Course Schedule

This overview course will principally focus on the Americans with Disabilities Act (ADA), the most important federal law prohibiting discrimination against individuals with disabilities. We will discuss the ADA’s place in the disability-rights and disability-justice movements, and its analytical relationship with the Civil Rights Act of 1964 and with the antidiscrimination provisions in the Rehabilitation Act of 1973. We will also explore the Act’s definition of disability (including the subsequent ADA Amendments Act of 2008), and the provisions outlawing discrimination, and requiring accommodations, by employers (Title I), government services and programs (Title II), and private businesses (Title III). To sample the breadth of the ADA, we will discuss the Supreme Court’s Olmstead decision guaranteeing community integration, as well as the ADA’s application in the contexts of, e.g., education, housing, healthcare, the criminal legal and carceral systems, immigration, and technology.

This overview course will principally focus on the Americans with Disabilities Act (ADA), the most important federal law prohibiting discrimination against individuals with disabilities. We will discuss the ADA’s place in the disability-rights and disability-justice movements, and its analytical relationship with the Civil Rights Act of 1964 and with the antidiscrimination provisions in the Rehabilitation Act of 1973. We will also explore the Act’s definition of disability (including the subsequent ADA Amendments Act of 2008), and the provisions outlawing discrimination, and requiring accommodations, by employers (Title I), government services and programs (Title II), and private businesses (Title III). To sample the breadth of the ADA, we will discuss the Supreme Court’s Olmstead decision guaranteeing community integration, as well as the ADA’s application in the contexts of, e.g., education, housing, healthcare, the criminal legal and carceral systems, immigration, and technology.

This overview course will principally focus on the Americans with Disabilities Act (ADA), the most important federal law prohibiting discrimination against individuals with disabilities. We will discuss the ADA’s place in the disability-rights and disability-justice movements, and its analytical relationship with the Civil Rights Act of 1964 and with the antidiscrimination provisions in the Rehabilitation Act of 1973. We will also explore the Act’s definition of disability (including the subsequent ADA Amendments Act of 2008), and the provisions outlawing discrimination, and requiring accommodations, by employers (Title I), government services and programs (Title II), and private businesses (Title III). To sample the breadth of the ADA, we will discuss the Supreme Court’s Olmstead decision guaranteeing community integration, as well as the ADA’s application in the contexts of, e.g., education, housing, healthcare, the criminal legal and carceral systems, immigration, and technology.

This course will provide an in-depth examination of the battered women’s movement and its impact on the legal system’s response to domestic violence. We begin with law and the social context of battering, including how the experience of abuse and the response to abuse is shaped by race, cultural identity, economic status, sexual orientation, and disabilities. Criminal law aspects are addressed within the role of protective orders, prosecution, and defense (including self-defense for victims and ethical representation of batterers). We next view how civil family law recognizes domestic violence in custody, divorce, visitation, and child protection matters. Among other topics, the course will examine specialized areas of the law, which include tort liability for batterers and third parties (police, employers, etc.) and federal remedies under the Violence Against Women Act. The class will discuss emerging issues like violence against women as a human rights violation and evolving sexual assault laws to identify the challenges of theory vs. practice. The focus of the class is to examine current gaps and barriers in the legal response to intimate partner violence and propose systemic change through a social justice lens.

This course will provide an in-depth examination of the battered women’s movement and its impact on the legal system’s response to domestic violence. We begin with law and the social context of battering, including how the experience of abuse and the response to abuse is shaped by race, cultural identity, economic status, sexual orientation, and disabilities. Criminal law aspects are addressed within the role of protective orders, prosecution, and defense (including self-defense for victims and ethical representation of batterers). We next view how civil family law recognizes domestic violence in custody, divorce, visitation, and child protection matters. Among other topics, the course will examine specialized areas of the law, which include tort liability for batterers and third parties (police, employers, etc.) and federal remedies under the Violence Against Women Act. The class will discuss emerging issues like violence against women as a human rights violation and evolving sexual assault laws to identify the challenges of theory vs. practice. The focus of the class is to examine current gaps and barriers in the legal response to intimate partner violence and propose systemic change through a social justice lens.

This course will provide an in-depth examination of the battered women’s movement and its impact on the legal system’s response to domestic violence. We begin with law and the social context of battering, including how the experience of abuse and the response to abuse is shaped by race, cultural identity, economic status, sexual orientation, and disabilities. Criminal law aspects are addressed within the role of protective orders, prosecution, and defense (including self-defense for victims and ethical representation of batterers). We next view how civil family law recognizes domestic violence in custody, divorce, visitation, and child protection matters. Among other topics, the course will examine specialized areas of the law, which include tort liability for batterers and third parties (police, employers, etc.) and federal remedies under the Violence Against Women Act. The class will discuss emerging issues like violence against women as a human rights violation and evolving sexual assault laws to identify the challenges of theory vs. practice. The focus of the class is to examine current gaps and barriers in the legal response to intimate partner violence and propose systemic change through a social justice lens.

This course will provide an in-depth examination of the battered women’s movement and its impact on the legal system’s response to domestic violence. We begin with law and the social context of battering, including how the experience of abuse and the response to abuse is shaped by race, cultural identity, economic status, sexual orientation, and disabilities. Criminal law aspects are addressed within the role of protective orders, prosecution, and defense (including self-defense for victims and ethical representation of batterers). We next view how civil family law recognizes domestic violence in custody, divorce, visitation, and child protection matters. Among other topics, the course will examine specialized areas of the law, which include tort liability for batterers and third parties (police, employers, etc.) and federal remedies under the Violence Against Women Act. The class will discuss emerging issues like violence against women as a human rights violation and evolving sexual assault laws to identify the challenges of theory vs. practice. The focus of the class is to examine current gaps and barriers in the legal response to intimate partner violence and propose systemic change through a social justice lens.

This course will provide an in-depth examination of the battered women’s movement and its impact on the legal system’s response to domestic violence. We begin with law and the social context of battering, including how the experience of abuse and the response to abuse is shaped by race, cultural identity, economic status, sexual orientation, and disabilities. Criminal law aspects are addressed within the role of protective orders, prosecution, and defense (including self-defense for victims and ethical representation of batterers). We next view how civil family law recognizes domestic violence in custody, divorce, visitation, and child protection matters. Among other topics, the course will examine specialized areas of the law, which include tort liability for batterers and third parties (police, employers, etc.) and federal remedies under the Violence Against Women Act. The class will discuss emerging issues like violence against women as a human rights violation and evolving sexual assault laws to identify the challenges of theory vs. practice. The focus of the class is to examine current gaps and barriers in the legal response to intimate partner violence and propose systemic change through a social justice lens.

This course will examine the correct (useful) way to define the concept "the impact of a choice on economic efficiency," the economically-efficient approach to take to predicting or postdicting the economic efficiency of any private or governmental choice, the relevance of the economic efficiency of a choice to its justness or moral desirability (rights-considerations aside), and the relevance of the economic efficiency of an interpretation or application of the law to its correctness as a matter of law. The course will also criticize canonical writings that articulate or manifest conclusions on these matters that differ from the Lecturer's. Although several weeks of the course will be devoted to the definitional and relevance issues, the majority of the course will address the economically efficient way to predict or postdict the economic efficiency of a choice in an economy that inevitably contains large numbers of Pareto imperfections of all types and uses resources in a large number of ways. More specifically, the course will consider in detail the negative implications of The General Theory of Second Best for the way in which economists approach economic-efficiency analysis and develop and apply a so-called distortion-analysis approach to economic-efficiency analysis that the Lecturer believes responds defensibly to the interconnections whose importance Second-Best Theory highlights. No background in economics, moral philosophy, or jurisprudence will be presupposed, though students without such backgrounds will have to work harder in the sections of the course to which these fields are relevant. There will be a mid-term as well as a final examination.

This course will examine the correct (useful) way to define the concept "the impact of a choice on economic efficiency," the economically-efficient approach to take to predicting or postdicting the economic efficiency of any private or governmental choice, the relevance of the economic efficiency of a choice to its justness or moral desirability (rights-considerations aside), and the relevance of the economic efficiency of an interpretation or application of the law to its correctness as a matter of law. The course will also criticize canonical writings that articulate or manifest conclusions on these matters that differ from the Lecturer's. Although several weeks of the course will be devoted to the definitional and relevance issues, the majority of the course will address the economically efficient way to predict or postdict the economic efficiency of a choice in an economy that inevitably contains large numbers of Pareto imperfections of all types and uses resources in a large number of ways. More specifically, the course will consider in detail the negative implications of The General Theory of Second Best for the way in which economists approach economic-efficiency analysis and develop and apply a so-called distortion-analysis approach to economic-efficiency analysis that the Lecturer believes responds defensibly to the interconnections whose importance Second-Best Theory highlights. No background in economics, moral philosophy, or jurisprudence will be presupposed, though students without such backgrounds will have to work harder in the sections of the course to which these fields are relevant. There will be a mid-term as well as a final examination.

This course will examine the correct (useful) way to define the concept "the impact of a choice on economic efficiency," the economically-efficient approach to take to predicting or postdicting the economic efficiency of any private or governmental choice, the relevance of the economic efficiency of a choice to its justness or moral desirability (rights-considerations aside), and the relevance of the economic efficiency of an interpretation or application of the law to its correctness as a matter of law. The course will also criticize canonical writings that articulate or manifest conclusions on these matters that differ from the Lecturer's. Although several weeks of the course will be devoted to the definitional and relevance issues, the majority of the course will address the economically efficient way to predict or postdict the economic efficiency of a choice in an economy that inevitably contains large numbers of Pareto imperfections of all types and uses resources in a large number of ways. More specifically, the course will consider in detail the negative implications of The General Theory of Second Best for the way in which economists approach economic-efficiency analysis and develop and apply a so-called distortion-analysis approach to economic-efficiency analysis that the Lecturer believes responds defensibly to the interconnections whose importance Second-Best Theory highlights. No background in economics, moral philosophy, or jurisprudence will be presupposed, though students without such backgrounds will have to work harder in the sections of the course to which these fields are relevant. There will be a mid-term as well as a final examination.

This class is designed to give students a basic understanding of elder law and its increasingly important role in our society. Students will learn how to manage legal issues and family dynamics around care of the elderly, understand the oversized role of financing care, and explore the interplay of elder law with estate planning and governmental benefits programs. Fundamental to the practice of elder law is understanding how to pay for care as well as spotting and addressing abuse of the elderly.

It will be helpful but not necessary to have taken Wills and Estates.

Textbook information:Mastering Elder Law, Ralph Brashier, available on Amazon (Second Edition)

This class is designed to give students a basic understanding of elder law and its increasingly important role in our society. Students will learn how to manage legal issues and family dynamics around care of the elderly, understand the oversized role of financing care, and explore the interplay of elder law with estate planning and governmental benefits programs. Fundamental to the practice of elder law is understanding how to pay for care as well as spotting and addressing abuse of the elderly.

It will be helpful but not necessary to have taken Wills and Estates.

Textbook information:Mastering Elder Law, Ralph Brashier, available on Amazon (Second Edition)

This class is designed to give students a basic understanding of elder law and its increasingly important role in our society. Students will learn how to manage legal issues and family dynamics around care of the elderly, understand the oversized role of financing care, and explore the interplay of elder law with estate planning and governmental benefits programs. Fundamental to the practice of elder law is understanding how to pay for care as well as spotting and addressing abuse of the elderly.

It will be helpful but not necessary to have taken Wills and Estates.

Textbook information: Elder Law: Practice, Policy, and Problems by Nina Cohn from Aspen Publishing ISBN 978-1-4548-9098-0  

This course explores the law governing politics and elections in the United States. We will examine a variety of topics, including: the Constitution and its protection of the right to vote, reapportionment, the Voting Rights Act, gerrymandering, the constitutional rights of political parties, campaign finance regulation, and election administration. We will also consider the relationship between these topics and partisanship. A serious interest in Constitutional Law is strongly recommended.

This unique 3-hour course explores the hottest topics in litigation today: electronic evidence and digital discovery (particularly emerging roles for AI). Evidence is information, and nearly all information is created, collected, communicated and stored electronically. Thus, the ability to identify, preserve, interpret, authenticate and challenge electronically stored information is a crucial litigation skill. This course seeks to reconcile the federal rules and e-discovery case law with the sources, forms and methods of information technology and computer forensics. Students will explore the roots of information technology, learn to "speak geek" see information with "new eyes" and acquire hands-on, practical training in finding electronic evidence, meeting preservation duties, guarding against spoliation, selecting forms of production, communicating and cooperating with opposing counsel and managing the volume and variety of digital evidence and metadata. You will use real world software tools and artificial intelligence applications, emerging with an understanding of the nuts and bolts of information technology and discovery, No prior background in law, computing or technology is required to succeed. Grading is based on six self-administered, timed closed-book quizzes via Canvas at roughly two week intervals and class participation. You must also submit written exercises on approximately a weekly basis. There is no midterm or final. Note: the course has been reconfigured for 2025 to scale back the workload and better accommodate competing demands on students' time, however it remains demanding in terms of weekly obligations. If you have questions about the course to decide if it's for you, I can be reached via email as craig@ball.net or by phone at 713-320-6066.

This unique 3-hour course explores the hottest topics in litigation today: electronic evidence and digital discovery (including emerging roles for AI). Evidence is information, and nearly all information is created, collected, communicated and stored electronically. Thus, the ability to identify, preserve, interpret, authenticate and challenge electronically stored information is a crucial litigation skill.

This course seeks to reconcile the federal rules and e-discovery case law with the sources, forms and methods of information technology and computer forensics. Students will explore the roots of information technology, learn to "speak geek" see information with "new eyes" and acquire hands-on, practical training in finding electronic evidence, meeting preservation duties, guarding against spoliation, selecting forms of production, communicating and cooperating with opposing counsel and managing the volume and variety of digital evidence and metadata. You will use real world software tools and emerge with an understanding of the nuts and bolts of information technology and discovery,  No prior background in law, computing or technology is required to succeed. 

Grading is based on six self-administered, timed closed-book quizzes via Canvas at roughly two week intervals and class participation. You must also submit written exercises on approximately a weekly basis.  There is no midterm or final.  Note: the course has been reconfigured for 2025 to scale back the workload and better accommodate competing demands on students' time.

If you have questions about the course to decide if it's for you, I can be reached via email as craig@ball.net or by phone at 713-320-6066.

This challenging 3-hour course covers the hottest topics in litigation today: electronic discovery and digital evidence. Evidence is information, and nearly all information is created, collected, communicated and stored electronically. Thus, the ability to identify, preserve, interpret, authenticate and challenge electronically stored information is a crucial litigation skill. This course will seek to reconcile the federal rules and e-discovery case law with the sources, forms and methods of information technology and computer forensics. Students will deeply explore information technology, learn to "speak geek" and acquire hands-on, practical training in finding electronic evidence, meeting preservation duties, guarding against spoliation, selecting forms of production, communicating and cooperating with opposing counsel and managing the volume and variety of digital evidence and metadata. With an emphasis on understanding the nuts and bolts of information technology, the course teaches practical considerations, tips and tools as well as pivotal case law that has shaped this area of the law and the electronic discovery industry as a whole. No background in computing or technology is required to succeed. If you have questions about the course to decide if it's for you, I can be reached via email as craig@ball.net or by phone at 713-320-6066.

Evaluation is based on five self-administered, timed quizzes administered via Canvas at roughly two week intervals. There are also weekly written homework exercises and a conventional proctored final.

This challenging 3-hour course covers the hottest topics in litigation today: electronic discovery and digital evidence. Evidence is information, and nearly all information is created, collected, communicated and stored electronically. Thus, the ability to identify, preserve, interpret, authenticate and challenge electronically stored information is a crucial litigation skill. This course will seek to reconcile the federal rules and e-discovery case law with the sources, forms and methods of information technology and computer forensics. Students will deeply explore information technology, learn to "speak geek" and acquire hands-on, practical training in finding electronic evidence, meeting preservation duties, guarding against spoliation, selecting forms of production, communicating and cooperating with opposing counsel and managing the volume and variety of digital evidence and metadata. With an emphasis on understanding the nuts and bolts of information technology, the course teaches practical considerations, tips and tools as well as pivotal case law that has shaped this area of the law and the electronic discovery industry as a whole. No background in computing or technology is required to succeed. If you have questions about the course to decide if it's for you, I can be reached via email as craig@ball.net or by phone at 713-320-6066.

Evaluation is based on five self-administered, timed quizzes administered via Canvas at roughly two week intervals. There are also weekly written homework exercises and a conventional proctored final.

This challenging 3-hour course covers the hottest topics in litigation today: electronic discovery and digital evidence. Evidence is information, and nearly all information is created, collected, communicated and stored electronically. Thus, the ability to identify, preserve, interpret, authenticate and challenge electronically stored information is a crucial litigation skill. This course will seek to reconcile the federal rules and e-discovery case law with the sources, forms and methods of information technology and computer forensics. Students will deeply explore information technology, learn to "speak geek" and acquire hands-on, practical training in finding electronic evidence, meeting preservation duties, guarding against spoliation, selecting forms of production, communicating and cooperating with opposing counsel and managing the volume and variety of digital evidence and metadata. With an emphasis on understanding the nuts and bolts of information technology, the course teaches practical considerations, tips and tools as well as pivotal case law that has shaped this area of the law and the electronic discovery industry as a whole. No background in computing or technology is required to succeed. If you have questions about the course to decide if it's for you, I can be reached via email as craig@ball.net or by phone at 713-320-6066.