Course Catalog

This seminar will explore various rules and norms governing sports and related competitions, raising a rich array of interesting questions both for their own sake (as examples of quasi-legal systems) and for their usefulness as analogies to similar issues bedeviling the American legal system.
Examples of topics include:
(1) How should competition be structured? For example, what metrics should be used to determine a winner? How (if at all) should ties be broken? What standards should be used for eligibility and access (for example, in the case of transgendered and “bionic” athletes)?
(2) How should the bounds of acceptable conduct be determined? For example, when should deception or stalling be punished, and when should they be treated as acceptable parts of the game? How should misconduct be punished? What role if any should “ethics” or “morals” play beyond formal rules?
(3) What are appropriate remedies for official errors? When and how should official errors be appealable?
(4) When, and why, should sports competitions be governed or judged by strict rules versus open-ended standards?
Course requirements include regular attendance, a final paper, and periodic brief reaction-to-reading papers.

• Type: Seminar

This course covers the regulation of securities offerings and trading under the Securities Act of 1933 and the Securities Exchange Act of 1934. It examines offerings and the registration process under the Securities Act, along with reporting requirements under the Exchange Act. The course will also cover fraud, insider trading and civil liabilities under both Acts.

• Type: Upper Class

In the Senior Judge Seminar students work closely with Legal Practice professors in connection with various aspects of the first-year Legal Practice course. Each Legal Practice professor interviews, chooses and supervises the Senior Judge Seminar students for the Legal Practice section taught by that professor.

• Type: Upper Class

The Senior Judge Seminar II is a graded course intended to allow selected students who have excelled in the Senior Judge I seminar to work in greater depth with a Legal Practice professor in connection with the Legal Practice course. Each Legal Practice professor interviews, chooses and supervises the Senior Judge Seminar II students for the Legal Practice section taught by the professor.

• Type: Upper Class

This seminar explores the jurisprudential, philosophical, and practical lessons that students of the law can draw from the life and works of William Shakespeare. We will consider some key characteristics of the law in Shakespeare’s time, how Shakespeare’s personal experiences shaped his understanding of the law, how our interpretation of Shakespeare’s work raises questions of originalism similar to those we encounter in the law, how his plays portray the law, lawyers, those who enforce the law, and those who sit in judgment, what his plays have to teach us about the art of persuasion and argument, what his plays tell us about individual responsibility within a social structure, how the plays explore the effect of mental illness on that responsibility, and how the plays help us think and talk about difficult issues like misogyny, racism, homophobia, and anti-Semitism. Reading assignments in this course will be heavy and energetic engagement in classroom discussions will be expected. Students will be required to prepare four five-page papers in the course of the term. Final grades will be based on the quality of classroom discussion and the quality of the papers.

• Type: Seminar

South Africa Externship Seminar
This contemporaneous, one-credit seminar is held every Winter as a required companion to the South Africa Externship (Law 938). For more information, please visit the course description for Law 938.

• Type: Externship

In this class, we will use the world of collective bargaining in professional sports leagues as a platform for practicing a variety of legal skills: analysis, negotiation, drafting, and oral and written advocacy. We’ll spend a bit of time learning the basics of the law regarding collective bargaining, but this class will not involve a deep dive into labor law. We’ll read existing collective bargaining agreements and disputes, and read about past negotiations, but this class will not be a deep dive into the intricacies of those labor-union relationships. Instead, the focus of the class will be to learn just enough so students can do in-class and out-of-class skills exercises.

• Type: Practice Simulation

This seminar is designed for students with an interest in academic writing. By 2 weeks before the term begins, each student must have ready a draft of an academic paper that they would like to revise substantially in the course of the workshop, either for publication or for presentation on the academic job market. (If the paper was originally written for another course, the student must have already completed that course’s requirements by the start of the term.) In the first few class sessions, we will take up articles written by outside scholars and discuss their strengths and weaknesses. The balance of the term will be devoted to presenting and critiquing the works in progress of the workshop students as the papers undergo revision. Students will be responsible not only for presenting and revising their own papers, but for commenting upon each other’s work. Each student paper will be presented twice over the course of the semester: first, by a student commentator, and second, following revision, by the student author. The workshop will meet once a week for a 2-hour session. Students interested in enrolling in the workshop should submit draft papers of 20-30 pages (longer is also acceptable) to Professor Eisenberg by email directed to [email protected]. Students may also submit descriptions of the papers, with the understanding that a complete draft paper will be submitted by 2 weeks prior to the start of term.

• Type: Seminar

Substantive due process doctrine examines whether the government’s deprivation of a person’s life, liberty, or property is justified by a good enough reason. In this seminar, we’ll look at the doctrine’s background and incarnations over time, including the Supreme Court’s overruling of Roe v. Wade in Dobbs v. Jackson Women’s Health Organization. We’ll focus particularly on the “anti-canonical” cases (Lochner and Scott v. Sanford); sexual, reproductive, and marital autonomy; and the rights of individuals confined by the state.

• Type: Seminar

This is the basic course in federal income taxation. It is a statutory course, and the principal source of law will be the Internal Revenue Code. The topics covered will include the definition of gross income and the determination of permissible deductions from gross income. The class will also analyze numerous Code provisions and doctrines that raise issues of tax timing (that is, in what year should a given item of income or a given deduction be taken into account) and income attribution (that is, to whom should a given item of income or a given deduction be attributed). The bulk of the course will be devoted to learning basic statutory analysis. In addition, however, the class will spend some time studying the policy rationales underlying the structure of the current federal income tax laws and will consider the pros and cons of alternative systems. This course is a prerequisite to a number of other courses, including Corporate Taxation, Partnership Tax, Business and Estate Planning, and International Tax.

• Type: Upper Class

The United States has the highest incarceration rate in the world. In 1980, approximately 500,000 people were behind bars in this country. Now, even after significant pandemic-related decarceration, the figure approaches 2 million (nearly two-thirds of whom are non-white), locked up in jails, state prisons, and federal prisons. This course will examine both constitutional law and statutory law relevant to their incarceration. The central topics are the Eighth Amendment’s ban on cruel and unusual punishments and its Fourteenth Amendment analog, and Congress’s regulation of prison-related litigation in the Prison Litigation Reform Act. We’ll also examine First Amendment and related statutory rights behind bars, the application of the Americans with Disabilities Act within prisons and jails, solitary and supermax confinement, race discrimination inside jails and prison, and the law of injunctive relief in constitutional cases brought by incarcerated people. (We will not discuss criminal procedure, habeas corpus, or sentencing.) This course is for anyone interested in civil rights, criminal prosecution, or criminal defense.

• Type: Upper Class

For this one-credit add-on to The Law of Incarceration, students will be linked up to lawyers and advocacy organizations working on prison or jail litigation, and will assist them by performing necessary legal research and writing. Students who took The Law of Incarceration without the practicum in a prior term are welcome to join the current practicum.

• Type: Upper Class

What role does the criminal law have in advancing equality in society? Should it treat defendants who come from privileged positions differently than those who come from disadvantage positions? This seminar will focus on how various inequalities shape our moral responses to crime. We will look at how the criminal law should respond to police violence, economic crimes, crimes of racial and gender subordination, and other forms of wrongdoing from those in positions of power. We will also discuss to what extent a society that fails to provide sufficient alternatives can blame the disadvantaged when they commit crimes. No background in philosophy is necessary to take this course.

• Type: Seminar

Compensation at law for private wrongs and intentional wrongs as well as accidents, with principal emphasis on harms to person and property. Special areas such as product liability, defamation, or business torts will be treated selectively.

• Type: First Year Required

In this practice simulation course, students will begin to develop the skills needed to represent clients in business transactions. Among other things, the course covers translation of client business objectives into legal concepts and enforceable contract language that is clear, consistent, and concise. Students will learn how to analyze a contract from the client’s perspective, with an eye to advancing the client’s interests and protecting the client as much as possible from risk. The practice simulation course also identifies how attorneys can use drafting techniques and the negotiation process to resolve issues and improve outcomes for clients. Students will engage in simulations and exercises in class and undertake drafting assignments outside of class, including communications with clients and opposing counsel about contract terms, risks, and potential resolutions.

• Type: Practice Simulation

This course explores a more diverse and deepened analysis of trial advocacy tied to the subject matter of the conflict and potential resolutions for that conflict. Students will learn basic tenants of all trial advocacy. These tenants include mechanics of pre- trial practice (motion practice including the differences between written and oral advocacy) as well as simulated trial tasks. Those trial tasks focus on the chronological development of a trial: jury selection; opening statement; direct and cross examination; exhibits; objections; impeachment and rehabilitation; experts and closing arguments.
As part of the analysis, students provide weekly written reflections on the oath of office all attorneys are required to make as a condition for the privilege to practice law. That reflection includes identification and discussion of core values and expectations that their advocacy choices reflect those values.
In lieu of a final exam, students will engage in a competition in conjunction with students from Wayne State Law School.

• Type: Practice Simulation

Hundreds of American Indian tribes operate their own justice systems. Their courts decide thousands of cases a year. Many span the full panoply of law—from criminal, civil, and probate cases, to divorce and environmental disputes. Tribal Law is a survey of the laws that tribes enact to govern themselves. It considers issues ranging from governance (elections, justice systems, and tribal constitutions), to conflicts between individuals (contracts, property, domestic relations, torts), to regulation of a tribal community’s economy.

• Type: Upper Class

The “origin story” of this course is a previously offered 2-credit hour course entitled “Startups & Venture Capital.” That course introduced students to the various legal and business considerations involved in the representation of startup companies and in structuring early-stage and venture capital financing transactions. That course was structured such that the first half of the course covered “Startups,” and the second half of the course covered “Venture Capital.” We now have the opportunity to expand the scope and depth of the subject matter.

“Venture Capital” represents a full semester version of what was previously taught in half a semester. “Startups” is now offered separately, in the Fall, and similarly represents a full semester version of what was previously taught in half a semester. Each class can be taken independently, but the material does work well as a full-year integrated whole. Both classes, together, represent a 4-credit hour version (2 + 2) of what was previously limited to 2 credit hours.

This course - “Venture Capital” - covers the significant legal and business issues involved in financing startup companies. The course starts by exploring the meaning of “venture capital” itself, transitioning from there into a discussion of the mission and structure of the venture capital firm. The course then dives deeply into the architecture, structure and substance of classic venture capital preferred stock financings; this is the heart of the course. The course then takes one step back by focusing on the financing phase between company startup, on the one hand, and a classic venture capital preferred stock financing, on the other hand. Sometimes called the “seed stage,” the focus is on angel investors, accelerators, and seed deals themselves. The semester concludes with a discussion of the future of venture capital, including thoughts on crowdfunding, a growing and increasingly important component of the startup ecosystem.

• Type: Upper Class

Water is arguably the world’s most precious resource, and learning water law is vital to understanding the present and future of water access. Generally, water law refers to the laws that govern ownership, access to, and management of water contained in rivers, lakes, and aquifers, as well as the land that immediately underlies those water resources.
Specifically, this class will cover: the distinction in surface water interests between the riparian doctrine in the wetter eastern United States and the prior appropriation doctrine in the more arid western United States; groundwater interests in shared aquifers; the public trust doctrine; water inequality; dams and watercourse management; takings claims; federal water interests; interstate compacts; Supreme Court original jurisdiction over interstate water disputes; water rights in Indian country; transnational management of shared surface waters and aquifers; and the common enemy doctrine governing water redirection. In the examination of those topics, we will consider relationships of water law to issues of development and economic policy.

• Type: Upper Class

The Zell Entrepreneurship Clinic (ZEC) supports the University’s burgeoning entrepreneurial ecosystem by representing student-led entrepreneurial ventures as well as local startups and small businesses. Student attorneys in the ZEC encounter real-world transactional lawyering experiences with a focus on developing a business-oriented, client-centered mindset.
The ZEC offers transactional and counseling legal services to startups and established small companies in the following areas:
* Selecting and forming a legal entity and structuring ownership and capital
* Counseling on and prosecuting intellectual property matters (e.g., copyright, trademark, patent, and trade secret)
* Drafting and negotiating contracts
* Advising on employment matters
* Assisting on corporate fundraising and finance issues
Students in the ZEC typically represent multiple clients and assume primary responsibility for all client matters under the close supervision of ZEC faculty. Student attorneys plan client matters; interview and counsel clients; draft various legal agreements, documents, correspondence and memos; prosecute patent and trademark applications; and identify and research legal issues to help their clients implement their decisions. Student attorneys also take turns offering community office hours where they provide legal information to local entrepreneurs. Furthermore, student attorneys are exposed to the regional entrepreneurial ecosystem through attendance of local events as a class. During the weekly seminar sessions, students discuss lawyering skills and values, ethical issues, client issues and some substantive law. Student attorneys review and reflect on their work and receive detailed feedback from ZEC faculty during weekly supervision meetings.
There are no prerequisites for taking the ZEC. Because much of the client work will be in corporate, tax, intellectual property, employment, and other business areas, students will likely find prior course work in those areas helpful.

• Type: Clinic

This course introduces the basic concepts and methods used in the preparation of the four corporate financial statements (the balance sheet, income statement, statement of cash flows, and statement of stockholders’ equity). In this process, the course will also develop the accounting treatment of specific items such as long-term assets, inventory, sales, receivables, and debt securities. The course will use actual corporate financial statements of Fortune 500 companies and will provide students the tools necessary to understand such statements as well as some of the basic footnote disclosures associated with such statements.
Students who have substantial background in financial accounting or who have taken classes in financial accounting are ineligible to take or receive credit for this course for a grade. However, students who took only an introductory class in financial accounting a significant amount of time ago may request permission from the instructor to take the course for a grade.

• Type: Upper Class

Students are enrolled by invitation only, after having expressed interest to one of the experiential education faculty or administrators. Students will receive between 2 to 5 credits, to be determined by the faculty member and students.

• Type: Externship

This graded course gives a select group of students who have excelled in a Problem Solving Initiative (PSI) class the chance to spend another semester, under faculty supervision, working on the subject matter of that PSI class. The course is designed to give students a more in-depth problem solving experience at a higher level of sophistication than may have been possible during their original PSI classes. Students may only enroll following PSI faculty invitation. Faculty and invited students determine the number of credits to be awarded.

• Type: Problem Solving Initiative

Administrative law as a field has focused, somewhat myopically, on the role of federal courts in reviewing and constraining agency action. This judicial focal point should come as no surprise. Federal courts, after all, serve as a critical bulwark in the modern regulatory state. This seminar, however, explores how it is a mistake to fixate just on courts. So much of administrative law happens without courts. Put differently, federal agencies regulate us in many meaningful, and sometimes frightening, ways that either evade judicial review entirely or are at least substantially insulated from such review. This seminar surveys recent scholarly work on administrative law and regulatory practice to better understand this concept of bureaucracy beyond judicial review. Each week we will focus on a different aspect of the modern regulatory state.

• Type: Seminar

This course explores Africa’s interactions with and influences on the international legal system. It will begin with an overview of select pre-colonial societies. From there, the course will investigate the international legal and political economy justifications of the slave trade. Next, we will study the legal processes of colonization and state formation, including the transplantation of imported legal systems. The course will then explore the international law doctrine of self-determination and its implications for African decolonization and self-rule during the early and formative periods of the United Nations. Finally, we will consider Africa’s place in and influence on the global legal system from the post-independence period to the present through the prism of specific case studies to be selected jointly by students.
The course assumes no prior knowledge and/or personal experience of Africa. Requirements include regular participation in class discussions and completion of a joint research project.

• Type: Upper Class

This course is designed to teach all students, however they plan to use their law school education, the skills necessary to creatively solve problems in whatever professional context they might arise. We use the classic James Harr’s A Civil Action (Vintage 1996) to teach the interpersonal, communication and analytical skills lawyers need to become successful problem solvers. This story demonstrates how Jan Schlichtmann could have achieved a more successful outcome for his clients if only he had applied these basic skills in that case. With this foundation, we develop an understanding of problem- solving methodology and the use of negotiation and mediation, two of the primary ADR processes for solving problems. Experiential learning is the fundamental teaching method. Students will learn to apply negotiation and mediation theory in simulated exercises with students playing the roles of negotiator, mediator, advocate and client in these simulations. Students receive feedback on their performance based on in-class faculty observation as well a post-exercise class discussion. Arbitration is the third process within the ADR constellation. We begin with a discussion of ad how to determine whether arbitration is an appropriate process for solving a client’s problem. Then, we focus on the legal infrastructure of arbitration, the Federal Arbitration Act and recent cases that have shaped the current arbitration legal landscape. We also discuss legislative efforts to address issues of fairness in arbitration, particularly focusing on mandatory class action waivers and their impact on consumers and employees. The course concludes with a discussion of other creative ways to resolve disputes, including the use of the apology and its use at the University of Michigan Hospital to address claims of medical malpractice.

• Type: Practice Simulation

This simulation course is a practicum, taught by a veteran federal court, state court and arbitration tribunal trial lawyer, which will take students from the initial drafting of a complaint and answer in a hypothetical commercial case through trial, jury verdict and post-judgment motions. Students, working together both individually and as teams, will strategize the complaint allegations to be filed and the responses to those allegations; will draft pleadings and papers in pursuance of the claims and defenses; will file dispositive motions; will conduct written discovery and depositions; will participate in a pretrial conference; will file and respond to dispositive motions; will attend a pretrial conference and a settlement conference; and will then prepare for and participate in trial, including presentation of voir dire questions and peremptory challenges, opening and closing statements, direct examination and cross-examination, evidentiary objections and responses thereto and motions for directed verdict and responses thereto at the close of proofs. While the course will have some theoretical discussion about the art of persuasion, the primary emphasis will be on a hands-on approach that is designed to mirror, as much as possible, what a student’s experience will be like in prosecuting or defending a commercial case when he or she is a practicing lawyer.
More and more hiring law firms are expecting law students to be as “trial ready” as possible when they enter private practice and join their firms’ litigation departments. This course aims to provide students with that experience.

• Type: Practice Simulation

This class takes a broad view of art and artists. We will survey the law’s relationship to high art, emerging artists, and mass culture, and look at disputes that center on a wide swath of creative works, from photography, video games, and graffiti to sculpture, dolls, and sneakers. We’ll discuss doctrines drawn from legal fields relevant to content production (e.g., copyright, First Amendment, and trademarks), and explore key contractual issues faced by members of the creative community. The course also includes a transactional component, and simulates contract negotiation and drafting.

• Type: Upper Class

Artificial intelligence (AI) is increasingly pervasive in areas of legal concern, including lethal autonomous weapons systems (“killer robots”), autonomous vehicles, medical diagnostic algorithms, criminal sentencing, predictive policing, welfare distribution, consumer manipulation, and content moderation. This seminar will provide an introduction to the field of how the law treats AI. We will consider what AI is, how the law shapes its development and regulation generally, and implications in some specific subject matter areas. Please note that we will not focus on AI as a tool of legal practice (e.g., e-discovery). Readings will include legal scholarship, scholarship from other fields, and (to a lesser extent) cases, statutes, regulations, and other materials as appropriate. No technical background is required, but you must be willing to engage with the technology. Class will be centered on robust discussion, with occasional guests, informed by the readings, response papers, and student discussion questions. Students have the option of writing a longer term paper rather than shorter response papers for an additional credit.

• Type: Seminar

An examination of the law, the practice, and the current legal issues in bankruptcy, particularly in business bankruptcy.

• Type: Upper Class

Human trafficking encompasses all forms of compelled labor or services and it occurs around the world. The Business and Human Rights Lab (BHR) works to combat human trafficking by:
(1) assisting responsible business entities in understanding, preventing, and remediating any adverse human rights impacts of their operations, including forced labor; and (2) developing disruptive, systemic solutions to reduce vulnerability to trafficking and forced labor.
Law students enrolled in the BHR will engage in a combination of legal, compliance, and systemic reform work. The legal and compliance work of BHR will revolve around understanding current and prospective human rights due diligence-aligned legislation and developing tools for use by companies to comply with these regulations. The reform work of the BHR focuses on creating change at policy, service, and industry levels through collaborative partnerships across the nonprofit, corporate, and governmental sectors. BHR students work side-by-side with students enrolled in the Human Trafficking Clinic to develop and execute their projects.
Overall, students in the BHR will learn and practice collaboration, problem solving, and corporate client risk assessment and advisory skills. Students are responsible, under supervision, for all of the cases and projects within the BHR.
The BHR is a year-long commitment. Students earn 7 credits in the Fall and 4 credits in the Winter. The BHR meets the New York Pro-Bono requirement.

• Type: Clinic

Human trafficking encompasses all forms of compelled labor or services and it occurs around the world. The Business and Human Rights Lab (BHR) works to combat human trafficking by:
(1) assisting responsible business entities in understanding, preventing, and remediating any adverse human rights impacts of their operations, including forced labor; and (2) developing disruptive, systemic solutions to reduce vulnerability to trafficking and forced labor.
Law students enrolled in the BHR will engage in a combination of legal, compliance, and systemic reform work. The legal and compliance work of BHR will revolve around understanding current and prospective human rights due diligence-aligned legislation and developing tools for use by companies to comply with these regulations. The reform work of the BHR focuses on creating change at policy, service, and industry levels through collaborative partnerships across the nonprofit, corporate, and governmental sectors. BHR students work side-by-side with students enrolled in the Human Trafficking Clinic to develop and execute their projects.
Overall, students in the BHR will learn and practice collaboration, problem solving, and corporate client risk assessment and advisory skills. Students are responsible, under supervision, for all of the cases and projects within the BHR.
The BHR is a year-long commitment. Students earn 7 credits in the Fall and 4 credits in the Winter. The BHR meets the New York Pro-Bono requirement.

• Type: Clinic

This course concerns the law, economics, and institutions of financial trading markets, such as markets for stocks and bonds, which provide “capital” or financing for businesses in the economy. These markets serve vital social functions, including facilitating trade and incorporating information into prices, which serve as guides for the real economy. The course will begin with the major institutions of financial trading markets. It will then address the economic theory that explains their dynamics. These segments lay the groundwork for a more informed discussion of the substantive law that governs capital markets. In particular, we will consider (1) the regulation of market structure; (2) contemporary controversies regarding the modern stock market, such as high-frequency trading and dark pools; and (3) the regulation of misconduct by traders, including manipulation and insider trading.
By the end of the course, students should be equipped to analyze with sophistication important law and public policy issues, such as high frequency trading, dark pools, and market structure. The class is a blend of statutory and case law, economics, and public policy. It should be of value to any student interested in a career involving the capital markets, securities, or with an interest in the functioning and social value of markets.
This course focuses on trading markets, in contrast to Securities Regulation, which focuses on the regulation of the issuers of stocks and bonds, and their agents, in connection with the offering of securities.

• Type: Upper Class

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience representing parents and children involved in the foster care system as well as children in custody cases. With close support and supervision of an interdisciplinary faculty, students address the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. The clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The clinic meets the New York Pro-Bono requirement and fulfills the Law School’s professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

• Type: Clinic

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience representing parents and children involved in the foster care system as well as children in custody cases. With close support and supervision of an interdisciplinary faculty, students address the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. The clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The clinic meets the New York Pro-Bono requirement and fulfills the Law School’s professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

• Type: Clinic

Students in the child welfare appellate clinic will get an opportunity to improve their writing, research and oral advocacy skills by representing parents in direct appeals to the Michigan Court of Appeals of orders terminating their parental rights. Students, working in teams of two, will handle all aspects of the appellate case including reviewing the record, researching the legal issues, preparing the brief and handling the oral argument. Students may also have an opportunity to work on drafting amicus briefs and applications to the Michigan Supreme Court. The five-credit clinic will be co-taught by clinical professor, Vivek Sankaran and legal practice professor, Tim Pinto. There are no prerequisites for the course. The Child Welfare Appellate Clinic meets the New York Pro-Bono requirement. CWAC is a 5 credit course of which all credits are graded.
The Clinic fulfills the Law School’s professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.
For students who matriculated in or after May 2016, the Clinic can either fulfill the Law School’s professional responsibility requirement for graduation, fulfill the upper-level writing requirement, or the credits can count toward the Experiential Learning requirement — it cannot be used to fulfill more than one of these three particular requirements.

• Type: Clinic