Please e-mail Prof. Wolfe @ Jeffreyemail@example.com as soon as you can and let him know if you can meet Thursday night for his Social Security Disability class. Prof. Wolfe is contemplating cancelling class tonight due to weather conditions.
Prof. Wolfe asks that you please assume class is on tonight unless you hear from him that it is cancelled.
Professor Limas has cancelled both classes for today, Monday, February 16, 2015.
Students: I am so sorry I forgot to post this earlier. If you can get any reading finished, focus on Earls, Hazelwood and TLO.
Read Vernonia v. Acton, 515 U.S. 545 on: http://www.law.cornell.edu/supremecourt/text/515/646
Pages: 445 (Earls), 136-141 (Hazelwood), 435-42 (NJ v. TLO), 301-8 (In re Gault).
PROFESSOR CHRISTOPHER HAS CANCELLED HIS CLASSES FOR TODAY, WEDNESDAY, JANUARY 21, 2015.
UNIVERSITY OF TULSA COLLEGE OF LAW – IMMIGRANT RIGHTS PROJECT
Course Syllabus – Spring 2015
Seminar Meeting Times – Tuesdays/Thursdays 10:30-12:30 – Boesche Legal Clinic Conference Room
Professor Contact Information
Professor Elizabeth McCormick
Office: Boesche Legal Clinic 1123
Office Phone: 631-5796
Cell Phone: 809-4001
Course syllabus and materials, and assignments for the first class were distributed to all students at your utulsa.edu email addresses.
Syllabus and course materials are also available on TWEN; please register for the course on the TWEN site.
FIRST CLASS SESSION OF THE SEMESTER – MONDAY JANUARY 12, 2015 & GUIDELINES FOR FOLLOWING SESSIONS
Select a seat that will be assigned to you for the remainder of the semester. Please sit as close to the center of the room as comfortably possible. If there are enough seats available, try not to select the last seat on the end of a row.
Read and analyze the designated pages in the Casebook, the designated forms in the Forms Manual, and other materials cited in the Syllabus. Bring the Forms Manual to class.
Please prepare to introduce yourself in our first class session (in a relaxed, conversational mode).
Later, you will email your introduction to Professor Sellers. Include in your introduction an explanation as to why you chose to take the class and a description of what you hope to gain.
During the introductions, each student will have an opportunity to select a specific State (in the U.S.) for intensive research on issues of oil and gas law over the course of the semester. Each time we address an issue of oil and gas law, you may be asked to determine applicable law in your assigned State and post a report in the Forum on TWEN.
Please give some thought prior to our first class as to which State you will select. It would be good to think of at least one or two alternates in case another student gets your first choice. States with little oil and gas production are not likely to have extensive oil and gas jurisprudence, so before you make your selection, you might take a quick look at the following link:
Professor Sellers will randomize the roster and call names one at a time. When your name is called, you will introduce yourself and announce the State you wish to focus on. If another student who was called before you has selected the State you want, you will be given an opportunity to explain why the State should be relinquished to you. Then any other students who desire that same State will be allowed to make their cases, with each student allotted a couple of minutes. Professor Sellers will poll the class and will then make the final call as to which student gets the State. The determination might have to be made by a coin toss.
After the first class session, each student will email the student’s introduction and statement of objectives to Professor Sellers.
Student involvement in class presentations and discussion is an important component of the course.
At the end of the semester, you will have an opportunity to submit to Professor Sellers a record of your contributions to the class over the course of the semester. In preparation for that submittal,
you might maintain a journal throughout the semester, recording in your journal questions you asked and statements you made in class that contributed to the educational experience. Your end-of-semester report will remind Professor Sellers of the contributions you made.
A thorough reading of all assigned Court opinions, assigned pages of the Casebook, assigned forms in the Forms Manual, and assigned readings in TWEN: Course Materials is essential. From time to time, each student may be asked to certify in writing that all assigned materials have been read and studied by the student.
Class assignments frequently include a directive that each student come to class with a well formulated question relating to the subject matter of the assigned materials to be covered in the session. In a typical class session, students will be given an opportunity to pose their questions voluntarily; but there may be times that students will be called upon to pose a question. The objective will be to have every student in the class pose a question from time to time. When a student is given the opportunity to pose a pre-formulated question, the student should be prepared to discuss all legal concepts suggested by the question. A multiple choice question might be in order; that is, a student might suggest possible answers to the question and those suggestions can be the subject of class discussion.
The procedure for many class sessions will include presentations by designated students of summaries and analyses of assigned cases, usually with the use of slides. The presenting student will respond to questions relating to the case and, where appropriate, may call on other students for assistance in responding to a question. All students are encouraged to pose questions to the presenter and to the professor.
In the first few class sessions, Professor Sellers will handle all of the presentations, using PowerPoint slideshow.
If a student plans to be absent on a day when the student has been assigned responsibility for presenting a case, the student must work out an exchange with another student who will present the case.
Guidelines for presentations:·
Plan your presentation to take no more than 10 minutes, exclusive of any Q&A. (With Q&A, you might be on the floor 15 minutes or more.)
· Cut through procedural background and focus quickly on subject matter that is directly relevant to our study of oil and gas law.
· Some cases have several “subplots”; focus on the plot that is most directly relevant to oil and gas law.
· Describe the “oil and gas setting” (e.g., a lease, a tract of land, an agreement, etc.).
· Identify the “oil and gas characters,” not merely names of parties (for example, use surface owner, lessor, lessee, grantor, grantee, farmor, farmee, operator, non-operator, secured party, debtor, etc.).
· Focus on the “oil and gas complaint” that poses a justiciable dispute.
· State the resolution of the case in respect of the oil and gas law issues.
· Discuss principles of oil and gas law that may be applied in other cases.
· Identify differences in the law of other jurisdictions on the same issues or facts.
· Remember that everyone has read the case you are presenting, so it is not necessary for you to repeat everything in the case. Move quickly to the oil and gas issue(s). Consider posing a question to the class that may provoke discussion.
· Professor Sellers will likely interrupt your well-rehearsed presentation by posing questions to you. Those interruptions will give you an opportunity to shine. Rather than adhering doggedly to your script, you can engage in an extemporaneous dialogue addressing the question posed.
· One of the important objectives in having student presentations is to assure that students truly understand the assigned cases and the principles of oil and gas law addressed in them.
If the presenting student can articulate a thorough understanding, there is a high probability all other members of the class also understand the oil and gas law principles discussed in the case. In a sense, the presenting student is the canary in the mine for the benefit of all students.
Use of slides:
· Use slides to focus quickly on the main points of your presentation, with headlines, summaries, diagrams, plats, maps, charts, etc.
· When quoting, use ellipses to eliminate words that are not directly relevant to the idea presented in the slide. Supply emphasis by underlining, bolding, and/or changing font color or size to draw attention to relevant words and phrases.
· Try not to have more than 75 words on a single slide.
· Try not to have more than 15 slides. (A series of slides that show movement, such as the drilling of a well, will count as only one slide.)
· Avoid cluttered slides; generally, a single slide should be devoted to a single issue or to a single relationship between issues previously introduced.
· Do more than merely read slides. Speak to your audience. Your presentation is more than your slideshow. Do not lose sight of the fact that
you – your demeanor, your body language, your words – are the essence of your presentation.
· Invite feedback from your audience in the form of questions and comments.