the basic work of a transactional lawyer. The goal of this course is to offer you a basic primer on the actual practice of transactional law.

The Business Law Clinic (the "BLC") is a live client transactional legal clinic that represents for profit and not for profit businesses in the Chicagoland area. Student clinicians work with several BLC clients during the course of a semester. All work is overseen by BLC faculty. In addition to client work, the BLC includes a weekly seminar (Tuesday, 10:00am - 12:00 p.m.), which covers relevant substantive law, ethical issues and pragmatic lawyering skills, such as drafting, negotiating and client counseling. The work in the BLC is completely transactional in nature. The BLC does not handle contested matters or complex tax. Participation in the BLC requires a significant time commitment (a minimum of 3 hours per week per credit hour, in addition to the seminar), and a degree of flexibility in the student's schedule. All student clinicians are expected to communicate with their clients regularly, meet with their clients as needed, efficiently and effectively perform the related transactional work, maintain their client's files in an organized and professional manner, regularly attend the seminar classes and participate in various seminar exercises. Recommended courses, in order of preference, are Business Organizations, Federal Income Tax and Corporate & Partnership Tax. Class is limited to 14-16 students and instructor permission and an application is required. This is a Skills and Live Client Experience course.

Business Law Clinic II is a continuation of Business Law Clinic I. Student clinicians will continue working with for profit and not for profit businesses in the Chicagoland area. Learning from their experience in Clinic I, Clinic II students have the opportunity to further develop their counseling and drafting skills. Clinic II student clinicians have the same hourly requirements as Clinic I, however, there is no seminar component.

Open to: LLM students enrolled in campus courses. Students enrolled in any campus based LLM program may earn between one to three externship credits for working at an approved LLM externship site. This externship is designed to offer practical experience to further develop law related skills and expertise in various legal fields. A maximum of 3 credit hours can be attained during the LLM program. This is an Experiential Learning course.

This course will offer students the opportunity to study significant areas of law from foreign jurisdictions that impact doing business abroad or foreign companies doing business in the U.S. A selection of areas of law that will be covered include the UK Bribery Act, European Union privacy regulation, technology transfer laws (including U.S. import-export controls), national security issues associated with doing business in certain companies, and developing laws of emerging markets in Asia.

Business Planning is a case studies oriented course in which students use skills learned through substantive lectures to draft and edit crucial business planning documents individually and/or in teams. Issues covered include the structure of corporate structures, fiduciary duty, valuing, capitalizing and organizing a corporation, drafting shareholder agreements and buy/sell agreements, sale of a business and similar issues in regard to LLCs and partnerships. Assignments include drafting legal and planning memoranda, drafting articles of incorporation and by-laws, and marking up forms to accomplish a specified purpose.

This course describes the basic anatomy of a contract, including the key components of contracts and how they are organized. The course then uses multiple exercises to teach how to review, negotiate, and draft provisions of business contracts. Students will also learn how to manage risk through careful drafting.

This course will provide attorneys with an overview of securities regulation as well as case studies and practical drafting exercises designed for the securities attorney.

This course is designed to provide the new transactional attorney with an overview of key transactional skills, including drafting, client counseling, and negotiation.

This course is designed to provide students with practical experience in developing training and education material. An emphasis will be placed on explaining complex regulations and laws to a workforce. The course will also explore varying pedagogical methods for delivering compliance education.

This course is designed to provide an overview of recent developments in corporate compliance. The course will feature bi-weekly guest speaker on topics of interest to the compliance community. Students will be assessed through short written responses to each lecture and a final essay.

A breach of privacy is considered inappropriate use or disclosure of personal data. Numerous laws regulate what constitutes a breach and the legal obligations if there is a breach. This course will examine: (a) what constitutes a "breach" or "incident" under a variety of scenarios and industries, (b) what legal obligations regulated entities have to act on a breach or incident, (c) what liabilities in tort or contract may exist as the result of breaches, (d) corrective actions to manage breaches and minimize recurrence, (e) electronic security measures to minimize breaches and incidents, (f) a survey of the most common cyberattacks for students to gain familiarity with trends in electronic breaches, and (g) practice in drafting notices, incident reports, and corrective actions.

European Union Regulation 2016/679 was adopted by the European Parliament and European Council in 2016 and has world-wide privacy law implications, not merely for activities inside the European Union. The law seeks to protect natural persons when their personal data is used by any regulated entity doing business in the EU. The law also requires regulated entities to have organized compliance efforts on a global scale. The course will examine: (a) the history of privacy law in the EU, (b) the response of the EU member states to past EU privacy directives and the current law, (c) the current EU privacy law's impact on business and data storage around the world, (d) the compliance organizational structures needed to respond to the law, and (e) liability associated with non-compliance. No background on EU law is needed; the course will begin with teaching the basic legal and constitutional structure of the European Union in order to situate the course privacy law material.

This course will cover the elements necessary to implement a basic compliance and ethics program in a company. Students will become familiar with the basic principles of the Federal Sentencing Guidelines that define an effective compliance program. Students will learn the fundamentals of the job of Chief Compliance Officer by working with compliance issues in the media, commercially available compliance training programs and compliance techniques used in major corporations. Prerequisites for Compliance and Enterprise Risk Management MJ students are Law 900, 901, and 803. CERM MJ students should take Law 839 in conjunction with Law 929. CERM LLM students should take Law 839 in conjunction with Law 929 in their first term.

The course uses as a focus the Willem C. Vis International Moot Arbitration Competition. Sponsored by Pace Law School, the Vis Moot is based on a problem governed by the U.N. Convention on Contracts for the International Sale of Goods (CISG). In the spring, an oral competition is held in two different venues, Vienna and Hong Kong. Recently, Loyola has been able to send a different team of students to each of the venues. The course includes about three weeks of study of the CISG, as well as approximately three weeks of study of international commercial arbitration, including basic laws and rules, how to draft an arbitration clause, how to choose an arbitrator, and how to participate in an arbitration as an advocate and as an arbitrator. While the first half of the semester is spent learning about the CISG and arbitration, the second half is spent putting that knowledge into practice. When the problem on which the Moot Competition is based comes on line in October, students work collaboratively to draft Claimants' and Respondents' memoranda. The Claimant's memorandum is due in early December, and the Respondent's memorandum is due in late January. Students also present tow oral arguments: one at the law school before a panel of moot alumni, and one before arbitrators from Chicago law firms, at the offices of the respective law firms. At the end of the semester, eight students are chosen who will have the opportunity to compete in Vienna and Hong Kong during the spring semester, for an additional two hours of credit. Through the emphasis on both brief writing and oral arguments, students make significant progress in their skills as advocates, as well as their understanding of dispute resolution in an international context. Their accomplishments have been well recognized in both competitions. More information about the Vis Moot is on the Pace Law School Website: www.cisg.law.pace.edu/vis.html. Eligibility: If a student is part of a moot court team that will be arguing in the fall semester, he or she is not eligible to take this course, since this is a skills-based course requiring substantial out of class effort in both brief writing and oral argument. If a student is part of a moot court team that will be arguing in the spring semester, he or she is eligible to take the course in the fall, but will not be eligible to compete to be an oralist in the Vienna or Hong Kong competition. Corboy Fellows are not permitted to take this course. Important: Permission of the professor is required. In order to apply, please submit a resume and a statement of interest by mid-April to Professor Moses, mmoses1@luc.edu explaining a little about your background, and why you are interested in taking this course.

The course uses as a focus the Willem C. Vis International Moot Arbitration Competition. Sponsored by Pace Law School, the Vis Moot is based on a problem governed by the U.N. Convention on Contracts for the International Sale of Goods (CISG). In the spring, an oral competition is held in two different venues, Vienna and Hong Kong. Recently, Loyola has been able to send a different team of students to each of the venues. The course includes about three weeks of study of the CISG, as well as approximately three weeks of study of international commercial arbitration, including basic laws and rules, how to draft an arbitration clause, how to choose an arbitrator, and how to participate in an arbitration as an advocate and as an arbitrator. While the first half of the semester is spent learning about the CISG and arbitration, the second half is spent putting that knowledge into practice. When the problem on which the Moot Competition is based comes on line in October, students work collaboratively to draft Claimants' and Respondents' memoranda. The Claimant's memorandum is due in early December, and the Respondent's memorandum is due in late January. Students also present an oral argument before arbitrators from Chicago law firms, at the offices of the respective law firms. At the end of the semester, a second oral argument is held at the law school, after which students are chosen who will have the opportunity to compete in Vienna and Hong Kong during the spring semester, for an additional two hours of credit. Through the emphasis on both brief writing and oral arguments, students make significant progress in their skills as advocates, as well as their understanding of dispute resolution in an international context. Their accomplishments have been well recognized in both competitions. More information about the Vis Moot is on the Pace Law School Website: www.cisg.law.pace.edu/vis.html. Eligibility: If a student is part of a moot court team that will be arguing in the fall semester, he or she is not eligible to take this course, since this is a skills-based course requiring substantial out of class effort in both brief writing and oral argument. If a student is part of a moot court team that will be arguing in the spring semester, he or she is eligible to take the course in the fall, but will not be eligible to compete to be an oralist in the Vienna or Hong Kong competition. Corboy Fellows are not permitted to take this course. Important: Permission of the professor is required. In order to apply, please submit a resume and a statement of interest to Professor Moses, mmoses1@luc.edu explaining a little about your background, and why you are interested in taking this course

This course will teach students the law and techniques used during the trial process. The course will instruct students and require them to simulate jury selection and voir dire, opening statements, witness examinations, exhibits, objections, and closing statements.