Course Schedule

Wills and Estates focuses on donative transfers of property. Included are community property, intestate succession, the execution and revocation of wills, frequently recurring drafting problems, the use of trusts, fiduciary administration, future interests, the rule against perpetuities, powers of appointment, estate and gift taxation, and basic estate planning. The course emphasizes Texas law, but it also examines the law of many other jurisdictions, as well as numerous Uniform Acts.

This is a four credit course. There are no prerequisites.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

Wills and Estates focuses on donative transfers of property. Included are community property, intestate succession, the execution and revocation of wills, frequently recurring drafting problems, the use of trusts, fiduciary administration, future interests, the rule against perpetuities, powers of appointment, estate and gift taxation, and basic estate planning. The course emphasizes Texas law, but it also examines the law of many other jurisdictions, as well as numerous Uniform Acts.

This is a four credit course. There are no prerequisites.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

Wills and Estates focuses on donative transfers of property. Included are community property, intestate succession, the execution and revocation of wills, frequently recurring drafting problems, the use of trusts, fiduciary administration, future interests, the rule against perpetuities, powers of appointment, estate and gift taxation, and basic estate planning. The course emphasizes Texas law, but it also examines the law of many other jurisdictions, as well as numerous Uniform Acts.

This is a four credit course. There are no prerequisites.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

This course deals with donative transfers of property, including intestate succession, probate administration of decedents’ estates, execution and revocation of wills, the use of trusts in estate planning, and rules of construction that affect will and trust drafting. The course also will cover community property laws and basic estate tax and gift tax principles. Relevant Texas Estates Code and Uniform Probate Code statutes will be included in a Supplement to the casebook. Prerequisites: None.

Wills and Estates focuses on donative transfers of property. Included are community property, intestate succession, the execution and revocation of wills, frequently recurring drafting problems, the use of trusts, fiduciary administration, future interests, the rule against perpetuities, powers of appointment, estate and gift taxation, and basic estate planning. The course emphasizes Texas law, but it also examines the law of many other jurisdictions, as well as numerous Uniform Acts.

This is a four credit course. There are no prerequisites.

This two-credit course will survey the most prominent current legal issues affecting the wind and solar industry. Taught by two practicing attorneys (with a combined 50 years of experience in the electric power, wind and solar industries), the course will explore the history of wind and solar energy, the fundamentals of developing a wind or solar project, the major elements of wind and solar leases and other real property issues, government tax incentives, litigation, interconnection and transmission issues, permitting, the impact of renewable energy development on the environment and wildlife, acquisitions and sales of wind and solar projects, and project finance. We will also learn about other technologies such as energy storage, green hydrogen, and electric vehicles. Many of our class meetings will feature prominent guest speakers who work in and provide counsel to the renewable energy and electric utility industries. Grading is based on a combination of a paper and presentation on a topic of the student's choosing, a transactional assignment, a case presentation, and class participation.

This two-credit course will survey the most prominent current legal issues affecting the wind and solar industry.  Taught by two practicing attorneys (with a combined 50 years of experience in the electric power, wind and solar industries), the course will explore the history of wind and solar energy, the fundamentals of developing a wind or solar project, the major elements of wind and solar leases and other real property issues, government tax incentives, litigation, interconnection and transmission issues, permitting, the impact of renewable energy development on the environment and wildlife, acquisitions and sales of wind and solar projects, and project finance.  We will also learn about other technologies such as energy storage, green hydrogen, and electric vehicles.  Many of our class meetings will feature prominent guest speakers who work in and provide counsel to the renewable energy and electric utility industries.  Grading is based on a combination of a paper and presentation on a topic of the student's choosing, a transactional assignment, a case presentation, and class participation.

This two-credit course will survey the most prominent current legal issues affecting the wind and solar industry.  Taught by two practicing attorneys (with a combined 50 years of experience in the electric power, wind and solar industries), the course will explore the history of wind and solar energy, the fundamentals of developing a wind or solar project, the major elements of wind and solar leases and other real property issues, government tax incentives, litigation, interconnection and transmission issues, permitting, the impact of renewable energy development on the environment and wildlife, acquisitions and sales of wind and solar projects, and project finance.  We will also learn about other technologies such as energy storage and waste-to-energy.  Many of our class meetings will feature prominent guest speakers who work in and provide counsel to the renewable energy and electric utility industries.  Grading is based on a combination of a paper and presentation on a topic of the student's choosing, a transactional assignment, a case presentation, and class participation.

This two-credit course will survey the most prominent current legal issues affecting the wind and solar industry.  Taught by two practicing attorneys (with a combined 50 years of experience in the electric power, wind and solar industries), the course will explore the history of wind and solar energy, the fundamentals of developing a wind or solar project, the major elements of wind and solar leases and other real property issues, government tax incentives, litigation, interconnection and transmission issues, permitting, the impact of renewable energy development on the environment and wildlife, acquisitions and sales of wind and solar projects, and project finance.  We will also learn about other technologies such as energy storage and waste-to-energy.  Many of our class meetings will feature prominent guest speakers who work in and provide counsel to the renewable energy and electric utility industries.  Grading is based on a combination of a paper and presentation on a topic of the student's choosing, a transactional assignment, a case presentation, and class participation.

This two-credit course will survey the most prominent current legal issues affecting the wind and solar industry.  Taught by two practicing attorneys (with a combined 50 years of experience in the electric power, wind and solar industries), the course will explore the history of wind and solar energy, the fundamentals of developing a wind or solar project, the major elements of wind and solar leases and other real property issues, government tax incentives, litigation, interconnection and transmission issues, permitting, the impact of renewable energy development on the environment and wildlife, acquisitions and sales of wind and solar projects, and project finance.  We will also learn about other technologies such as energy storage and waste-to-energy.  Many of our class meetings will feature prominent guest speakers who work in and provide counsel to the renewable energy and electric utility industries.

Less than 45% of the U.S. population has any formal education beyond high school but almost 65% of all jobs require a postsecondary degree or credential. This gap means millions of jobs remain unfilled and, worse, millions of Americans are unable to find work. Without the right education, many Americans are locked into poverty and out of economic mobility. What is the government’s role in addressing this mismatch? Local governments currently offer free education from kindergarten through high school. Should government also offer free post-secondary education (free college) or training? Are there changes that can be made to K-12 education to make high school graduates more employable in today’s economy? What interventions are needed to help working adults obtain the education they need to advance in their careers? What about job quality and livable wages? These are the types of questions that form the foundation of workforce policy, an inter-disciplinary area of public policy that sits at the intersection of education and the labor market. Its purpose is to foster economic growth and reduce poverty by aligning the skills of a local workforce with the evolving needs of nearby industries. It includes public policies related to K-12 and post-secondary education, job specific training, and adult education, and it connects with societal challenges related to economic mobility, the future of work, immigration, and incarceration. This course will introduce students to the dynamic field of workforce development policy. Students will build a foundational understanding of the current workforce preparation ecosystem including today’s key players, programs, funding streams, and policy questions. They will also learn how to critically evaluate workforce programming by examining successful and unsuccessful efforts over time. Classes will be taught using experiential learning – we will use real world situations and discussions with visiting practitioners to interactively learn together. The course will be taught by a former Fortune 500 C-suite business executive and social impact entrepreneur, who has been building workforce programs for over 30 years. She has a proven track record of helping companies and communities build competitive, diverse workforce pipelines at the local, state, national, and international levels.

Less than 45% of the U.S. population has any formal education beyond high school but almost 65% of all jobs require a postsecondary degree or credential. This gap means millions of jobs remain unfilled and, worse, millions of Americans are unable to find work. Without the right education, many Americans are locked into poverty and out of economic mobility. What is the government’s role in addressing this mismatch? Local governments currently offer free education from kindergarten through high school. Should government also offer free post-secondary education (free college) or training? Are there changes that can be made to K-12 education to make high school graduates more employable in today’s economy? What interventions are needed to help working adults obtain the education they need to advance in their careers? What about job quality and livable wages? These are the types of questions that form the foundation of workforce policy, an inter-disciplinary area of public policy that sits at the intersection of education and the labor market. Its purpose is to foster economic growth and reduce poverty by aligning the skills of a local workforce with the evolving needs of nearby industries. It includes public policies related to K-12 and post-secondary education, job specific training, and adult education, and it connects with societal challenges related to economic mobility, the future of work, immigration, and incarceration. This course will introduce students to the dynamic field of workforce development policy. Students will build a foundational understanding of the current workforce preparation ecosystem including today’s key players, programs, funding streams, and policy questions. They will also learn how to critically evaluate workforce programming by examining successful and unsuccessful efforts over time. Classes will be taught using experiential learning – we will use real world situations and discussions with visiting practitioners to interactively learn together. The course will be taught by a former Fortune 500 C-suite business executive and social impact entrepreneur, who has been building workforce programs for over 30 years. She has a proven track record of helping companies and communities build competitive, diverse workforce pipelines at the local, state, national, and international levels.

This course examines the legal frameworks that shape the civil rights of children and youth in the United States, with a particular focus on education, juvenile justice, and access to legal advocacy.

Through case law, statutes, policy analysis, and real-world advocacy examples, students will explore the constellation of laws and policies that both support and limit student’s rights. The course centers on key issues including the right to education, school discipline and policing, student speech and expression, disability rights, discrimination and harassment, and language access. Students will also analyze the role of federal civil rights enforcement, including administrative complaints and litigation strategies, as well as emerging legal and policy debates shaping youth rights today.

Grounded in a movement lawyering framework, the course emphasizes the lived experiences of young people and the advocacy efforts of families, organizers, and civil rights practitioners. Students will engage in practical skill-building through simulated advocacy exercises, policy analysis, and the development of actionable tools and resources.

This class examines the policy development process through the lens of youth justice, a rapidly changing part of the criminal legal system due to shifting philosophies, social science research, and decisions of the U.S. Supreme Court. Because youth justice systems around the United States are in such tremendous flux, they provide a perfect vehicle for us to consider the various components of the policy development process.

We will examine the evolution of policy in this arena by looking backwards, historically, at the policies that dominated the juvenile justice landscape during the 1990s and 2000s. How did we get to the point where we are today? And we will examine changes in youth justice policies and practices as they are currently developing, across the country and in Texas, by conducting in-depth analyses of contemporary case studies in youth justice policy. Those case studies will likely include:

• (1) school discipline and the use of police in schools
• (2) reductions in the use of juvenile incarceration and the shift towards community-based programs;
• (3) juvenile life without parole; and
• (4) raising the age of criminal responsibility from 17 to 18.

These case studies will allow us to explore how policy problems are conceptualized, framed, and analyzed; how the issues make it onto the public agenda; the influences on and determinants of public policy; the shifting tides of public opinion; the roles of various government officials, agencies, and stakeholder entities; the impact of law and legal rulings on policy issues; and the processes by which policies are adopted and implemented. We will pay particular attention to the legislative process in Texas.  

As we study the issues, students will have the opportunity to apply what we learn about the policy-making process through role-playing exercises and writing assignments. We will have mock legislative hearings and briefings in which students serve as legislators and witnesses. Students will also learn to write policy memos, present oral and written legislative testimony, and—as part of a team—develop policy proposals, supporting documents, and strategy plans.

To help ground the course in real-world experiences, we will watch archived videos of legislative hearings at the Texas Capitol. Observing these hearings will provide insights into how policy initiatives are developed, adopted, and implemented, and greater awareness of what constitutes effective testimony. We may also have the opportunity to meet with one or more juvenile justice advocates and system practitioners, all of whom have been central to the youth justice policy development process in Texas.

This course is cross-listed between the LBJ School and the Law School.

This course examines the policy development process through the lens of juvenile justice.  All around the United States, policy-makers are trying to improve the operations of their states’ juvenile justice systems.  Guided by both fiscal concerns and research indicating that juveniles are best served in community-based programs, policy-makers are beginning to emphasize local responsibility for juvenile justice rather than state-level incarceration. There is also an increasing emphasis on prevention and rehabilitative services, even as the juvenile systems around the country still function under laws and policies designed during the “tough on crime” period in the 1990s. At the same time, the United States Supreme Court is changing its views about juvenile sentencing, recently eliminating mandatory application of life without parole sentences for youth under age 18 and establishing that “children are different” than adults for criminal justice purposes.

Because youth justice systems are in such tremendous flux, they provide a perfect vehicle for us to examine the various components of the policy development process.  We will focus on four “case studies” of shifting youth justice policies, with two or three-week modules on each topic:

• (1) The decarceration of youth confinement facilities;
• (2) The “raise the age” movement to set 18, rather than 16 or 17, as the age when youth become adults for criminal justice purposes;
• (3) Life without parole and extreme sentencing of youth; and
• (4) School discipline and the school-to-prison pipeline.

The massive changes that have occurred (or that have failed to occur) in each of these areas of focus have been the result of a variety of influences and considerations.  We will learn about the legislative process (both formal processes and informal fiat); the role of executive branch agencies; the role of the courts and constitutional requirements; the influence of advocacy groups and social justice campaigns; the importance of research and data; budgeting and financial considerations; and the impact of scandals and media coverage.  The reality is that good policy doesn’t “just happen”; it is the product of a deliberate process that can be influenced but rarely controlled.

To better understand how these factors have combined to affect policy change in each of the areas of focus, we will gather information from a variety of sources.  Our readings will include policy reports, book chapters, news articles, research articles, legislation, court opinions, data analyses, and fiscal notes.  We will watch archived video of legislative hearings and attend contemporaneous hearings at the Texas Legislature if the opportunity arises.  And to deepen our analysis, we will interview or have guest presentations by various stakeholders who have been intimately involved in the policy development process in each of these focus areas. 

We will also have role-playing exercises in which students prepare oral legislative testimony on a particular topic, taking on the persona of various stakeholders in the policy debate, while other students stand in the role of legislators.

Students in this course will gain skills in policy analysis, as well as become better prepared to participate effectively in the policy-making process as legislative staffers, policy analysts, advocates, or citizens.  They will also learn a great deal about youth justice issues, in Texas and beyond.

The course will have a heavy reading load, but the material will all be interesting and accessible.  Students will be evaluated on the basis of class participation, a policy memo, their legislative testimony, and a final team research and writing project.  There may also be some shorter writing assignments, some of which may not be graded.  There is no exam.

This seminar is open to students in both the LBJ School and the Law School and is cross-listed in both schools.

This course examines the policy development process through the lens of juvenile justice.  All around the United States, policy-makers are trying to improve the operations of their states’ juvenile justice systems.  Guided by both fiscal concerns and research indicating that juveniles are best served in community-based programs, policy-makers are beginning to emphasize local responsibility for juvenile justice rather than state-level incarceration. There is also an increasing emphasis on prevention and rehabilitative services, even as the juvenile systems around the country still function under laws and policies designed during the “tough on crime” period in the 1990s. At the same time, the United States Supreme Court is changing its views about juvenile sentencing, recently eliminating mandatory application of life without parole sentences for youth under age 18 and establishing that “children are different” than adults for criminal justice purposes.

Because youth justice systems are in such tremendous flux, they provide a perfect vehicle for us to examine the various components of the policy development process.  We will focus on four “case studies” of shifting youth justice policies, with two or three-week modules on each topic:

• (1) The decarceration of youth confinement facilities;
• (2) The “raise the age” movement to set 18, rather than 16 or 17, as the age when youth become adults for criminal justice purposes;
• (3) Life without parole and extreme sentencing of youth; and
• (4) School discipline and the school-to-prison pipeline.

The massive changes that have occurred (or that have failed to occur) in each of these areas of focus have been the result of a variety of influences and considerations.  We will learn about the legislative process (both formal processes and informal fiat); the role of executive branch agencies; the role of the courts and constitutional requirements; the influence of advocacy groups and social justice campaigns; the importance of research and data; budgeting and financial considerations; and the impact of scandals and media coverage.  The reality is that good policy doesn’t “just happen”; it is the product of a deliberate process that can be influenced but rarely controlled.

To better understand how these factors have combined to affect policy change in each of the areas of focus, we will gather information from a variety of sources.  Our readings will include policy reports, book chapters, news articles, research articles, legislation, court opinions, data analyses, and fiscal notes.  We will watch archived video of legislative hearings and attend contemporaneous hearings at the Texas Legislature if the opportunity arises.  And to deepen our analysis, we will interview or have guest presentations by various stakeholders who have been intimately involved in the policy development process in each of these focus areas. 

We will also have role-playing exercises in which students prepare oral legislative testimony on a particular topic, taking on the persona of various stakeholders in the policy debate, while other students stand in the role of legislators.

Students in this course will gain skills in policy analysis, as well as become better prepared to participate effectively in the policy-making process as legislative staffers, policy analysts, advocates, or citizens.  They will also learn a great deal about youth justice issues, in Texas and beyond.

The course will have a heavy reading load, but the material will all be interesting and accessible.  Students will be evaluated on the basis of class participation, a policy memo, their legislative testimony, and a final team research and writing project.  There may also be some shorter writing assignments, some of which may not be graded.  There is no exam.

This seminar is open to students in both the LBJ School and the Law School and is cross-listed in both schools.

This course examines the policy development process through the lens of juvenile justice.  All around the United States, policy-makers are trying to improve the operations of their states’ juvenile justice systems.  Guided by both fiscal concerns and research indicating that juveniles are best served in community-based programs, policy-makers are beginning to emphasize local responsibility for juvenile justice rather than state-level incarceration. There is also an increasing emphasis on prevention and rehabilitative services, even as the juvenile systems around the country still function under laws and policies designed during the “tough on crime” period in the 1990s. At the same time, the United States Supreme Court is changing its views about juvenile sentencing, recently eliminating mandatory application of life without parole sentences for youth under age 18 and establishing that “children are different” than adults for criminal justice purposes.

Because youth justice systems are in such tremendous flux, they provide a perfect vehicle for us to examine the various components of the policy development process.  We will focus on four “case studies” of shifting youth justice policies, with two or three-week modules on each topic:

• (1) The decarceration of youth confinement facilities;
• (2) The “raise the age” movement to set 18, rather than 16 or 17, as the age when youth become adults for criminal justice purposes;
• (3) Life without parole and extreme sentencing of youth; and
• (4) School discipline and the school-to-prison pipeline.

The massive changes that have occurred (or that have failed to occur) in each of these areas of focus have been the result of a variety of influences and considerations.  We will learn about the legislative process (both formal processes and informal fiat); the role of executive branch agencies; the role of the courts and constitutional requirements; the influence of advocacy groups and social justice campaigns; the importance of research and data; budgeting and financial considerations; and the impact of scandals and media coverage.  The reality is that good policy doesn’t “just happen”; it is the product of a deliberate process that can be influenced but rarely controlled.

To better understand how these factors have combined to affect policy change in each of the areas of focus, we will gather information from a variety of sources.  Our readings will include policy reports, book chapters, news articles, research articles, legislation, court opinions, data analyses, and fiscal notes.  We will watch archived video of legislative hearings and attend contemporaneous hearings at the Texas Legislature if the opportunity arises.  And to deepen our analysis, we will interview or have guest presentations by various stakeholders who have been intimately involved in the policy development process in each of these focus areas. 

We will also have role-playing exercises in which students prepare oral legislative testimony on a particular topic, taking on the persona of various stakeholders in the policy debate, while other students stand in the role of legislators.

Students in this course will gain skills in policy analysis, as well as become better prepared to participate effectively in the policy-making process as legislative staffers, policy analysts, advocates, or citizens.  They will also learn a great deal about youth justice issues, in Texas and beyond.

The course will have a heavy reading load, but the material will all be interesting and accessible.  Students will be evaluated on the basis of class participation, a policy memo, their legislative testimony, and a final team research and writing project.  There may also be some shorter writing assignments, some of which may not be graded.  There is no exam.

This seminar is open to students in both the LBJ School and the Law School and is cross-listed in both schools.