Professional Responsibility – Professor Sharisse O’Carroll – SUMMER 2017
TUESDAY/WEDNESDAY/THURSDAY 3:30 p.m. – 5:50 p.m. – Room 2442
If you are enrolled in this course, you should have already received an email from Professor O’Carroll containing course materials, assignments and additional information. If you are enrolled in this course and have not received this email from Professor O’Carroll, please notify Professor O’Carroll directly at email@example.com
Family Law – Prof. E. Hutchison
Casebook: Ellman et al., Family Law: Cases, Text, Problems (Revised 5th edition).
Assignment for Wednesday, July 5th
Read Chapter Two, pp. 121-143 (prepare problem 2-1 only).
Read Chapter Two, pp. 143 to 151 (skip problems).
Be prepared to discuss the above reading.
Read Chapter One, pp. 3-24; read for general discussion only.
If we do not have a chance to discuss all of the above reading, we will continue our discussion in Thursday’s class.
I’m looking forward to meeting everyone in our first class, Wednesday, July 5th, at 6 p.m. We’ll be using two books this summer:
Essential Lawyering Skills, by Krieger and Neumann
Getting to Yes, by Fisher, Ury, and Patton
For our first class, please read Chapters 1, 3, and 5 in the Krieger book. The class lasts six weeks, and there’s no final. Your assignments consist of conducting two recorded interviews with clients, and taking part in a team negotiating session in our last class. You’ll get a syllabus in our first class.
Feel free to contact me if you have any questions. I’m an adjunct, so contact me through my work email, RLewin@richardsconnor.com. You can call me at 918-585-2394 or 918-833-1025.
Students, Please click on the Links below for your Summer 2017 Contracts Materials.
The materials can also be picked-up on the table outside the Faculty Support Center (East Wing of the law school).
Dean’s Seminar on the Legal Profession – Dean Lyn Entzeroth and Assoc. Dean, Director of Professional Development, Christy Caves
Dean’s Seminar on the Legal Profession Summer Readings
What the L? 25 Things We Wish We’d Known Before Going to Law School by Kelsey May, Elizabeth Shelton and Samantha Roberts. Read in advance and be prepared to discuss in our August 23rd class session.
The Innocent Man by John Grisham. Read in advance and be prepared to discuss in our August 30th class session.
For the first meeting of class on Monday, May 15, at 1:00 p.m. in Room 2442, please read the following:
- Rules 101-106 of the Federal Rules of Evidence and the Advisory Committee Notes at pages 7-12;
- Okla. Stat. tit. 12, §§ 2101 to 2107 at pages 1-4 of the Course Materials; and
- The Williamson v. State case at pages 67-74 of the Course Materials.
Please note that the recommended books for this class in the bookstore are not required. Please do not buy any of them until after the first meeting of the class. Laptops may not be used during the class, and so, please do not bring one with you to the class this semester. You will need the Turning Point Response Card (i.e., the “clicker”) for the class. Be sure to bring it to class on Monday, May 15.
IMMIGRATION LAW (LAW-6063-01)
Tuesday, Wednesday, Thursday 3:00-5:50 p.m.
(Tuesday, May 16 to Thursday, June 15)
WEEK #1 CLASS ASSIGNMENTS
1. T.A. Aleinikoff, D. Martin, H. Motomura, M. Fullerton, & Juliet P. Stumpf, Immigration and Citizenship: Process and Policy, (Thomson West, 2016, 8th ed.) (“CB”).
2. Virgil Wiebe, The Immigration Hotel, available at http://ssrn.com/abstract=2528343.1
The following are recommended but not required:
1. T.A. Aleinikoff, D. Martin, and H. Motomura, Immigration and Nationality Laws of the United States: Selected Statutes, Regulations and Forms, 2016 (Thomson West, 2016) (“Stat. Supp.”). You may use online resources for statutes and regulations, but will be responsible for the statutes and regulations referenced in the text.
2. David Martin & Peter Schuck, Immigration Stories (2005). Available in the MLIC. Provides back stories to some of the landmark cases covered in the text.
3. Additional reading materials may occasionally be posted on TWEN or by email. Reading assignments below may be adjusted as the summer progresses.
Class 1 – Tuesday, May 16:
Historical Perspective on Immigration
a. Read: CB, pp. 1 – 47; Immigration Hotel, pp. 1-10.
b. Class Assignment:
i. Immigration Priorities Exercise – Please complete the attached exercise prior to the first class and come prepared to discuss your choices.
1 You are encouraged to skim this article at the beginning of the course, in order to give yourself an overview of the breadth of immigration law. Portions will be assigned throughout the course.
ii. Immigration History: Prepare a brief (1-2 page, double-spaced) family immigration history. To the extent that you know or can find out the answers, here are some questions to address. When did your family come to the United States? Have any of your ancestors immigrated to countries other than the United States? Why did they leave their home country(ies)? How did they get here? What work had they done before leaving, and what work did they do upon arrival? Please indicate in your submission if you would like me to keep your paper confidential; otherwise I may occasionally refer to the papers in class. This assignment will be graded credit (on-time submissions) or no credit (late submissions). This assignment is due by midnight on Thursday, May 18. You may submit it to me in class or via TWEN.
c. In addition to the text questions, reflect and be prepared to discuss the following:
What milestones and trends in U.S. immigration and citizenship law do you find most disturbing? Most encouraging?
What is your own and your family’s immigrant history? What drew and/or compelled you and/or your ancestors to come to the United States?
Class 2 – May 17:
Acquisition of Nationality by Birth (Jus Sanguinis and Jus Soli)
Birthright Citizenship & the Children of Undocumented Parents
Read CB: pp. 49-94; Immigration Hotel, pp. 41-44.
• Please do all parts of problems 1 and 2 on pages 53-54.
• How would you draft a gender-neutral statute for nonmarital children? See the Exercise on page 66, and consider the constitutional reasoning set out in the excerpts from Nguyen on pages 56-61. You need not draft exact language, but please prepare to discuss options.
Class 3 – May 18:
Read CB: pp.105 –134; Immigration Hotel, pp. 19-21.
• Please do problems 1 and 2 on page 109.
• Should it be easier or harder than current law (or about the same) to naturalize? Please think about the scenarios in problems 1 and 2 on pages 127.
IMMIGRATION PRIORITIES EXERCISE
You have just been appointed Immigration Czar, giving you absolute power over immigration status questions in the United States. For purposes of this exercise, U.S. immigration law is exactly what YOU want it to be – don’t concern yourself with the actual state of current immigration law.
First, rank the following applicants for admission to legal immigration status from 1 to 24.
Second, decide how many of the applicants you will admit. In other words, from your ranked list will you allow admission to none, to all or to some number in between?
Be prepared to discuss and explain your decisions.
_____A is the spouse of a U.S. citizen and has three children. A has never worked.
_____B is the minor child of A and her current U.S. citizen spouse.
_____C is A’s minor child by a previous marriage.
_____D is A’s adult child by a previous marriage.
_____E is a highly skilled scientist with no relatives in the United States.
_____F owns a large and successful business that she wishes to expand into the United States.
_____G is an agricultural laborer who never finished high school.
_____H is an outstanding basketball player who has been drafted by an NBA team.
_____I is an experienced nurse with no relatives in the United States.
_____J, now age 18, was brought to the United States on a tourist visa by a parent at age three from a country with an Islamic fundamentalist government. She speaks the language of her home country, but has not returned there since her arrival in the United States. She just graduated from high school with honors.
_____K is the adopted teenage child of a U.S. citizen with a juvenile delinquency adjudication for possession of marijuana.
_____L is a victim of domestic violence who has assisted the police in the prosecution of her abuser.
_____M came to the United States six years ago with a student visa to complete a Ph.D. program. M became involved in a same-sex relationship with a U.S. citizen five years ago. Recently, M and her partner traveled to New York and were married. M’s student visa is about to expire andM wants to remain permanently in the United States.
_____N is a 15-year-old girl who was smuggled into the United States and forced to work at a brothel for several months before being freed during a police raid.
_____O is a 15-year-old boy who was smuggled into the United States and forced to work long hours on an isolated farm where his documents and wages were withheld.
_____P is the aging parent of a legal permanent resident.
_____Q is the spouse of a U.S. citizen and this U.S. citizen spouse is almost finished serving a prison sentence for felony convictions for drug trafficking.
_____R entered the country illegally and gave birth to a child, a U.S. citizen, who was born with severe physical disabilities.
_____S is the adult sibling of a U.S. citizen and has a spouse and five minor children.
_____T is the spouse of a legal permanent resident. T and her spouse have two minor children born in the United States. T entered the United States undocumented several years ago.
_____U participated in a failed military coup to overthrow a brutal dictator in her home country and claims that she will be tortured if returned to her native country.
_____V is a 6-year-old girl who claims she will be subjected to female gender mutilation if returned to her native country.
_____W is V’s mother.
_____X came to the United States two years ago with her young son and husband, who has several years left in his Ph.D. program. X, who has been the primary caretaker for her son, and husband were recently divorced.
_____Y came to the United States at the age of 12 with his parents. The family entered without inspection and have been living in the U.S. for 15 years. Y now has two younger siblings who are U.S. citizens. Y graduated from high school in 2009 and, with his father, has worked full-time for a landscaping company to help support his family.