Course Schedule

When we speak of "government" in the law school curriculum, we too often forget that public governments in the United States include those of the 50 states and their more than 90,000 political subdivisions: 3,000 counties, 19,500 municipal corporations, 16,000 townships, 12,800 school districts, and 38,000 special districts. This offering focuses on America's sub-national governments in discussing questions such as: How should our local "communities" be defined in practice, and who should decide? What is and should be the relationship that states and localities have with the federal government, their citizens, and other states and localities? Which level of government (if any) should provide a particular good or service or regulate activity in a particular area? How should the goods and services provided by states and localities be paid for, and who should decide? In addition to traditional legal materials such as cases, statutes, ordinances, constitutional provisions, and law review articles, we will draw upon materials from a wide range of other disciplines: political theory, public choice theory, public finance, and political economy. Aspiring governors, senators, mayors, city council members, state attorneys general, and school board members welcome! Written requirements: One short paper (4-5 pages) and a 3-hour, in class, essay examination. Casebook: L. Baker, C. Gillette & D. Schleicher, Local Government Law: Cases and Materials (Foundation Press; 6th edition 2021). Prerequisite: None; 4 hours credit.

When we speak of "government" in the law school curriculum, we too often forget that public governments in the United States include those of the 50 states and their more than 90,000 political subdivisions: 3,000 counties, 19,500 municipal corporations, 16,000 townships, 12,800 school districts, and 38,000 special districts. This offering focuses on America's sub-national governments in discussing questions such as: How should our local "communities" be defined in practice, and who should decide? What is and should be the relationship that states and localities have with the federal government, their citizens, and other states and localities? Which level of government (if any) should provide a particular good or service or regulate activity in a particular area? How should the goods and services provided by states and localities be paid for, and who should decide? In addition to traditional legal materials such as cases, statutes, ordinances, constitutional provisions, and law review articles, we will draw upon materials from a wide range of other disciplines: political theory, public choice theory, public finance, and political economy. Aspiring governors, senators, mayors, city council members, state attorneys general, and school board members welcome! Written requirements: One short paper (4-5 pages) and a 3-hour, in class, essay examination. Casebook: L. Baker, C. Gillette & D. Schleicher, Local Government Law: Cases and Materials (Foundation Press; 6th edition 2021). Prerequisite: None; 4 hours credit.

When we speak of "government" in the law school curriculum, we too often forget that public governments in the United States include those of the 50 states and their more than 90,000 political subdivisions: 3,000 counties, 19,500 municipal corporations, 16,000 townships, 12,800 school districts, and 38,000 special districts. This offering focuses on America's sub-national governments in discussing questions such as: How should our local "communities" be defined in practice, and who should decide? What is and should be the relationship that states and localities have with the federal government, their citizens, and other states and localities? Which level of government (if any) should provide a particular good or service or regulate activity in a particular area? How should the goods and services provided by states and localities be paid for, and who should decide? In addition to traditional legal materials such as cases, statutes, ordinances, constitutional provisions, and law review articles, we will draw upon materials from a wide range of other disciplines: political theory, public choice theory, public finance, and political economy. Aspiring governors, senators, mayors, city council members, state attorneys general, and school board members welcome! Written requirements: One short paper (4-5 pages) and a 2.5 hour, in class, essay examination. Casebook: L. Baker, C. Gillette & D. Schleicher, Local Government Law: Cases and Materials (Foundation Press; 5th edition 2015). Prerequisite: None; 3 hours credit.

This course introduces the basic statistical concepts economists and social scientists use to analyze data to provide statistical evidence. The course is intended to provide a sound foundation of introductory-level quantitative reasoning while using real-world examples to illustrate concepts and applications. With the emergence of big data and advances in algorithmic computing, lawyers are being asked more often to understand empirical methods, whether they are preparing a motion or brief, cross-examining experts in the courtroom, or evaluating the effect of a law in a legal or policy setting. In this course, students will learn how to deal with conflicting statistical evidence, use statistical evidence to evaluate the application of laws or policies, and how to deal with expert witnesses providing statistical evidence. The goal of this course is to equip future practicing lawyers with the skills necessary to be an informed consumer of statistics. The course does not require any background in math or statistics; however, students may feel better suited with a basic understanding of algebra. 

This course introduces the basic statistical concepts economists and social scientists use to analyze data to provide statistical evidence. The course is intended to provide a sound foundation of introductory-level quantitative reasoning while using real-world examples to illustrate concepts and applications. With the emergence of big data and advances in algorithmic computing, lawyers are being asked more often to understand empirical methods, whether they are preparing a motion or brief, cross-examining experts in the courtroom, or evaluating the effect of a law in a legal or policy setting. In this course, students will learn how to deal with conflicting statistical evidence, use statistical evidence to evaluate the application of laws or policies, and how to deal with expert witnesses providing statistical evidence. The goal of this course is to equip future practicing lawyers with the skills necessary to be an informed consumer of statistics. The course does not require any background in math or statistics; however, students may feel better suited with a basic understanding of algebra. 

This course focuses on the problem of making the best sense of statutes and regulations. Students will practice interpreting statutes both as judges and as advocates, learning skills that will help them in practice. In addition to pragmatic questions, the course will address prominent theories of statutory interpretation and debates about which approaches to interpretation are or are not appropriate. Students will occasionally be asked to interpret statutes and defend those interpretations as part of in-class group exercises.  

This course focuses on the problem of making the best sense of statutes and regulations. Students will practice interpreting statutes both as judges and as advocates, learning skills that will help them in practice. In addition to pragmatic questions, the course will address prominent theories of statutory interpretation and debates about which approaches to interpretation are or are not appropriate. Students will occasionally be asked to interpret statutes and defend those interpretations as part of in-class group exercises.  

This course focuses on the problem of making the best sense of statutes and regulations. Students will practice interpreting statutes both as judges and as advocates, learning skills that will help them in practice. In addition to pragmatic questions, the course will address prominent theories of statutory interpretation and debates about which approaches to interpretation are or are not appropriate. Students will occasionally be asked to interpret statutes and defend those interpretations as part of in-class group exercises.  

This course focuses on the problem of making the best sense of statutes and regulations. Students will practice interpreting statutes both as judges and as advocates, learning skills that will help them in practice. Among other topics, the course will address the creation of legislation and several prominent theories of statutory interpretation. In addition to theory, students will consider pragmatic questions, exploring the extent to which questions of doctrinal statutory interpretation can or should be separated from considerations about the relationship between the legislative and judicial branches. 

This class will examine how the ancient ethical ideas of the Stoics, and the Socratic tradition more broadly, can shed light on the problems of law students, lawyers, and clients.  The readings will focus on Plato, Epictetus, Seneca, and other classical philosophers, along with some of their modern descendants. Short response papers will be required.  We will meet for two hours each week.  Assessment will be pass/fail. 

This class will examine how the ancient ethical ideas of the Stoics can shed light on the problems of law students, lawyers, and clients.  The readings will focus on Epictetus, Seneca, and other classical philosophers, along with some of their modern descendants. Short response papers will be required.  We will meet for one hour each week.  Assessment will be pass/fail.  Students wishing to enroll are instructed to email the instructor, Dean Farnsworth, between 12/20/19 and 1/7/20 with a brief statement of their interest:  wf@law.utexas.edu.

The Constitution Goes to School.  This seminar will examine how the Supreme Court’s constitutional opinions have both shaped and misshaped the nation’s public schools. In 1969, the Supreme Court famously declared that “[i]t can hardly be argued that … students … shed their constitutional rights … at the schoolhouse gate.” Not surprisingly, though, Supreme Court Justices both before and since have bitterly contested the precise scope of students’ constitutional rights in the elementary and secondary school contexts. Some Justices, moreover, have concluded that it is typically unwise for the judiciary to enter the educational realm, lest the Supreme Court turn into a school board for the entire nation. Even if such fears are overblown, there can be no doubt that the Court’s constitutional interpretations have had significant consequences for schools charged with transforming students into citizens. Constitutional topics will include: freedom of speech, establishment of religion, free exercise of religion, searches and seizures, cruel and unusual punishment, due process, and equal protection. Educational topics will include: homeschooling, zero tolerance policies, corporal punishment, school funding, school uniforms, racial desegregation, strip searches, single-sex schools, off-campus speech, drug testing, unauthorized immigration, the school-to-prison pipeline, and book banning.

Weinberg, SUPREME COURT SEMINAR (A), Spring 2020 (Two hours) This is the traditional two-hour non-writing Supreme Court Seminar famously originated here by the late Charles Alan Wright.  (It is the same course as Supreme Court B -- same teacher, same hour, same comfortable windowed seminar room, same syllabus -- but meeting on Mondays instead of Tuesdays.)  Students participate as Justices of the United States Supreme Court, although no actual role playing is involved. In the week before each “judicial conference,” students do their own “clerking,” preparing for discussion of an actual case currently on certiorari before the Supreme Court. At the "judicial conferences," the “Justices” present their individual views of how the case before them should be decided, supporting their positions with arguments based on their researches. They thrash out the issues freely, trying to achieve a majority for decision of the case. The seminar offers an introduction to interesting areas of federal law, exposure to some of the Court's more important current cases, and acquaintance with actual professional materials of national importance, while providing experience in analysis of legal issues through focused lawyerly argument, and training in confident and effective articulation of a legal position.  Because the seminar presumes completion of the first year of law school, it is open to upperclass students only, and only those who have completed a basic American courses in Constitutional Law, in Torts, and in Criminal Law.  Enrollment is limited to 12, but the course is otherwise open to all upperclass first comers. There is no pass/fail option.  Students eager to participate who find the course closed are advised to try registering for the Tuesday class instead.  If that, too, is closed, it can help to get on the Registrar's wait list.  In fairness to others seeking entry, please do not double-register or double-wait list.  This course MAY be taken repeatedly, because the cases are different each time it is offered, depending as they do on the Supreme Court's docket.  Evaluation is based on participation, demonstrated depth of research and preparation, and occasional memoranda.  Two hours.

Weinberg, SUPREME COURT SEMINAR (B), Spring 2020 (Two hours) This is the traditional two-hour non-writing Supreme Court Seminar famously originated here by the late Charles Alan Wright.  (It is the same course as Supreme Court A -- same teacher, same hour, same comfortable windowed seminar room, same syllabus -- but meeting on Tuesdays instead of Mondays.)  Students participate as Justices of the United States Supreme Court, although no actual role playing is involved. In the week before each “judicial conference,” students do their own “clerking,” preparing for discussion of an actual case currently on certiorari before the Supreme Court. At the "judicial conferences," the “Justices” present their individual views of how the case before them should be decided, supporting their positions with arguments based on their researches. They thrash out the issues freely, trying to achieve a majority for decision of the case. The seminar offers an introduction to interesting areas of federal law, exposure to some of the Court's more important current cases, and acquaintance with actual professional materials of national importance, while providing experience in analysis of legal issues through focused lawyerly argument, and training in confident and effective articulation of a legal position.  Because the seminar presumes completion of the first year of law school, it is open to upperclass students only, and only those who have completed basic American courses in Constitutional Law, Torts, and Criminal Law.  Enrollment is limited to 12, but the course is otherwise open to all upperclass first comers. There is no pass/fail option.  Students eager to participate who find the course closed are advised to try registering for the Monday class instead.  If that, too, is closed, it can help to get on the Registrar's wait list.  In fairness to others seeking entry, please do not double-register or double-wait list.  This course MAY be taken repeatedly, because the cases are different each time it is offered, depending as they do on the Supreme Court's docket.  Evaluation is by participation, demonstrated depth of research and preparation, and occasonal memoranda. Two hours.

In Taking Depositions and Handling Expert Witnesses, students will learn how to prepare for, take and defend depositions of lay and expert witnesses. This is a skills-based course where students will actually take depositions and work with experts. This is a short course and will move quickly and have strict attendance policies.

Three key components of the class are:

• Prepare and evaluate expert reports;
• Preparing and presenting expert witnesses in hearings, depositions, and trial
• Taking depositions of “real” expert witnesses (psychiatric residents at Dell Medical School; non-law students)

Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

Students will learn how to prepare for, take and defend depositions of lay and expert witnesses. Students will learn how to prepare expert reports, prepare and present expert witnesses in hearings, depositions and trials. This is a skills based course where students will actually take depositions and conduct hearings with their experts. This is a short course and will move quickly and have strict attendance policies. Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

Students will learn how to prepare for, take and defend depositions of lay and expert witnesses. Students will learn how to prepare expert reports, prepare and present expert witnesses in hearings, depositions and trials. This is a skills based course where students will actually take depositions and conduct hearings with their experts. This is a short course and will move quickly and have strict attendance policies. Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

Students will learn how to prepare for, take and defend depositions of lay and expert witnesses. Students will learn how to prepare expert reports, prepare and present expert witnesses in hearings, depositions and trials. This is a skills based course where students will actually take depositions and conduct hearings with their experts. This is a short course and will move quickly and have strict attendance policies. Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

Students will learn how to prepare for, take and defend depositions of lay and expert witnesses. Students will learn how to prepare expert reports, prepare and present expert witnesses in hearings, depositions and trials. This is a skills based course where students will actually take depositions and conduct hearings with their experts. This is a short course and will move quickly and have strict attendance policies. Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

Students will learn how to prepare for, take and defend depositions of lay and expert witnesses. Students will learn how to prepare expert reports, prepare and present expert witnesses in hearings, depositions and trials. This is a skills based course where students will actually take depositions and conduct hearings with their experts. This is a short course and will move quickly and have strict attendance policies. Suggested prerequisites or concurrent: Evidence, Advocacy Survey, ADR courses.

The course is offered through the full-time MBA program as an upper-level accounting elective. The goal of the course is to provide a fundamental understanding of the principles of taxation and financial planning. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of individual financial planning decisions. This case-based course intends to bridge this gap by discussing how accounting, economic, finance, and legal principles affect a variety of personal financial planning decisions.

The course is offered through the full-time MBA program as an upper-level accounting elective. The goal of the course is to provide a fundamental understanding of the principles of taxation and financial planning. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of individual financial planning decisions. This case-based course intends to bridge this gap by discussing how accounting, economic, finance, and legal principles affect a variety of personal financial planning decisions.

The course is offered through the full-time MBA program as an upper-level accounting elective. The goal of the course is to provide a fundamental understanding of the principles of taxation and financial planning. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of individual financial planning decisions. This case-based course intends to bridge this gap by discussing how accounting, economic, finance, and legal principles affect a variety of personal financial planning decisions.

The course is offered through the full-time MBA program as an upper-level accounting elective. The goal of the course is to provide a fundamental understanding of the principles of taxation and financial planning. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of individual financial planning decisions. This case-based course intends to bridge this gap by discussing how accounting, economic, finance, and legal principles affect a variety of personal financial planning decisions.

The course is offered through the full-time MBA program as an upper-level accounting elective. The goal of the course is to provide a fundamental understanding of the principles of taxation and financial planning. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of individual financial planning decisions. This case-based course intends to bridge this gap by discussing how accounting, economic, finance, and legal principles affect a variety of personal financial planning decisions.