Course Schedule

DESCRIPTION

Over 16 million children in the United States grow up poor, which means one out of every five kids in America faces increased risk of worse health, education, and future economic outcomes. While many US policies, social enterprises, and nonprofit organizations aim to improve life trajectories for vulnerable youths, some are more effective than others. This course explores pro-child interventions with experiences inside and outside the classroom before giving students the opportunity to take their own shot at improving outcomes for children in-need.

This course, which aims to prepare effective social entrepreneurs and advocates, answers three fundamental questions about disparities among America’s children:

1. What do experts say? Alongside guest lectures, debates, and panels with subject expertise, students will investigate social issues impacting children’s health and wellbeing. We will study the evidence on inequalities, debate US government programs and policies, and explore examples of relevant social enterprises and nonprofits.

2. What do children (and their families) say? Students have the opportunity to see US social policy and programming up-close by travelling with Dr. Mike’s “Street Pediatrics” team, a mobile clinic serving Austin’s hardest-to-reach, highest-risk youths. Our intent is to learn from local communities’ families and children in poverty.

3. What do you say do? Applying lessons from both the classroom and community, student-entrepreneurs will practice design thinking in interdisciplinary teams alongside community partner organizations to develop and pitch plans for products, services, or movements aimed at improving life trajectories for vulnerable children.

OBJECTIVES

• To help students develop a deeper understanding of domestic child poverty and disparities, their impact on children’s life trajectories, and the policies and entrepreneurial programs trying to mitigate their effects.
• To give students an advocacy platform via writing to both lay readers and policy leaders.
• To dive deep into the many steps and principles of design thinking and hypothesis-driven startups—a skillset students can deploy in future studies and careers.
• To provide an opportunity for students to apply lessons learned in both the classroom and community to build and pitch their own plans for practical solutions to child suffering.

EXPECTATIONS

Students will be evaluated based on class participation and performance on three assignments: (1) 500-word Memo to the President or 650-word Opinion Editorial; (2) first and final drafts of a business plan; and (3) final class deliverables, including a one-pager, PowerPoint deck, and 5-minute pitch on their new social impact organization.

READINGS:

Readings may include academic articles, book chapters, listening to podcasts, and lay media pieces. The majority of reading assignments will be required for the first six classes. Students will spend more time working with their teams and community partners during the latter classes when less required readings are assigned.

This course requires instructor permission to enroll. Application available at https://utexas.qualtrics.com/jfe/form/SV_0AmpVcA9Uuesozr.

This course provides an opportunity to analyze law and policy in the fast- growing area of law concerning people with disabilities. Legislation to prohibit discrimination on the basis of disability has produced substantial results in employment, education, housing, health and other fields. Students taking this course will be exposed to the history of disability law, the trends in federal rulings, and emerging issues as Congress debates new legislation covering persons with disabilities who seek to be part of the working, living and interacting communities of this nation.

This course provides an opportunity to analyze law and policy in the fast- growing area of law concerning people with disabilities. Legislation to prohibit discrimination on the basis of disability has produced substantial results in employment, education, housing, health and other fields. Students taking this course will be exposed to the history of disability law, the trends in federal rulings, and emerging issues as Congress debates new legislation covering persons with disabilities who seek to be part of the working, living and interacting communities of this nation.

Is there a place in the law for the consideration of the interests of animals? Throughout the semester, we will examine the jurisprudential basis and theoretical underpinnings of the current status of animals in our legal system. Students will read a diverse cross-section of legal theory and case law delving into controversial moral, ethical, and public policy considerations in balancing the interests of animals and humans. Thus, we will study animal law through the prism of traditional legal disciplines, including tort, contract, criminal, regulatory, administrative, and constitutional law. This is not an animal rights course. Rather, students will be expected to come to class prepared and ready to challenge one another to consider whether the law has a place for animals, and if so, where we should draw the line. From time to time, guests with expertise in relevant legal areas will be invited to address the class. One-third of each student’s course grade will be based on regular class attendance and substantive participation demonstrating thoughtful review of the assigned materials prior to class. (Students who arrive substantially late or leave early may not be credited for having attending class. Anyone experiencing or anticipating excessive absences is strongly encouraged to contact the instructor.) As a final project, students will apply their knowledge from the course to prepare an original law review-style research paper at least 20 pages long on an approved topic of their choosing. The paper, which is not graded anonymously, will constitute two-thirds of the course grade. Each student also will make a brief presentation on his or her paper during one of the final two class sessions, which will be considered in evaluating class participation.

Is there a place in the law for the consideration of the interests of animals? Throughout the semester, we will examine the jurisprudential basis and theoretical underpinnings of the current status of animals in our legal system. Students will read a diverse cross-section of legal theory and case law delving into controversial moral, ethical, and public policy considerations in balancing the interests of animals and humans. Thus, we will study animal law through the prism of traditional legal disciplines, including tort, contract, criminal, regulatory, administrative, and constitutional law. This is not an animal rights course. Rather, students will be expected to come to class prepared and ready to challenge one another to consider whether the law has a place for animals, and if so, where we should draw the line. From time to time, guests with expertise in relevant legal areas will be invited to address the class. One-third of each student’s course grade will be based on regular class attendance and substantive participation demonstrating thoughtful review of the assigned materials prior to class. (Students who arrive substantially late or leave early may not be credited for having attending class. Anyone experiencing or anticipating excessive absences is strongly encouraged to contact the instructor.) As a final project, students will apply their knowledge from the course to prepare an original law review-style research paper at least 20 pages long on an approved topic of their choosing. The paper, which is not graded anonymously, will constitute two-thirds of the course grade. Each student also will make a brief presentation on his or her paper during one of the final two class sessions, which will be considered in evaluating class participation.

Is there a place in the law for the consideration of the interests of animals? Throughout the semester, we will examine the jurisprudential basis and theoretical underpinnings of the current status of animals in our legal system. Students will read a diverse cross-section of legal theory and case law delving into controversial moral, ethical, and public policy considerations in balancing the interests of animals and humans. Thus, we will study animal law through the prism of traditional legal disciplines, including tort, contract, criminal, regulatory, administrative, and constitutional law. This is not an animal rights course. Rather, students will be expected to come to class prepared and ready to challenge one another to consider whether the law has a place for animals, and if so, where we should draw the line. From time to time, guests with expertise in relevant legal areas will be invited to address the class. One-third of each student’s course grade will be based on regular class attendance and substantive participation demonstrating thoughtful review of the assigned materials prior to class. (Students who arrive substantially late or leave early may not be credited for having attending class. Anyone experiencing or anticipating excessive absences is strongly encouraged to contact the instructor.) As a final project, students will apply their knowledge from the course to prepare an original law review-style research paper at least 20 pages long on an approved topic of their choosing. The paper, which is not graded anonymously, will constitute two-thirds of the course grade. Each student also will make a brief presentation on his or her paper during one of the final two class sessions, which will be considered in evaluating class participation.

Is there a place in the law for the consideration of the interests of animals? Throughout the semester, we will examine the jurisprudential basis and theoretical underpinnings of the current status of animals in our legal system. Students will read a diverse cross-section of legal theory and case law delving into controversial moral, ethical, and public policy considerations in balancing the interests of animals and humans. Thus, we will study animal law through the prism of traditional legal disciplines, including tort, contract, criminal, regulatory, administrative, and constitutional law. This is not an animal rights course. Rather, students will be expected to come to class prepared and ready to challenge one another to consider whether the law has a place for animals, and if so, where we should draw the line. From time to time, guests with expertise in relevant legal areas will be invited to address the class. One-third of each student’s course grade will be based on regular class attendance and substantive participation demonstrating thoughtful review of the assigned materials prior to class. (Students who arrive substantially late or leave early may not be credited for having attending class. Anyone experiencing or anticipating excessive absences is strongly encouraged to contact the instructor.) As a final project, students will apply their knowledge from the course to prepare an original law review-style research paper at least 20 pages long on an approved topic of their choosing. The paper, which is not graded anonymously, will constitute two-thirds of the course grade. Each student also will make a brief presentation on his or her paper during one of the final two class sessions, which will be considered in evaluating class participation.

Is there a place in the law for the consideration of the interests of animals? Throughout the semester, we will examine the jurisprudential basis and theoretical underpinnings of the current status of animals in our legal system. Students will read a diverse cross-section of legal theory and case law delving into controversial moral, ethical, and public policy considerations in balancing the interests of animals and humans. Thus, we will study animal law through the prism of traditional legal disciplines, including tort, contract, criminal, regulatory, administrative, and constitutional law. This is not an animal rights course. Rather, students will be expected to come to class prepared and ready to challenge one another to consider whether the law has a place for animals, and if so, where we should draw the line. From time to time, guests with expertise in relevant legal areas will be invited to address the class. One-third of each student’s course grade will be based on regular class attendance and substantive participation demonstrating thoughtful review of the assigned materials prior to class. (Students who arrive substantially late or leave early may not be credited for having attending class. Anyone experiencing or anticipating excessive absences is strongly encouraged to contact the instructor.) As a final project, students will apply their knowledge from the course to prepare an original law review-style research paper at least 20 pages long on an approved topic of their choosing. The paper, which is not graded anonymously, will constitute two-thirds of the course grade. Each student also will make a brief presentation on his or her paper during one of the final two class sessions, which will be considered in evaluating class participation.

The course studies the development, interpretation, and application of the antitrust laws of the United States, specifically the Sherman Act, Clayton Act, FTC Act and other laws designed to protect consumers by ensuring competition in the marketplace. Specific topics include dominant firm behavior and exclusionary conduct, agreements among competitors, mergers, and vertical agreements (such as agreements between a supplier and a distributor). The course examines Supreme Court case law, recent and influential lower court decisions, and modern enforcement practice at the Federal Trade Commission and United States Department of Justice. Although basic economic concepts are integrated throughout the course, no background in economics is required or assumed. The class will begin with a brief primer on the most important economic concepts we will use in the course in order to make the course accessible to all interested students.

The course studies the development, interpretation, and application of the antitrust laws of the United States, specifically the Sherman Act, Clayton Act, FTC Act and other laws designed to protect consumers by ensuring competition in the marketplace. Specific topics include dominant firm behavior and exclusionary conduct, agreements among competitors, mergers, and vertical agreements (such as agreements between a supplier and a distributor). The course examines Supreme Court case law, recent and influential lower court decisions, and modern enforcement practice at the Federal Trade Commission and United States Department of Justice. Although basic economic concepts are integrated throughout the course, no background in economics is required or assumed. The class will begin with a brief primer on the most important economic concepts we will use in the course in order to make the course accessible to all interested students.

The course studies the development, interpretation, and application of the antitrust laws of the United States, specifically the Sherman Act, Clayton Act, FTC Act and other laws designed to protect consumers by ensuring competition in the marketplace. Specific topics include dominant firm behavior and exclusionary conduct, agreements among competitors, mergers, and vertical agreements (such as agreements between a supplier and a distributor). The course examines Supreme Court case law, recent and influential lower court decisions, and modern enforcement practice at the Federal Trade Commission and United States Department of Justice. Although basic economic concepts are integrated throughout the course, no background in economics is required or assumed. The class will begin with a brief primer on the most important economic concepts we will use in the course in order to make the course accessible to all interested students.

The course studies the development, interpretation, and application of the antitrust laws of the United States, specifically the Sherman Act, Clayton Act, FTC Act and other laws designed to protect consumers by ensuring competition in the marketplace. Specific topics include dominant firm behavior and exclusionary conduct, agreements among competitors, mergers, and vertical agreements (such as agreements between a supplier and a distributor). The course examines Supreme Court case law, recent and influential lower court decisions, and modern enforcement practice at the Federal Trade Commission and United States Department of Justice. Although basic economic concepts are integrated throughout the course, no background in economics is required or assumed. The class will begin with a brief primer on the most important economic concepts we will use in the course in order to make the course accessible to all interested students.

This course will be taught entirely online via Zoom.

The course studies the development, interpretation, and application of the antitrust laws of the United States, specifically the Sherman Act, Clayton Act, FTC Act and other laws designed to protect consumers by ensuring competition in the marketplace. Specific topics include dominant firm behavior and exclusionary conduct, agreements among competitors, mergers, and vertical agreements (such as agreements between a supplier and a distributor). The course examines Supreme Court case law, recent and influential lower court decisions, and modern enforcement practice at the Federal Trade Commission and United States Department of Justice. Although basic economic concepts are integrated throughout the course, no background in economics is required or assumed. The class will begin with a brief primer on the most important economic concepts we will use in the course in order to make the course accessible to all interested students.

The course begins by explaining why the American antitrust laws' critical expressions -- "restraint of trade," "monopolizes," "decreases competition" -- should be interpreted in ways that make the legality of the various types of business conduct covered by those laws depend on economic analyses of the motivations of those who engage in them or certain consequences that they have. It then analyzes the economic factors that determine the legality of the various practices that the American antitrust laws cover. Approximately three-fourths of class-time will be devoted to economic analysis. The remaining time will be devoted to explaining the positive case-law and guidelines and analyzing the respects in which the courts and antitrust enforcement agencies are analyzing the legality of the conduct in question correctly and incorrectly. No background in economics will be presupposed, though students without such a background will have to work harder, particularly at the beginning of the course. Diagrams but no more advanced type of mathematics will be used. This course can be taken instead of or in addition to the regular antitrust course.

The course begins by explaining why the American antitrust laws' critical expressions -- "restraint of trade," "monopolizes," "decreases competition" -- should be interpreted in ways that make the legality of the various types of business conduct covered by those laws depend on economic analyses of the motivations of those who engage in them or certain consequences that they have. It then analyzes the economic factors that determine the legality of the various practices that the American antitrust laws cover. Approximately three-fourths of class-time will be devoted to economic analysis. The remaining time will be devoted to explaining the positive case-law and guidelines and analyzing the respects in which the courts and antitrust enforcement agencies are analyzing the legality of the conduct in question correctly and incorrectly. No background in economics will be presupposed, though students without such a background will have to work harder, particularly at the beginning of the course. Diagrams but no more advanced type of mathematics will be used. This course can be taken instead of or in addition to the regular antitrust course.

The course begins by explaining why the American antitrust laws' critical expressions -- "restraint of trade," "monopolizes," "decreases competition" -- should be interpreted in ways that make the legality of the various types of business conduct covered by those laws depend on economic analyses of the motivations of those who engage in them or certain consequences that they have. It then analyzes the economic factors that determine the legality of the various practices that the American antitrust laws cover. Approximately three-fourths of class-time will be devoted to economic analysis. The remaining time will be devoted to explaining the positive case-law and guidelines and analyzing the respects in which the courts and antitrust enforcement agencies are analyzing the legality of the conduct in question correctly and incorrectly. No background in economics will be presupposed, though students without such a background will have to work harder, particularly at the beginning of the course. Diagrams but no more advanced type of mathematics will be used. This course can be taken instead of or in addition to the regular antitrust course.

The course begins by explaining why the American antitrust laws' critical expressions -- "restraint of trade," "monopolizes," "decreases competition" -- should be interpreted in ways that make the legality of the various types of business conduct covered by those laws depend on economic analyses of the motivations of those who engage in them or certain consequences that they have. It then analyzes the economic factors that determine the legality of the various practices that the American antitrust laws cover. Approximately three-fourths of class-time will be devoted to economic analysis. The remaining time will be devoted to explaining the positive case-law and guidelines and analyzing the respects in which the courts and antitrust enforcement agencies are analyzing the legality of the conduct in question correctly and incorrectly. No background in economics will be presupposed, though students without such a background will have to work harder, particularly at the beginning of the course. Diagrams but no more advanced type of mathematics will be used. This course can be taken instead of or in addition to the regular antitrust course.

This three-hour course teaches advanced, judge-centered, Texas Supreme Court jurisprudence-driven appellate advocacy. Students represent an assigned party in a hypothetical case that progresses from final judgment in the trial court, through the court of appeals, to the Supreme Court of Texas. The class focuses on instilling the best possible judgment in the identification, development,  and presentation of winning legal arguments via brief writing and oral argument. Lectures teach specific oral and written advocacy techniques and principles, infused with perspectives of leading appellate practitioners and members of  the appellate judiciary, using real world examples. Students are graded on their application of these techniques and principles to the hypothetical case. Students must complete all assignments to receive credit. Major assignments include a brief in a Texas court of appeals, a petition for review in the Supreme Court of Texas, and multiple oral arguments. The course also touches on appellate procedure, ethics, mandamus practice, and the identification, development, and presentation of winning legal arguments in trial courts. The class meets once each week. There is no midterm and no final exam.

This three-hour course teaches advanced, judge-centered, Texas Supreme Court   jurisprudence-driven appellate advocacy. Students represent an assigned party in a hypothetical case that progresses from final judgment in the trial court, through the court of appeals, to the Supreme Court of Texas. The class focuses on instilling the best possible judgment in the identification, development,  and presentation of winning legal arguments via brief writing and oral argument. Lectures teach specific oral and written advocacy techniques and principles, infused with perspectives of leading appellate practitioners and members of  the appellate judiciary, using real world examples. Students are graded on their application of these techniques and principles to the hypothetical case. Students must complete all assignments to receive credit. Major assignments include a brief in a Texas court of appeals, a petition for review in the Supreme Court of Texas, and multiple oral arguments. The course also touches on appellate procedure, ethics, mandamus practice, and the identification, development, and presentation of winning legal arguments in trial courts. The class meets once each week. There is no midterm and no final exam.

This course will be taught entirely online via Zoom.

This three-hour course teaches advanced, judge-centered, jurisprudence-driven appellate advocacy. Students represent an assigned party in a hypothetical case that progresses from final judgment in the trial court, through the court of appeals, to the Supreme Court of Texas. The class focuses on instilling the best possible judgment in the identification, development, and presentation of winning legal arguments via brief writing and oral argument. Lectures teach specific oral and written advocacy techniques and principles, infused with perspectives of leading appellate practitioners and the appellate judiciary, using real world examples. Students are graded on their application of these techniques and principles to the hypothetical case. Students must complete all assignments to receive credit. Major assignments include a brief in a Texas court of appeals, a petition for review in the Supreme Court of Texas, and multiple oral arguments. The course also touches on appellate procedure, ethics, mandamus practice, and the identification, development, and presentation of winning legal arguments in trial courts. The class meets once each week. There is no midterm and no final exam.

This pass-fail course teaches students to do the work of an appellate clerk. We will analyze briefs and record excerpts, write sample bench memos, and draft and edit opinions. I expect students to attend every class unless excused. The class is limited to twelve students, but students who have accepted an appellate clerkship will have priority.

This pass-fail course teaches students to do the work of an appellate clerk. We will analyze briefs and record excerpts, write sample bench memos, and draft and edit opinions. I expect students to attend every class unless excused. The class is limited to twelve students, but students who have accepted an appellate clerkship will have priority.

This pass-fail course teaches students to do the work of an appellate clerk. We will analyze briefs and record excerpts, write sample bench memos, and draft and edit opinions. I expect students to attend every class unless excused. The class is only open to students who have accepted an appellate clerkship or who plan to apply to one.

This pass-fail course teaches students to do the work of an appellate clerk. We will analyze briefs and record excerpts, write sample bench memos, and draft and edit opinions. I expect students to attend every class unless excused. The class is only open to students who have accepted an appellate clerkship or who plan to apply to one.

This pass-fail course teaches students to do the work of an appellate clerk. We will analyze briefs and record excerpts, write sample bench memos, and draft and edit opinions. I expect students to attend every class unless excused. The class is only open to students who have accepted an appellate clerkship or who plan to apply to one.