The Philosophy and Pedagogical Approach
Students develop and refine their skills by thinking, writing, and practicing like lawyers (such as through real-world simulations, drafting assignments, role-plays, and closely supervised representation of a client). Professors provide formative and summative assessments, thus enabling students to meaningfully reflect on their performance and apply learned skills to new contexts. In this way, skill refinement results from adaptation and repetition of learned tasks to different contexts.
The Cross-Curricular Model: Fully Integrated Experiential Learning
In the first and second semesters, doctrinal and experiential legal writing faculty create a multi-issue, cross-curricular hypothetical that contains legal issues from each of the first semester courses. One assignment using that cross-curricular hypothetical is given in each course, and assignments are chronologically sequenced to mirror law practice. Students receive formative assessments by experiential legal writing and doctrinal faculty, and are required to rewrite and revise their assignments based on the professors’ feedback.
- Fall 2014 Cross-Curricular Hypothetical
- Assignments and Sequencing (fall 2014)
- Assignments and Sequencing (spring 2015)
Experiential Learning Throughout and Across the Curriculum
Indiana Tech Law School provides an abundance of options for students to learn by thinking, writing, and practicing like lawyers, including:
- A Six-Semester, Thirteen-Credit Required Experiential Legal Writing Program
- Clinical and simulation-based courses
- A Pro bono program
- Semester-in-practice externships
Indiana Tech Law School is committed to training its students to think, write, and practice like lawyers–from day one.