ERIC Number: EJ1246554
Record Type: Journal
Publication Date: 2020
Pages: 33
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0896-5811
EISSN: N/A
From Remembering to Analyzing: Using Mini Mock Arguments to Deepen Understanding and Increase Engagement
Youngman, Julie Furr
Journal of Legal Studies Education, v37 n1 p53-85 Win 2020
This article proposes a mock oral argument exercise that can be used periodically throughout the semester to enliven undergraduate business law classrooms and guide students to higher-ordered learning and deeper understanding: pairing students to argue the two sides of actual court cases that illustrate class topics, with the remainder of the class serving as jurors. The exercise has been successfully implemented as a means of actively involving the entire class in a discussion of legal principles and giving each student a stake in the outcome of the debate, in a way that both implements education theory and satisfies business school accreditation standards. It describes a less formal exercise in which two students make short arguments in the style of a brief closing argument at trial, based on an abbreviated summary of the key facts from an actual case, applying legal principles described in the assigned reading for the day, with the remaining students serving as jurors, as a means of involving the entire class in the discussion of an illustrative application of a legal principle to a set of facts.
Descriptors: Law Related Education, Business Administration Education, Persuasive Discourse, Undergraduate Students, Learner Engagement, Class Activities, Thinking Skills
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A