Browsing by Author "Adams, Cynthia"

Now showing 1 - 7 of 7
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    Developing a Statewide Research Compendium: Key Points and Steps for Success
    (Slack, 2022-03) Embree, Jennifer L.; Lyons, Deborah J.; Adams, Cynthia; Heinzman, Susanne; Oetting, Stephanie; Swenty, Connie; School of Nursing
    Engaging clinical nurses in nursing research requires value for the nurses and a structured process. One way to involve nurses in research is through development of a research compendium. A professional development specialist can lead the creation of a research compendium. Identifying key stakeholders, developing a technologic infrastructure, piloting the compendium, gaining feedback, and identifying outcomes that will be evaluated are key.
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    Incorporating Transactional Skills Training into First-Year Doctrinal Courses
    (2009) Adams, Cynthia; Kunz, Christina L.; Stark, Debra Pogrund; Neumann, Richard K. Jr.
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    The Move Toward Using Plain Legal Language
    (American Bar Association, 2016) Adams, Cynthia; Robert H. McKinley School of Law
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    Online Learning and Transactional Skills Courses
    (2016) Adams, Cynthia; Hammond, Celeste; Harding, Virginia
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    Trusts and Descendents' Estates
    (1999) Adams, Cynthia
    Some interesting developments took place in the areas of trusts and estates during this survey period. The most notable decisions and legislation are discussed in the following sections, covering decedents' estates, inheritance tax, trusts, powers of appointment, and guardianships.
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    Upward! Higher: How a Law Faculty Stays Ahead of the Curve
    (2018) Adams, Cynthia; Baker, Cynthia; Boyne, Shawn; Huffman, Max; Klein, Andrew; Ryznar, Margaret; Shope, Mark; Sullivan, Frank
    Full-time and part-time faculty of the IUMcKinney School ofLaw convened together with campus and university partners from the IUPUI Center for Teaching and Learning and Indiana University e-Learning Design and Services for the second annual "Upward!" teaching symposium at the beginning ofFall Semester 2017. The two-day gathering involved panel discussions on topics including online teaching, online course design, teaching externships, designing lessons for the law school's active learning classrooms, teaching international students, and teaching with an eye to the bar exam. Participants enjoyed afield trip to IUPUI campus offices supporting the university's teaching mission, including the Center for Teaching and Learning and the recording studio. Panelists contributed to this joint publication, which includes sole- or joint- authored submissions by Professors Adams, Baker, Boyne, Huffinan, Ryznar, Shope, and Sullivan; an introduction by Dean Klein and Professor Huffman; and reactions to the primary papers. These submissions reflect a variety ofscholarly methods, drawing from empirical study, anecdotal observation, and theoretical analysis. The written submissions from Upward! combine to relate a story of law school curricular, student body, and course design that responds to the changing needs and realities of the profession and student demand. The Introduction by Dean Klein and Professor Huffinan explains that design is a combination of top- down direction and bottom-up faculty-led innovation. As law schools continue to cope with uncertainties, including a changing regulatory environment, and resource constraints, the McKinney model offers an approach to purposeful change.
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    Yes, You Can!: Course Collaboration for a Richer Learning Experience and Institutional Change
    (Office of the Vice Chancellor for Research, 2011-04-08) Hagan, Carrie A.; Adams, Cynthia
    The authors’ poster will report on their collaboration efforts, using experiential learning to enrich their respective curriculums and their respective students’ learning experiences. This collaboration is a major step towards effecting critically needed institutional change. For decades law school faculty have been engaged in an ongoing debate about whether theoretical, casebook courses are more important than clinical skills-building courses. Even within the clinical ranks we hear debates about the relative importance of clinical/experiential courses versus legal writing/simulated drafting courses. The fact is that all these experiences are essential to a law student’s education. Many, if not most, law faculty see the merit for each type of learning experience. However, because faculty are concerned that collaboration might infringe on their academic freedom or perhaps adversely affect their faculty status, their teaching efforts remain highly individualized. Students, though, are suffering from this compartmentalized approach to learning. First, they can encounter difficulties transferring the lessons learned in a course to either a real world situation or even another course. For example, students often have a difficult time transferring the motion or brief writing skills learned in a legal writing course to a clinical experience where they are drafting motions and briefs on behalf of clients. Second, because clinical skills-building courses are expensive, there is a tendency to offer fewer of these courses or fewer experiences. The more law schools can provide clinical skills-building opportunities to students and the more schools can provide different settings to reinforce these skills, the more prepared our law students will be for law practice upon graduation. The way to provide these additional experiences without breaking the budget is to provide collaborative experiences between courses. The authors have discovered that you can create a relatively low-key, low-prep collaboration while still respecting each collaborator’s autonomy and academic freedom. There are numerous benefits to this type of collaboration. The collaborators gain a new level of understanding and appreciation for what is going on in other courses. Also, collaborators can come away from the experience with fresh ideas for their own curriculum and inject new life in their courses. But, most importantly, the students benefit from the additional experience. The authors have joined together to create collaborative opportunities between their law school’s civil practice clinic and a brief drafting course. Prior to collaboration, both authors met to discuss their students’ respective needs and shared the pedagogy, goals, syllabi, and lesson plans for the respective courses. By sharing this information, the authors developed ways to incorporate new experiential learning opportunities for both sets of students in different contexts. For example, the brief-writing students work on issues commonly faced by the clinic students (e.g., child custody modification); the brief-writing students will also visit courts to observe proceedings. This experience gives the brief-writing students a sense of how issues addressed in their briefs have real world application. In turn, the clinic students will be judging the brief-writing students’ oral arguments. This experience, giving clinic students an opportunity to experience the other side of the bench gives them insight into ways to effectively advocate their own clients’ cases. The two best briefs from the brief-writing course that focus on issues often addressed in clinic cases will be placed on file in the clinic so that future clinic students will have access to these briefs to help jump-start their understanding of these issues and the law. The poster will illustrate the steps to partnering, report on the authors’ own collaborative experience, include recommendations on implementing this approach in other courses, and show how this type of collaboration can create positive outcomes for faculty and students, and facilitate institutional change.