McGeorge School of Law

Curriculum Mapping — Question 7

 

Cultural Competence: Demonstrate the ability to understand, collaborate, and engage with people of diverse backgrounds and experiences in a variety of legal settings and contexts

 

Course 7(a). How you think the following Program Learning Outcome is addressed in your course.  7(b): Describe the assessment methods used to evaluate this Program Learning Outcome in your course (rubric, paper, exam, multiple choice, presentation, portfolio, capstone project, etc.)
Business Associations Introduced Intense simulations and continuous assessment of class participation, selective assessment in one exam essay.
Business Associations Introduced Students work in groups on a number of projects -- no formal measurement
Civil Procedure Developed reflections, memos, presentation, case work.
Clinics Introduced presentation and evaluation of small group work
Constitutional Law Not Applicable  
Contracts Introduced Selective simulations and assessment of classroom participation.
Contracts Introduced Group work, class discussion, care in choosing appropriate powerpoint slides, acknowledging racial issues in criminal law, adjusting questions to include a variety of couple-types and using inclusive naming
Criminal Law Introduced Criminal Law often leads to discussion of racial disparity in enforcement -- no formal measurement
Criminal Law Introduced No formal assessment but often students work in groups on in-class projects 
Criminal Procedure Introduced The GLS book, which is used by all GLS sections, introduces cross-cultural competence as a core lawyering skill. Students are not currently being measured for this skill other than through professionalism points, but it does seem as though a professionalism and cross-cultural competence rubric could be created to measure this outcome.
GLS I Developed Students attend court hearings in the fall and spring semester. They work in groups on research, mediation, and settlement drafting. All of these opportunities give them a chance to observe and participate in group activity. We do assess their mediation although it is not graded. Their collaboration and engagement is also part of their professionalism points. Finally, they are placed in the role of the attorney for a client and they have the telephone counseling exercise where we assess their ability to talk to someone of a different background. They then write an email to their client and counsel the person about appeal. Their tone and professionalism is measured as well as their awareness of the client's position.
GLS II Introduced Topic: Cultural Competency    Learning Outcomes:    Understand the value of developing cultural competence in order to provide effective advocacy for a diversifying population to ensure meaningful access to justice.      (Assessed through graded individual and team multiple choice quizzes and graded team peer assessment.)
Legal Profession Not Applicable  
PASS I Not Applicable  
PASS II Introduced Through the use of student preparation for class, class lecture, regular quizzes, the final essay exam,  and the MPRE, students are introduced to the need and ability to understand, collaborate and engage with people (clients and others) of diverse backgrounds and experiences.
Professional Responsibility Developed Class
Property Introduced No systematic method
Property Not Applicable  
Remedies Introduced presentation and evaluation of small group work
Remedies Response Open-Ended Response
Statutes & Regulations Not Applicable  
Torts Developed Class discussions, mandatory study groups, small group exercises 
Torts Introduced It’s revealed to me and others by how they act and speak but we don’t formally assess it
Wills & Trusts Developed Class; Class Projects
Wills & Trusts Developed No systematic method