Course Catalog

Psychologically-Informed Lawyering in Clinical Practice will examine psychological issues that affect lawyers and the clients we serve in critically important and potentially determinative ways. Open to upper-level clinic students, this course will incorporate discussion of clinic clients' legal issues and lived experiences as well as how student practitioners are affected by this work. Topics will include mental health issues, substance abuse, historical, direct, and vicarious trauma, public and private mental health services, challenges to well-being in the legal profession, and developing professional skills informed by these and other considerations. This class seeks to foster dialogue across practice areas, build community across clinics, develop students' understanding of and compassion for clients with psychological challenges, and enhance client representation. We will consider psychological factors at the individual, family, and societal/structural levels to develop a base of knowledge and skills more broadly applicable than in a single case or area of law.

• Type: Seminar

Public Interest Litigation Ethics

Most legal ethics courses tend to fall naturally on the "corporate" or "big firm" side of things. In this seminar we will focus on the ethical issues that arise in public interest practice -- Legal Aid, the ACLU, private offices handling civil rights cases, criminal defense attorneys, government lawyers (including prosecutors), and agencies like the National Wildlife Federation. We will cover a range of ethical issues, but from the perspective of lawyers who are trying to do well while doing good. We will include simulations, like mock grievance hearings in which students will have to defend the ethical positions they have taken. Students will get useful practical knowledge of the ethics rules, and a keener sense of how to stay out of trouble in a public interest practice.

• Type: Seminar

Public-Sector Structural Reform in K-12 Education Externship

The United States is in the midst of a massive restructuring of public-sector service delivery and regulation, particularly as they relate to the governance and management of its public schools. Staffed by broadly interdisciplinary teams of accomplished professionals, the most successful of the new federal, state, and local education organizations are replacing decades-old public bureaucracies and interest group politics with "learning organizations" committed to using public problem solving techniques to accelerate adult and institutional, as well student learning.

This Public Education Policy Seminar and Practicum originates at Columbia Law School, and attracts upper-level graduate students in law, business, education, and policy from Harvard, Michigan, NYU, Penn, Stanford, Vanderbilt, Yale, and other universities for a full semester of intensive engagement with each other around transformational change in public education. Second and third-year law students may take the course either in the fall semester or the spring semester. 13 units of credit are awarded, and all of the credits are graded, with the grades transferring to Michigan Law School.

Participants in the program take part in a rigorous and rewarding learning experience, including:

(i) An engaging interdisciplinary seminar in the design, regulation, governance, democratic accountability, and transformation of K-12 school systems and allied public- and social-sector organizations; [4 credits]

(ii) Comprehensive skills training in team-based problem solving, managing multidimensional (legal, operational, etc.) projects to specified outcomes in complex environments, client counseling, and effective communication [2 credits]; and

(iii) A high-priority project designing and implementing legal and policy solutions to a complex problem at the core of a client public- or social-sector organization's mission to improve the educational outcomes and life chances of children. [7 credits].

The Program Offers:

* Intensive experiential learning on interdisciplinary teams and cutting-edge projects

* Deep engagement in public education improvement strategies and debates

* Panels and field trips interacting with prominent education leaders

* 1:1 mentoring, K-12 education career support, and networking opportunities

* Merit scholarships for exceptional students

* Challenging, fun, and meaningful work helping to improve kids' learning and lives

Admission to the course is by application. A limited number of $25,000 scholarships are available for exceptional students to apply to their law school tuition in return for a commitment to spending time after graduation and judicial clerkships in a public or nonprofit job in the education sector.

For more information, including a course FAQ, names of Michigan Law students who have taken the previous version of the course, or lists of past projects in which students have engaged in the Course, please email cprl@law.columbia.edu or Professor Amy Sankaran at aharwell@umich.edu.

*This description was adapted from Columbia Law School's own course description, which can be found on Columbia Law School's web site: http://www.law.columbia.edu/ (search on L8016).

• Type: Externship

Public-Sector Structural Reform in K-12 Education Practicum

The United States is in the midst of a massive restructuring of public-sector service delivery and regulation, particularly as they relate to the governance and management of its public schools. Staffed by broadly interdisciplinary teams of accomplished professionals, the most successful of the new federal, state, and local education organizations are replacing decades-old public bureaucracies and interest group politics with "learning organizations" committed to using public problem solving techniques to accelerate adult and institutional, as well student learning.

This Public Education Policy Seminar and Practicum originates at Columbia Law School, and attracts upper-level graduate students in law, business, education, and policy from Harvard, Michigan, NYU, Penn, Stanford, Vanderbilt, Yale, and other universities for a full semester of intensive engagement with each other around transformational change in public education. Second and third-year law students may take the course either in the fall semester or the spring semester. 13 units of credit are awarded, and all of the credits are graded, with the grades transferring to Michigan Law School.

Participants in the program take part in a rigorous and rewarding learning experience, including:

(i) An engaging interdisciplinary seminar in the design, regulation, governance, democratic accountability, and transformation of K-12 school systems and allied public- and social-sector organizations; [4 credits]

(ii) Comprehensive skills training in team-based problem solving, managing multidimensional (legal, operational, etc.) projects to specified outcomes in complex environments, client counseling, and effective communication [2 credits]; and

(iii) A high-priority project designing and implementing legal and policy solutions to a complex problem at the core of a client public- or social-sector organization's mission to improve the educational outcomes and life chances of children. [7 credits].

The Program Offers:

* Intensive experiential learning on interdisciplinary teams and cutting-edge projects

* Deep engagement in public education improvement strategies and debates

* Panels and field trips interacting with prominent education leaders

* 1:1 mentoring, K-12 education career support, and networking opportunities

* Merit scholarships for exceptional students

* Challenging, fun, and meaningful work helping to improve kids' learning and lives

Admission to the course is by application. A limited number of $25,000 scholarships are available for exceptional students to apply to their law school tuition in return for a commitment to spending time after graduation and judicial clerkships in a public or nonprofit job in the education sector.

For more information, including a course FAQ, names of Michigan Law students who have taken the previous version of the course, or lists of past projects in which students have engaged in the Course, please email cprl@law.columbia.edu or Professor Amy Sankaran at aharwell@umich.edu.

*This description was adapted from Columbia Law School's own course description, which can be found on Columbia Law School's web site: http://www.law.columbia.edu/ (search on L8016).

• Type: Externship

Public-Sector Structural Reform in K-12 Education Seminar

The United States is in the midst of a massive restructuring of public-sector service delivery and regulation, particularly as they relate to the governance and management of its public schools. Staffed by broadly interdisciplinary teams of accomplished professionals, the most successful of the new federal, state, and local education organizations are replacing decades-old public bureaucracies and interest group politics with "learning organizations" committed to using public problem solving techniques to accelerate adult and institutional, as well student learning.

This Public Education Policy Seminar and Practicum originates at Columbia Law School, and attracts upper-level graduate students in law, business, education, and policy from Harvard, Michigan, NYU, Penn, Stanford, Vanderbilt, Yale, and other universities for a full semester of intensive engagement with each other around transformational change in public education. Second and third-year law students may take the course either in the fall semester or the spring semester. 13 units of credit are awarded, and all of the credits are graded, with the grades transferring to Michigan Law School.

Participants in the program take part in a rigorous and rewarding learning experience, including:

(i) An engaging interdisciplinary seminar in the design, regulation, governance, democratic accountability, and transformation of K-12 school systems and allied public- and social-sector organizations; [4 credits]

(ii) Comprehensive skills training in team-based problem solving, managing multidimensional (legal, operational, etc.) projects to specified outcomes in complex environments, client counseling, and effective communication [2 credits]; and

(iii) A high-priority project designing and implementing legal and policy solutions to a complex problem at the core of a client public- or social-sector organization's mission to improve the educational outcomes and life chances of children. [7 credits].

The Program Offers:

* Intensive experiential learning on interdisciplinary teams and cutting-edge projects

* Deep engagement in public education improvement strategies and debates

* Panels and field trips interacting with prominent education leaders

* 1:1 mentoring, K-12 education career support, and networking opportunities

* Merit scholarships for exceptional students

* Challenging, fun, and meaningful work helping to improve kids' learning and lives

Admission to the course is by application. A limited number of $25,000 scholarships are available for exceptional students to apply to their law school tuition in return for a commitment to spending time after graduation and judicial clerkships in a public or nonprofit job in the education sector.

For more information, including a course FAQ, names of Michigan Law students who have taken the previous version of the course, or lists of past projects in which students have engaged in the Course, please email cprl@law.columbia.edu or Professor Amy Sankaran at aharwell@umich.edu.

*This description was adapted from Columbia Law School's own course description, which can be found on Columbia Law School's web site: http://www.law.columbia.edu/ (search on L8016).

• Type: Externship

The civil rights movement, Brown v. Board of Education, and the passage of the great civil rights statutes of the 1960s were milestones in American history. Those events, along with the election (and re-election) of Barack Obama as the nation's first Black president, suggested that the eradication of racial subordination in America was achievable, if not imminent. To date, that hasn't happened. Throughout our history we have attempted to overcome race, only to be disappointed by the illusion that race had been overcome. The law has not been a neutral force in this dynamic. It has created and maintained a regime of white supremacy in the United States. At the same time, the law has also provided the tools essential to resist that regime. This course explicates this paradox. It is designed to reveal the pervasiveness, complexity, richness, and significance of racial controversies as they relate to the law. To that end, the class will examine the intersection of race and the law across a range of settings, subject matters and time periods including slavery, Reconstruction, K-12 and higher education, affirmative action, the First Amendment, and voting and political participation. The materials consist of a mix of cases, videos and scholarly commentary.

• Type: Upper Class

In this course, we consider the salient aspects of a variety of real estate transactions. Students (i) learn to identify the issues involved in each one, (ii) become familiar with the documents often utilized, (iii) determine the perspective the respective parties bring, and (iv) consider how various issues might be resolved. This course satisfies the "practicum" requirement.

• Type: Practice Simulation

Regulating the Political Process: Voting and Election Law

This course will explore the law governing the right to vote in the United States. It will examine the way the law and other forces have shaped the structure of American political participation, and will consider alternative directions American democracy might take. Topics will include the 2000 presidential election dispute, the individual right to vote, reapportionment, representation of minority interests in democratic bodies, preclearance procedures, political and racial gerrymandering, direct democracy, and alternative voting systems. A central aim of this course is to explore general issues of democratic theory in the context of the legal frameworks and the actual institutions that regulate American democracy.

• Type: Upper Class

This course is restricted to foreign students in the advanced degree program. Its purpose is to acquaint students from civil law countries with American legal analysis, research, and writing.

• Type: Upper Class

This course is restricted to foreign students in the advanced degree program. Its purpose is to acquaint students from civil law countries with American legal analysis, research, and writing.

• Type: Upper Class

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 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

When assembled correctly, diverse teams consistently outperform homogeneous teams in a wide range of fields. They come up with more creative ideas. They make better decisions. And particularly in the business world, they produce more sales revenue and profit. Yet many organizations still can't figure out how to create and maintain these kinds of teams.

This course explores that disconnect through a combination of low-stakes practice and high-stakes projects. You'll form diverse teams. You'll critique diverse teams. And along the way, you'll have plenty of opportunities to develop two skills that can help members of any team operate more effectively: speaking well and writing well.

• Type: Practice Simulation

Commercializing intellectual property and technology is a central part of our economy, around which lawyers play a critical role. This course will serve as a practical guide to technology transactions, through which students will learn how to counsel clients and negotiate and draft contracts on the client's behalf. Through hands-on practical exercises and simulations, students will be introduced to the typical work of technology transactions lawyers and learn foundational concepts and skills, such as technology deal structures and how they are papered, the anatomy of intellectual property and technology contracts, working as outside counsel with client teams consisting of in-house lawyers and business units, and the nuances of advising effectively from a legal and business perspective, both in writing and verbally. Through this course, students will develop not only technical lawyering skills but also the professional skills necessary to be a trusted advisor on technology transactions.

• Type: Practice Simulation

This seminar will explore a series of legal questions related to the United Nations. The class will start by considering the way the UN Charter structures the organization, its relationship to its member states, and the organization's status and authorities under international and national law. (Why was the United Nations established? Can the United Nations legally reject the Palestinian application for membership? Why is the United Nations immune from suit in national courts -- and should it be? Under what circumstances can member states withhold financial contributions?) The class will then turn to the United Nations' role in maintaining international peace and security -- and the legality, legitimacy, and effectiveness of the United Nations' efforts. Topics covered will include sanctions, peacekeeping, and territorial administration.

• Type: Seminar

This seminar examines the distribution of discretion and power in the American criminal legal system. A hallmark of the American system is that decision makers at virtually every stage of a prosecution enjoy wide latitude to interpret and apply the law according to their own judgment. This latitude carries both the promise of individually-tailored justice and the threat of arbitrariness and abuse. We will read a variety of legal and theoretical materials with the goal of understanding why discretion exists and how it could be regulated.

• 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

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

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

This course provides an overview of the federal trademark statute and related state law of unfair competition, trademark dilution, and right of publicity.

• Type: Upper Class

In this practice/simulation course, students will begin to develop the legal skills needed to represent clients in business transactions. Among other things, the seminar covers translating the client's business objectives into legal concepts, and then incorporating those concepts into the actual language of an agreement in clear, consistent, and concise manner. 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 to solve problems that arise while a deal is being done. Students will engage in simulations and exercises in class, and undertake drafting assignments outside of class.

• 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. To that end, the class is held in the Washtenaw County courthouse. 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 at the Washtenaw County Courthouse in conjunction with students from Wayne State Law School.

• Type: Practice Simulation

This course examines the law and practice of private wealth management and transmission, typically within the family and often across generations. Among the topics covered are: the policy basis of inheritance and the changing character of intergenerational wealth transfer; intestate succession; the execution and revocation of wills; the rise of will substitutes, including revocable trusts, life insurance, and pension and retirement accounts; spousal protection against disinheritance; the creation, modification, and termination of trusts; the particular rules applicable to charitable trusts; the fiduciary duties of trustees, the principles governing trust investments, and the emerging use of directed trusts; and the nature of a beneficiary's interest in trust, the range of the trustee's discretion, and the rights of a beneficiary's creditors, with special reference to discretionary, spendthrift, and asset protection trusts. The provisions of the Uniform Trust Code, Uniform Probate Code, and other uniform laws will be emphasized.

• Type: Upper Class

The INHR Geneva Student Legal Advisor Program is an externship opportunity in public international law for selected LLM and JD students, with a possible "Spring Break" visit to Geneva Switzerland for the February/March UN Human Rights Council. Selected students will work with a Michigan law grad and former U.S. diplomat to serve as virtual interns for a member state to the UN Human Rights Council in Geneva. Students will be paired with a small UN member state that lacks resources to have legal support for their delegation to the UN Human Rights Council. The students will provide legal, policy and administrative support to that government to facilitate its participation in the UN Human Rights Council and possible other UN agencies in Geneva. During the Fall semester, students will be required to join a weekly 90-minute online class with students from other law schools. The live online course will provide an overview of relevant UN and international human rights law and procedures; tradecraft skills in drafting, research and negotiation; and otherwise lay the foundation to prepare students to serve in their virtual internship. In the Winter term, students will be expected to review draft resolutions, conduct research and produce interventions for their employer/member state UN delegation to use and deliver during the January Universal Periodic Review and March UN Human Rights Council (HRC) sessions and related meetings. Further details on the program, expectations, and the type of developing country delegations whom students may work for is available at https://inhr.org/virtual-intern-program.

Past students have traveled to Geneva for a week-long, self-funded, first-hand glimpse at providing diplomatic and legal work at the UN Human Rights Council. The HRC session each March usually aligns with Michigan Law's spring break and the HRC Universal Periodic Review session in May often occurs immediately after Michigan Law's exam period. Travel to Geneva and living expenses are not funded by INHR and cannot be guaranteed given the challenges provided by COVID-19, receipt of a visa to Switzerland and demands of the employing delegation. Applicants interested in the Spring Break or May visit MUST be eligible for visa-free entry to Switzerland.

To apply for the two-semester student legal advisor program, please complete this form (https://forms.gle/WCGVKKkMBdcyfokf7) by July 9, 2022. Your application should include a copy of your transcript, resume, passport cover page, and a cover letter explaining your interest. Students selected for an interview will be contacted during the week of July 11th by Kate Dyki (kkdyki@umich.edu), Senior Business Administrator for Experiential Education to set up a Zoom interview for late July. Those who pass the interview will be notified of their acceptance into the program by August 8, 2022. Delegations will be assigned around the end of October and student interests in particular regions, issues, and language skills are taken into account in pairing with an employer-delegation but cannot be guaranteed.

How Credits Will Be Determined: Student participants are enrolling in a two-semester class/externship combined experience and are expected for the entire school year. One credit will be given each semester, which will cover class time and preparation/assignments for the class (including practice research projects, sample interventions, negotiations and a final project of up to 10 pages that deploys the student's negotiation and resolution drafting skills).

Because the amount of work facing students in the second semester may vary depending on the demands of the particular delegation/Ambassador, an additional one or two credits may be authorized in the Spring semester. Students seeking additional credit units will be evaluated based on a timesheet logging hours spent on behalf of their delegation to track hours over and above a baseline expectation that all students will provide at least 20 hours of work requested by their delegations in the second semester. Under the ABA standard for externships, if more than 42.5 additional hours are requested and logged (total of 62.5 hours including the baseline 20 hours), the student may receive a third credit and if more than 85 additional hours are logged (total of 105 hours), a fourth credit may be awarded (four credits is the maximum possible). Because the volume of work requested by an Ambassador/delegation depends on a range of factors and is impossible to predict, students should not count on receiving more than the baseline total of two credits for the combined two-semester seminar/virtual externship experience.

• Type: Externship

The Veterans Legal Clinic offers students the opportunity to learn holistic, client-centered lawyering through representing military veterans in a broad array of civil legal matters. While some of the cases the VLC handles are specific to this client population, such as veterans benefits cases and discharge upgrades, the majority of the clinic's cases involve broader civil legal issues, including family law, housing, consumer disputes, financial exploitation, disability, employment, public benefits, etc. The clinic seeks to foster in its students a strong professional identity, advocacy skills, and consistent engagement in reflective, intentional practice while providing excellent legal services to a severely underserved population. Students will take the lead in all aspects of their cases, including client interviews, pleading drafting, fact investigation, discovery, negotiation, court hearings, and trials. Students will also have the opportunity to interact professionally with a wide variety of social service, medical, mental health, and other providers in the effort to meet their clients' needs. The Veterans Legal Clinic meets the New York Pro Bono requirement.

Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Veterans Legal Clinic is a 7-credit course; all credits are graded.

The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

• Type: Clinic

The Veterans Legal Clinic offers students the opportunity to learn holistic, client-centered lawyering through representing military veterans in a broad array of civil legal matters. While some of the cases the VLC handles are specific to this client population, such as veterans benefits cases and discharge upgrades, the majority of the clinic's cases involve broader civil legal issues, including family law, housing, consumer disputes, financial exploitation, disability, employment, public benefits, etc. The clinic seeks to foster in its students a strong professional identity, advocacy skills, and consistent engagement in reflective, intentional practice while providing excellent legal services to a severely underserved population. Students will take the lead in all aspects of their cases, including client interviews, pleading drafting, fact investigation, discovery, negotiation, court hearings, and trials. Students will also have the opportunity to interact professionally with a wide variety of social service, medical, mental health, and other providers in the effort to meet their clients' needs. The Veterans Legal Clinic meets the New York Pro Bono requirement.

Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Veterans Legal Clinic is a 7-credit course; all credits are graded.

The Clinic seminar fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement.

• Type: Clinic

Water Wars: Law and Advocacy to Save the Great Lakes

The University of Michigan sits in the midst of the most abundant source of surface fresh water in the world and some of the most fascinating legal and policy disputes that will determine its future. The Great Lakes contain 20% of the surface fresh water of the entire planet, and 90% of that of the United States. They not only serve as sources of drinking water and recreation for 40 million people, but also as the economic engine for the region.

Today, the lakes have reached a tipping point. Centuries of use (and abuse) and the increased demand for water from an increasingly thirsty world have created immense and potentially irreversible ecological changes and historic legal conflicts and policy opportunities to accompany them.

In this class, we will learn and experience national, state, and international natural resource law and advocacy through the lens of this unique region. The public trust doctrine, water law, the Clean Water Act and other environmental laws, and even maritime law are all being simultaneously litigated and rewritten in this period of seismic shifts in Great Lakes policy. The class will cover these and other topics through lectures by and discussions with the leaders in the Great Lakes region who right now are remaking Great Lakes law and 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 will cover the competition law and antitrust issues that arise in M&A transactions. Topics will include reportability under the Hart Scott Rodino Act, "gun jumping," substantive standards for horizontal and vertical merger review, the process of working with clients, economists, and agency staff, merger remedies (including divestiture and conduct remedies), non-reportable transactions, and strategic considerations. Primary emphasis will be on U.S. law and regulatory practice, with comparative notes.

• Type: Macl Program

Stock exchanges around the world compete to list firms. An important feature of international securities markets is the phenomenon of "cross-listings." In a cross-listing, a firm lists its shares for trading on more than one stock exchange. Typically, a cross-listed firm will list both on its domestic stock exchange and on one or more foreign exchanges but that need not be the case. The Chinese tech giant Baidu is listed on NASDAQ in the United States, but also later listed in Hong Kong. Cross-listing involves important economic dynamics. Stock exchanges compete along various dimensions, including governance and market structure, to attract listings.

Corporations may seek optimal regulatory environments as well as to signal quality governance through their listing decisions. This course will examine the legal and regulatory processes involved in cross-listings, the empirical debates involving them, and the impact of cross-listings on international corporate governance.

• Type: Macl Program

This course provides guidance and allows students to work on their writing requirement for the MACL degree. Students work independently to complete a 7,000 word article on a topic of the student's choosing. Students schedule time for one-on-one review of their work with a Michigan Legal Practice professor, who specializes in legal writing and research.

• Type: Macl Program

This course will introduce students to the corporate governance and finance and capital market laws and best practices of various jurisdictions and to the role of international economy and politics in those areas through readings and analysis of relevant materials, including empirical studies on the corporate ownership and capital market structure.

The course will begin with an introduction to corporate governance in general and comparative corporate governance in particular as a new discipline of legal scholarship in the United States and in other countries. Students will study the current state of comparative corporate governance research by examining law review articles and other academic materials, as well as documents drawn from the actual practice of corporate governance and finance. The convergence in corporate governance discussions will be the focus of this part of the course, and the various approaches of the contemporary corporate governance theories will be reviewed.

Then, the class will study theory and practice of cross-listing and cross-border mergers and acquisitions to understand the two major forces of global convergence of corporate governance and finance. The class will cover the issues of international regulatory competition and arbitrage, cross-listing and bonding hypothesis, and international implications of the US Sarbanes-Oxley Act and Dodd-Frank Act. The role of the global investment banking institutions and investment professionals in corporate governance and finance will also be discussed with some illustrative cases on cross-border mergers and acquisitions and reincorporation, including Gucci, Vodafone, ArcelorMittal, News Corporation, and DaimlerChrysler.

After that, the instructor will draw introductory studies on corporate governance from Germany, Switzerland, Sweden, Russia, China, Japan and Korea, and explore with the students how and why the respective corporate and securities laws of these countries are converging with those of the United States. The class will also look into corporate governance of some representative international companies in those jurisdictions, including Volkswagen, Gazprom and Novartis, and family-controlled public companies in those jurisdictions, including Porsche, BMW, Wallenberg Group, Hyundai Motor and Samsung Group.

In addition, the course will address corporate environmental and social responsibilities through studying such recent cases as Papa Johns, Korean Air, and Darden Restaurants, and analyzing stewardship codes around the world and their impacts on the shareholders' meeting, and evaluating BlackRock's new ESG policy statement. With that the course concludes discussing the role of corporate governance in social developments in emerging jurisdictions.

• Type: Macl Program

The Research Colloquium provides support and enrichment for the MACL writing requirement. Curricular components include instruction on writing style, paper structure, and research resources. Much of the course is conducted as a workshop, in which students present abstracts of their independent writing projects and receive constructive feedback from their classmates and professors.

• Type: Macl Program

This course is geared to successful mid-career legal professionals who are interested in gaining advanced knowledge of new and important corporate law issues arising in the US and their implications for global legal practice. We begin with a brief overview of the standard concerns of corporate law and corporate liability, the typical forms of business organization, creditor protection, and some accounting and financial concepts. We then explore regulation of the voting processes and structures under US corporate law. This includes discussion of judicial attempts to curtail manipulative voting practices as well as relatively recent developments, such as shareholder activism and the drive toward long term sustainable value being espoused by many of the world's largest asset managers. This has implications for global corporate legal practice, which we begin to sketch out. We follow this with a discussion of the typical fiduciary duties in corporate law -- the duties of loyalty and care. We explore how the US is similar, and different, to other parts of the world with respect to these duties. This will also involve discussion of corporate, managerial, and directorial responsibility for preventing and/or responding to corporate wrongdoing and criminality. We explore corporate criminal liability, the growth of compliance and the rise of internal investigations and the implications -- both legal and ethical -- for corporate lawyers in the US and across the globe. We round out the course with a few special topics.

• Type: Macl Program

This course focuses on the role of law and lawyers in the evaluation, design and implementation of corporate acquisitive transactions, including mergers, asset sales, and stock sales. Primary attention will be devoted to corporate law issues relevant to mergers and acquisitions (both statutory and case laws) and important forms of private ordering, such as the allocation of risks through the acquisition agreement. We will also analyze relevant accounting, finance, tax, and international issues.

• Type: Macl Program

In the 1L Advocacy Clinic, first-year law students, under the supervision of an experienced attorney, receive course credit to develop a wide variety of real-world advocacy skills, including investigation, interviewing, legal research and writing, and oral advocacy, while helping the community in significant and meaningful ways.

The 1L Advocacy Clinic is the only clinic at the University of Michigan Law School -and among the only law clinics in the country- offering first-year law students the opportunity to handle cases.

Our students receive course credit to handle actual cases under the supervision of experienced attorneys. We provide not only a practical experience for students to develop real-world advocacy skills, but also an opportunity for them to engage their community in significant ways.

First-year students serve as guardians ad litem for children involved in custody matters before Michigan Circuit Court judges. Students investigate cases thoroughly, apply statutory criteria to formulate recommendations for the court, write and submit reports for the court, and defend those reports in live hearings.

• Type: Clinic

In the 1L Advocacy Clinic, first-year law students, under the supervision of an experienced attorney, receive course credit to develop a wide variety of real-world advocacy skills, including investigation, interviewing, legal research and writing, and oral advocacy, while helping the community in significant and meaningful ways.

The 1L Advocacy Clinic is the only clinic at the University of Michigan Law School -and among the only law clinics in the country- offering first-year law students the opportunity to handle cases.

Our students receive course credit to handle actual cases under the supervision of experienced attorneys. We provide not only a practical experience for students to develop real-world advocacy skills, but also an opportunity for them to engage their community in significant ways.

First-year students serve as guardians ad litem for children involved in custody matters before Michigan Circuit Court judges. Students investigate cases thoroughly, apply statutory criteria to formulate recommendations for the court, write and submit reports for the court, and defend those reports in live hearings.

• 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

This course includes a thorough examination of the legal framework--constitutional, statutory, and common law--that empowers and constrains a wide range of federal administrative agencies. We will also look at the ways agencies themselves make law through rulemaking and adjudicate cases, and cover a range of other topics, including agency due process, adjudication in agencies, limitations on judicial review, standing, and finality. We will also engage issues of current concern, including presidential control of agencies and so-called e-government. This course is for students who have not taken Law 569, Legislation and Regulation.

• Type: Upper Class

This class will delve into narrative and storytelling as a method of persuasion. Drawing on the theory and science of narrative and persuasion, we will analyze examples from legal writing, fiction, and non-fiction sources. Students will develop the ability to identify the components of a compelling story, craft arguments that tell their client's story for different audiences, integrate storytelling with traditional methods of legal argument, and recognize ethical considerations involved in using storytelling as a persuasive strategy. Students will draft multiple legal documents using the skills covered in the class.

• Type: Practice Simulation

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

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