Course Schedule

This course will be taught entirely online via Zoom.

Course Description Writing for Practice aka Yes, you can practice law in simple American English Among the major problems encountered by young lawyers as they enter practice is the transition from writing like a student to writing like a lawyer. This course is designed to make that transition easier by working on the differences between the two styles. This is not a litigation course. We will not be writing briefs, motions, etc. and very little research will be required. Some case reading and analysis will be required but you won’t have to find the cases; I’ll tell you which they are. My goal is to show you how to write for clients, which is very different from writing for teachers or professors. Accordingly, most of your work product will be client communication in one form or another. During the semester, we’ll work on a simple editing exercise, attempting to convert a poorly written letter to something that a client can understand and apply. We’ll look at a simple escrow agreement in connection with a real estate sale and explain to our client what’s wrong with it, and then move into a complicated business transaction involving taking a public company private and hiring its CEO as CEO of the private company. That involves a “how to” letter to the client, a term sheet for the CEO’s agreement and eventually a draft of the employment agreement with a memo to the client describing the agreement’s open questions and some of the choices that the client has to make to finalize the agreement. The emphasis throughout the course is not on preparing business documents – there are other courses for that – it’s on how to explain those documents to the client in a way that is as clear, concise and simple as can be accomplished.

This course will be taught entirely online via Zoom.

Course Description Writing for Practice aka Yes, you can practice law in simple American English Among the major problems encountered by young lawyers as they enter practice is the transition from writing like a student to writing like a lawyer. This course is designed to make that transition easier by working on the differences between the two styles. This is not a litigation course. We will not be writing briefs, motions, etc. and very little research will be required. Some case reading and analysis will be required but you won’t have to find the cases; I’ll tell you which they are. My goal is to show you how to write for clients, which is very different from writing for teachers or professors. Accordingly, most of your work product will be client communication in one form or another. During the semester, we’ll work on a simple editing exercise, attempting to convert a poorly written letter to something that a client can understand and apply. We’ll look at a simple escrow agreement in connection with a real estate sale and explain to our client what’s wrong with it, and then move into a complicated business transaction involving taking a public company private and hiring its CEO as CEO of the private company. That involves a “how to” letter to the client, a term sheet for the CEO’s agreement and eventually a draft of the employment agreement with a memo to the client describing the agreement’s open questions and some of the choices that the client has to make to finalize the agreement. The emphasis throughout the course is not on preparing business documents – there are other courses for that – it’s on how to explain those documents to the client in a way that is as clear, concise and simple as can be accomplished.

The course focuses on the creation of legislation and then the subsequent statutory interpretation. It will discuss how the legislature exercises its power, what gives legislators their motivations, as well as different theories of interpretation. It will look at these issues from constitutional, statutory, and policy points of view. Goals of the class include understanding how proposed legislation becomes law, what U.S. Constitutional law provides about the legislative process, understanding how legistures operate, and learning skills about how to handle statutory language in practice - both on how legislatures create a statute and subsequently when courts must interpret that statute.

This course will be taught entirely online via Zoom.

The course focuses on the creation of legislation and then the subsequent statutory interpretation. It will discuss how the legislature exercises its power, what gives legislators their motivations, as well as different theories of interpretation. It will look at these issues from constitutional, statutory, and policy points of view. Goals of the class include understanding how proposed legislation becomes law, what U.S. Constitutional law provides about the legislative process, understanding how legistures operate, and learning skills about how to handle statutory language in practice - both on how legislatures create a statute and subsequently when courts must interpret that statute.

This course will be taught entirely online via Zoom. 

Although several law schools now require a class in "legislation and regulation" -- typically called "Leg-Reg" -- the traditional first-year law school curriculum still emphasizes common law adjudication. The modern legal landscape, however, is largely shaped by regulatory legislation at both the state and the federal level. This elective "Leg-Reg" course instills intellectual habits and teaches practical skills as it introduces students to law as public policy. The course serves as a bridge and a complement to upper-level classes in specific regulatory areas, such as environmental law, health law, welfare law, telecommunications law, and energy law. Students will begin by learning economic and non-economic justifications for regulation, and basic analytic tools for evaluating regulation. In weekly sub-units, students will learn the principal methods of regulation: self-regulation, command-and-control regulation, information disclosure, price controls, market incentives, private insurance regulation, social insurance, welfare benefits, and rationing. Students will also examine costs and benefits from regulation, distributive consequences of regulation, political forces affecting regulatory design, and defects in the regulatory process. The course illustrates these problems using a range of recent legislative and regulatory controversies, many involving American health policy and health care regulation. Because graduates of leading law schools often work in or with government, the course also teaches students to write short analytic and persuasive briefing memoranda of the type commonly used in the real world of public policy.

In the modern regulatory state, the primary instrument of ordered social change is legislation. But legislation must first be written before it can perform this role. This course explores the interpretation and application of statutes, and their effect on the systemic implementation of societal change, through the problem-solving art of legislative drafting. We will consider fundamental concepts necessary for successful legislative drafting including, among others, the functions of statutes; implementation concerns and solutions; and executive and judicial encroachments on legislative powers and responses. We will examine public policy problems through in-class exercises related to the drafting, consideration, and adoption of legislation. Using the context of a state legislative committee's consideration of legislation (with students assuming the role of legislators), students will debate, amend, and vote on legislation on topics of interest to the class. Each student will prepare a proposed law or constitutional amendment and an accompanying legislative memorandum of law; students will also draft amendments, other proposed language, and riders as legislation is debated in class. Students also will have the opportunity to strengthen their oral advocacy skills through the in-class legislative debate. This course is ideal for those looking to practice law in a legislative, administrative, or regulatory environment. 

In the modern regulatory state, the primary instrument of ordered social change is legislation. But legislation must first be written before it can perform this role. This course explores the interpretation and application of statutes, and their effect on the systemic implementation of societal change, through the problem-solving art of legislative drafting. We will consider fundamental concepts necessary for successful legislative drafting including, among others, the functions of statutes; implementation concerns and solutions; and executive and judicial encroachments on legislative powers and responses. We will examine public policy problems through in-class exercises related to the drafting, consideration, and adoption of legislation. Using the context of a state legislative committee's consideration of legislation (with students assuming the role of legislators), students will debate, amend, and vote on legislation on topics of interest to the class. Each student will prepare a proposed law or constitutional amendment and an accompanying legislative memorandum of law; students will also draft amendments, other proposed language, and riders as legislation is debated in class. Students also will have the opportunity to strengthen their oral advocacy skills through the in-class legislative debate. This course is ideal for those looking to practice law in a legislative, administrative, or regulatory environment. 

Statutory law plays a central role in the modern regulatory state—but it must first be written before it can perform this role. This seminar explores the interpretation and application of statutes, and their effect on the systemic implementation of societal change, through the problem-solving art of legislative drafting. We will first consider fundamental concepts necessary for successful legislative drafting including, among others, the functions of statutes; implementation concerns and solutions; and executive and judicial encroachments on legislative powers and responses. We will then examine public policy problems through in-class exercises related to the drafting, consideration, and adoption of legislation. Using the context of a state legislative committee's consideration of legislation (with students assuming the role of legislators), students will debate, amend, and vote on legislation on topics of interest to the class. Each student will prepare a proposed law or constitutional amendment and an accompanying legislative memorandum of law; students will also draft amendments, other proposed language, and riders as legislation is debated in class. Students also will have the opportunity to strengthen their oral advocacy skills through the in-class legislative debate. This course is ideal for those looking to practice law in a legislative, administrative, or regulatory environment. 

The 28115 section of this course will be taught in person but with the option of occasional remote participation via Zoom.  If students require all remote participation, they must register for the 28119 section of this course, which is identical but web-based.

Statutory law plays a central role in the modern regulatory state—but they must first be written before they can perform their role. This seminar explores the interpretation and application of statutes, and their effect on the systemic implementation of societal change, through the problem-solving art of legislative drafting. We will first consider fundamental concepts necessary for successful legislative drafting including, among others, the functions of statutes; implementation concerns and solutions; and executive and judicial encroachments on legislative powers and responses. We will then examine public policy problems through in-class exercises related to the drafting, consideration, and adoption of legislation. Using the context of a state legislative committee's consideration of legislation (with students assuming the role of legislators), students will draft, debate, and vote on legislation and amendments on topics of interest to the class. Each student will prepare a proposed law or constitutional amendment and an accompanying legislative memorandum of law; students will also draft amendments, other proposed language, and riders as legislation is debated in class. Students also will have the opportunity to strengthen their oral advocacy skills through the in-class legislative debate. This course is ideal for those looking to practice law in a legislative, administrative, or regulatory environment. 

This course examines the problems and issues that arise when state and federal legislative bodies exercise their power to conduct oversight and investigations of the public and private sector by focusing on the scope and nature of formal and informal processes such as oversight hearings, specialized studies, citizen and select study committees, legislative agency activity, subpenas and examinations, legislative review of administrative rules, and the removal of executive and judicial officers by the legislature. The course includes an examination of how legislative fact-finding compliments and collides with other law enforcement investigations and prosecutions and unique attorney-client privilege issues.

This course examines the problems and issues that arise when state and federal legislative bodies exercise their power to conduct oversight and investigations of the public and private sector by focusing on the scope and nature of formal and informal processes such as oversight hearings, specialized studies, citizen and select study committees, legislative agency activity, subpenas and examinations, legislative review of administrative rules, and the removal of executive and judicial officers by the legislature. The course includes an examination of how legislative fact-finding compliments and collides with other law enforcement investigations and prosecutions and unique attorney-client privilege issues.

This course examines problems in complex mass tort litigation that emerged during the 1980s and now have become a permanent part of the litigation landscape. Initially, the course surveys the paradigmatic mass tort cases such as those involving the Dalkon Shield, Agent Orange and asbestos litigation to understand and define the peculiar problems arising in the context of mass tort litigation, as opposed to simple two-party tort litigation. During the course we also will examine other mass tort cases involving mass disasters such as Bhopal, Three Mile Island, the Hyatt-Regency Skywalk collapse and the Dupont Plaza Hotel fire; and mass products liability litigation involving bendectin, DES, the silicon breast implant litigation, defective heart valve litigation, repetitive stress injury litigation. We will discuss the evolution of mass tort litigation over a span of fifty years, examining the most recent resolution of the NFL Football League Concussion Litigation. In the first section of the course we deal with jurisprudential issues, including the debate between proponents of aggregative procedure versus litigant autonomy. In an economic framework, we examine the problem of balancing justice, cost, and delay as these values relate to economic efficiency and sound judicial administration. This portion of the course examines special ethical dilemmas in mass tort litigation. The course then canvasses procedural problems entailed in mass tort litigation, including the failures and successes of federal and state procedural rules to adequately handle these massive cases through the class action rule, consolidation, MDL procedure, and preclusion doctrine. We will examine and discuss the shift of mass tort dispute resolution to multi-district litigation auspices, and the issues and problems of resolving these cases through MDL procedures.

The third edition of the casebook addresses mass tort class litigation in a post-Amchem/Ortiz world.  New materials have been added concerning expanded use of MDL auspices, bellwether trials, non-class aggregate settlements, the quasi-class action, the aggregate settlement rule, and the ethical duties of attorneys with clients in MDL and non-class proceedings. Two revised chapters focus on challenging issues in mass tort litigation: damage sampling; statistical proof; limited issues classes; multiphase trial plans; sub-classing; and res judicata. New cases have been added that reflect resolution of various pharmaceutical mass torts (Vioxx and Zyprexa); personal injury mass torts (the NFL and Collegiate Athletes concussion litigation); products liability mass torts (the Ford and GMC Ignition Switch litigations; heart-valve cases; tobacco litigation; the moldy washer cases); natural and man-made environmental disasters (the Hurricane Katrina and BP Gulf Oil Spill litigation), and the World Trade Center events. A new chapter includes materials on the Class Action Fairness Act of 2005, including the concept of the “mass action.” Finally, the third edition includes materials on so-called “fund approaches” to resolving mass tort litigation.

The casebook for this course is Linda S. Mullenix, MASS TORT LITIGATION; CASES AND MATERIALS (3d ed. 2016)(West Aacdemic Publishing 2016). Prerequisites: Civil Procedure; Torts.

This course examines problems in complex mass tort litigation that emerged during the 1980s and now have become a permanent part of the litigation landscape. Initially, the course surveys the paradigmatic mass tort cases such as those involving the Dalkon Shield, Agent Orange and asbestos litigation to understand and define the peculiar problems arising in the context of mass tort litigation, as opposed to simple two-party tort litigation. During the course we also will examine other mass tort cases involving mass disasters such as Bhopal, Three Mile Island, the Hyatt-Regency Skywalk collapse and the Dupont Plaza Hotel fire; and mass products liability litigation involving bendectin, DES, the silicon breast implant litigation, defective heart valve litigation, repetitive stress injury litigation. We will discuss the evolution of mass tort litigation over a span of fifty years, examining the most recent resolution of the NFL Football League Concussion Litigation. In the first section of the course we deal with jurisprudential issues, including the debate between proponents of aggregative procedure versus litigant autonomy. In an economic framework, we examine the problem of balancing justice, cost, and delay as these values relate to economic efficiency and sound judicial administration. This portion of the course examines special ethical dilemmas in mass tort litigation. The course then canvasses procedural problems entailed in mass tort litigation, including the failures and successes of federal and state procedural rules to adequately handle these massive cases through the class action rule, consolidation, MDL procedure, and preclusion doctrine. We will examine and discuss the shift of mass tort dispute resolution to multi-district litigation auspices, and the issues and problems of resolving these cases through MDL procedures.

The third edition of the casebook addresses mass tort class litigation in a post-Amchem/Ortiz world.  New materials have been added concerning expanded use of MDL auspices, bellwether trials, non-class aggregate settlements, the quasi-class action, the aggregate settlement rule, and the ethical duties of attorneys with clients in MDL and non-class proceedings. Two revised chapters focus on challenging issues in mass tort litigation: damage sampling; statistical proof; limited issues classes; multiphase trial plans; sub-classing; and res judicata. New cases have been added that reflect resolution of various pharmaceutical mass torts (Vioxx and Zyprexa); personal injury mass torts (the NFL and Collegiate Athletes concussion litigation); products liability mass torts (the Ford and GMC Ignition Switch litigations; heart-valve cases; tobacco litigation; the moldy washer cases); natural and man-made environmental disasters (the Hurricane Katrina and BP Gulf Oil Spill litigation), and the World Trade Center events. A new chapter includes materials on the Class Action Fairness Act of 2005, including the concept of the “mass action.” Finally, the third edition includes materials on so-called “fund approaches” to resolving mass tort litigation.

The casebook for this course is Linda S. Mullenix, MASS TORT LITIGATION; CASES AND MATERIALS (3d ed. 2016)(West Aacdemic Publishing 2016). Prerequisites: Civil Procedure; Torts.

This course examines problems in complex mass tort litigation that emerged during the 1980s and now have become a permanent part of the litigation landscape. Initially, the course surveys the paradigmatic mass tort cases such as those involving the Dalkon Shield, Agent Orange and asbestos litigation to understand and define the peculiar problems arising in the context of mass tort litigation, as opposed to simple two-party tort litigation. During the course we also will examine other mass tort cases involving mass disasters such as Bhopal, Three Mile Island, the Hyatt-Regency Skywalk collapse and the Dupont Plaza Hotel fire; and mass products liability litigation involving bendectin, DES, the silicon breast implant litigation, defective heart valve litigation, repetitive stress injury litigation. We will discuss the evolution of mass tort litigation over a span of fifty years, examining the most recent resolution of the NFL Football League Concussion Litigation. In the first section of the course we deal with jurisprudential issues, including the debate between proponents of aggregative procedure versus litigant autonomy. In an economic framework, we examine the problem of balancing justice, cost, and delay as these values relate to economic efficiency and sound judicial administration. This portion of the course examines special ethical dilemmas in mass tort litigation. The course then canvasses procedural problems entailed in mass tort litigation, including the failures and successes of federal and state procedural rules to adequately handle these massive cases through the class action rule, consolidation, MDL procedure, and preclusion doctrine. We will examine and discuss the shift of mass tort dispute resolution to multi-district litigation auspices, and the issues and problems of resolving these cases through MDL procedures.

The third edition of the casebook addresses mass tort class litigation in a post-Amchem/Ortiz world.  New materials have been added concerning expanded use of MDL auspices, bellwether trials, non-class aggregate settlements, the quasi-class action, the aggregate settlement rule, and the ethical duties of attorneys with clients in MDL and non-class proceedings. Two revised chapters focus on challenging issues in mass tort litigation: damage sampling; statistical proof; limited issues classes; multiphase trial plans; sub-classing; and res judicata. New cases have been added that reflect resolution of various pharmaceutical mass torts (Vioxx and Zyprexa); personal injury mass torts (the NFL and Collegiate Athletes concussion litigation); products liability mass torts (the Ford and GMC Ignition Switch litigations; heart-valve cases; tobacco litigation; the moldy washer cases); natural and man-made environmental disasters (the Hurricane Katrina and BP Gulf Oil Spill litigation), and the World Trade Center events. A new chapter includes materials on the Class Action Fairness Act of 2005, including the concept of the “mass action.” Finally, the third edition includes materials on so-called “fund approaches” to resolving mass tort litigation.

The casebook for this course is Linda S. Mullenix, MASS TORT LITIGATION; CASES AND MATERIALS (3d ed. 2016)(West Aacdemic Publishing 2016). Prerequisites: Civil Procedure; Torts.

This course will be taught entirely online via Zoom. 

This course examines problems in complex mass tort litigation that emerged during the 1980s and now have become a permanent part of the litigation landscape. Initially, the course surveys the paradigmatic mass tort cases such as those involving the Dalkon Shield, Agent Orange and asbestos litigation to understand and define the peculiar problems arising in the context of mass tort litigation, as opposed to simple two-party tort litigation. During the course we also will examine other mass tort cases involving mass disasters such as Bhopal, Three Mile Island, the Hyatt-Regency Skywalk collapse and the Dupont Plaza Hotel fire; and mass products liability litigation involving bendectin, DES, the silicon breast implant litigation, defective heart valve litigation, repetitive stress injury litigation. We will discuss the evolution of mass tort litigation over a span of fifty years, examining the most recent resolution of the NFL Football League Concussion Litigation. In the first section of the course we deal with jurisprudential issues, including the debate between proponents of aggregative procedure versus litigant autonomy. In an economic framework, we examine the problem of balancing justice, cost, and delay as these values relate to economic efficiency and sound judicial administration. This portion of the course examines special ethical dilemmas in mass tort litigation. The course then canvasses procedural problems entailed in mass tort litigation, including the failures and successes of federal and state procedural rules to adequately handle these massive cases through the class action rule, consolidation, MDL procedure, and preclusion doctrine. We will examine and discuss the shift of mass tort dispute resolution to multi-district litigation auspices, and the issues and problems of resolving these cases through MDL procedures.

The third edition of the casebook addresses mass tort class litigation in a post-Amchem/Ortiz world.  New materials have been added concerning expanded use of MDL auspices, bellwether trials, non-class aggregate settlements, the quasi-class action, the aggregate settlement rule, and the ethical duties of attorneys with clients in MDL and non-class proceedings. Two revised chapters focus on challenging issues in mass tort litigation: damage sampling; statistical proof; limited issues classes; multiphase trial plans; sub-classing; and res judicata. New cases have been added that reflect resolution of various pharmaceutical mass torts (Vioxx and Zyprexa); personal injury mass torts (the NFL and Collegiate Athletes concussion litigation); products liability mass torts (the Ford and GMC Ignition Switch litigations; heart-valve cases; tobacco litigation; the moldy washer cases); natural and man-made environmental disasters (the Hurricane Katrina and BP Gulf Oil Spill litigation), and the World Trade Center events. A new chapter includes materials on the Class Action Fairness Act of 2005, including the concept of the “mass action.” Finally, the third edition includes materials on so-called “fund approaches” to resolving mass tort litigation.

The casebook for this course is Linda S. Mullenix, MASS TORT LITIGATION; CASES AND MATERIALS (3d ed. 2016)(West Aacdemic Publishing 2016). Prerequisites: Civil Procedure; Torts.

This course is a focused examination of mediation processes. We will take the topics from the Alternative Dispute Resolution course and extend our understanding with practical exercises. The student should leave this course better equipped to represent clients at mediation. This is a skills-oriented course that requires active participation, with the goal of immersing you in the developing realities of mediation.

This course is a focused examination of mediation processes. We will take the topics from the Alternative Dispute Resolution course and extend our understanding with practical exercises. The student should leave this course better equipped to represent clients at mediation. This is a skills-oriented course that requires active participation, with the goal of immersing you in the developing realities of mediation.

This course focuses on the acquisition of professional skills necessary to perform two separate roles in the mediation process: legal advocate and mediator. During the course, students will learn the social and political bases for the development of alternative dispute resolution procedures; become familiar with different models of negotiation and mediation; study the legislation that regulates the practice of mediation, especially in Texas courts; increase awareness of personal strengths and weaknesses in communication and negotiation and improve those skills; acquire advocacy skills for representing clients in mediation; acquire the essential skills necessary to mediate interpersonal and legal disputes; and develop a framework for making ethical decisions as a legal advocate or mediator in the mediation process. Students will read books, participate in negotiation and mediation role plays, complete testing instruments and exercises designed to enhance communication and negotiation skills, and prepare a reflective journal. The course is designed to fulfill the statutory minimum requirements in Texas for a basic training course in dispute resolution techniques.

This course is a focused examination of mediation processes. We will take the topics from the Alternative Dispute Resolution course and extend our understanding with practical exercises. The student should leave this course better equipped to represent clients at mediation. This is a skills-oriented course that requires active participation, with the goal of immersing you in the developing realities of mediation.

This course is a focused examination of mediation processes. We will take the topics from the Alternative Dispute Resolution course and extend our understanding with practical exercises. The student should leave this course better equipped to represent clients at mediation. This is a skills-oriented course that requires active participation, with the goal of immersing you in the developing realities of mediation.

This course focuses on the acquisition of professional skills necessary to perform two separate roles in the mediation process: legal advocate and mediator. During the course, students will learn the social and political bases for the development of alternative dispute resolution procedures; become familiar with different models of negotiation and mediation; study the legislation that regulates the practice of mediation, especially in Texas courts; increase awareness of personal strengths and weaknesses in communication and negotiation and improve those skills; acquire advocacy skills for representing clients in mediation; acquire the essential skills necessary to mediate interpersonal and legal disputes; and develop a framework for making ethical decisions as a legal advocate or mediator in the mediation process. Students will read books, participate in negotiation and mediation role plays, complete testing instruments and exercises designed to enhance communication and negotiation skills, and prepare a reflective journal. The course is designed to fulfill the statutory minimum requirements in Texas for a basic training course in dispute resolution techniques.

This course focuses on the acquisition of professional skills necessary to perform two separate roles in the mediation process: legal advocate and mediator. During the course, students will learn the social and political bases for the development of alternative dispute resolution procedures; become familiar with different models of negotiation and mediation; study the legislation that regulates the practice of mediation, especially in Texas courts; increase awareness of personal strengths and weaknesses in communication and negotiation and improve those skills; acquire advocacy skills for representing clients in mediation; acquire the essential skills necessary to mediate interpersonal and legal disputes; and develop a framework for making ethical decisions as a legal advocate or mediator in the mediation process. Students will read books, participate in negotiation and mediation role plays, complete testing instruments and exercises designed to enhance communication and negotiation skills, and prepare a reflective journal. The course is designed to fulfill the statutory minimum requirements in Texas for a basic training course in dispute resolution techniques.

This course is a focused examination of mediation processes. We will take the topics from the Alternative Dispute Resolution course and extend our understanding with practical exercises. The student should leave this course better equipped to represent clients at mediation. This is a skills-oriented course that requires active participation, with the goal of immersing you in the developing realities of mediation.

This course focuses on the acquisition of professional skills necessary to perform two separate roles in the mediation process: legal advocate and mediator. During the course, students will learn the social and political bases for the development of alternative dispute resolution procedures; become familiar with different models of negotiation and mediation; study the legislation that regulates the practice of mediation, especially in Texas courts; increase awareness of personal strengths and weaknesses in communication and negotiation and improve those skills; acquire advocacy skills for representing clients in mediation; acquire the essential skills necessary to mediate interpersonal and legal disputes; and develop a framework for making ethical decisions as a legal advocate or mediator in the mediation process. Students will read textbooks, participate in negotiation and mediation role plays, complete exercises designed to enhance communication and negotiation skills, and prepare a reflective journal. The course is designed to fulfill the statutory minimum requirements in Texas for a basic training course in dispute resolution techniques.

This highly interactive course will examine the use of mediation as a method of dispute resolution. We will learn the statutory and case law governing the use of mediation; study mediation ethics; and practice the skills necessary to be an effective mediation advocate and mediator. Students will observe “real life” mediations conducted by experienced professionals; participate in role playing exercises as mediators, attorney advocates, and parties; and write papers on a selected topic of interest involving mediation. The course is intended to meet the statutory requirement of a minimum of 40 classroom hours of training in dispute resolution techniques.