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1 Document N: Course and Program Development: IMPACT AND APPROVAL SIGNATURES See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: 0LAw QMSB CONTACT NAME: Cheryl Cudzilo QCAS PHONE: 4457 QCPA DEPARTMENT/DIVISION: Law DATE PREPARED: 9/4/11 PROPOSED SEMESTER OF IMPLEMENTATION: Qfall 0spring YEAR: 2012 TYPE OF ACTION: LEVEL OF (new) 0 noncredit 0 deactivate 0 undergraduate 0 0 other Oother ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): 0 COURSE ACTIONS Q PROGRAM ACTIONS Original Subject Code/Course Number: Original Program Title: LAW 827A Original Course Title: Families, Law, and Literature Select one or multiple actions from one of the lists below (review the list of necessary documents and signatures): Experimental Course 10. Program Requirements 2. Course Title lla. Undergraduate Specialization (24 credits or fewer) 3. Course Credits llb. Master's Specialization (12 credits or fewer) 4. Course Number llc. Doctoral Specialization (18 credits or fewer) 5. Course Level 12. Minor (add or delete) 6. Pre- and Co-Requisite 13. Closed Site Program 7. Course Description 14. Program Suspension.{ 8. New Course 15. Program Reactivation 9. Deactivate Course 16a. Certificate Program (UG/G) exclusively within existing degree program 22.0ther 16b. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other ADDITIONAL DOCUMENTATION (check all appropriate boxes of documents included; review the list of necessary documents): ~ summary proposal (0) lll course definition document (P) l:l full five-page MHEC proposal (Q) l:l financial tables {MHEC) {R) l:l other documents as may be required by MHEC/USM {S) l:l other (T) Summer2010 1

2 IMPACT REVIEW (review the list of necessarv signatures): Impacted Entity Signature Date a. Library l:l no impact b.ots l:l no impact l:l impact statement attached l:l impact statement attached c. University Relations l:l no impact l:l impact statement attached d. Admissions l:l no impact e. Records l:l no impact l:l impact statement attached l:l impact statement attached APPROVAL SEQUENCE (review the list ofnecessarv signatures): Approvallevel Signature Date A. Department/Division (Chair) B. General Education (for No.7, 8) C. Final Faculty Review Body Within Each School (Chair) D. Dean E. University Faculty Senate (Chair) F. University Council (Chair) 1 G. Provost and Senior Vice President for Academic Affairs H. President I. Board of Regents (notification only) J. Board of Regents (approval) K. MHEC (notification only) L. MHEC (approval) M. Middle States Association notification Required only if the University's mission is changed by the action 1 University Council review (for recommendation to the president or back to the provost) shall be limited to curricular or academic policy issues that may potentially affect the University's mission and strategic planning, or have a significant impact on the generation or allocation of its financial resources. Summer

3 Document 0: Course and Program Development: SUMMARY PROPOSAL See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: 0LAw QMSB QCAS QCPA CONTACT NAME: Cheryl Cudzilo PHONE: 4457 DEPARTMENT/DIVISION: Law DATE PREPARED: 9/4/11 PROPOSED SEMESTER OF IMPLEMENTATION: Qtall 0spring YEAR: 2012 ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): (!) COURSE ACTIONS Q PROGRAM ACTIONS Original Subject Code/Course Number: Original Program Title: LAW 827A Original Course Title: Families, Law, and Literature Select one or multiple actions from one of the lists below (review the list ofnecessarv documents and signatures): w.r ' 1. Experimental Course 10. Program Requirements 2. Course Title lla. Undergraduate Specialization (24 credits or fewer) 3. Course Credits llb. Master's Specialization (12 credits or fewer) 4. Course Number llc. Doctoral Specialization (18 credits or fewer) 5. Course Level 12. Minor (add or delete) 6. Pre- and Co-Requisite 13. Closed Site Program 7. Course Description 14. Program Suspension 8. New Course 15. Program Reactivation ' 9. Deactivate Course 16a. Certificate Program (UG/G) exclusively within existing degree program 22. Other 16b. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other For changes to existing courses: OLD TITLE SUBJECT CODE/COURSE NO. CREDITS NEW TITLE SUBJECT CODE/COURSE NO. CREDITS Summer

4 DESCRIBE THE REQUESTED COURSE/PROGRAM ACTION (additional pages may be attached if necessary): Addition of a new course: Families, Law, and Literature SET FORTH THE RATIONALE FOR THIS PROPOSAL: Adding this course will augment the family law curriculum and will offer students a course that prepares them for effective client representation. Summer

5 DOCUMENT P: COURSE DEFINITION See Course and Program Development Policy and Procedures { for instructions. 1. DATE PREPARED September 4, PREPARED BY Judith D. Moran 3. DEPARTMENT/DIVISION School of Law 4. COURSE NUMBER(S) with SUBJECT CODE(S) LAW827A 5. COURSE TITLE Families, Law, and Literature 6. CREDIT HOURS Two 7. CATALOG DESCRIPTION The relationship between law and literature is founded on the notion that an understanding of stories-how they are constructed and told-is beneficial to lawyers in their representation of clients. Clients' stories lie at the heart of a legal case and effective lawyering involves using these narratives to the client's best advantage. The most recent versions of law and literature courses include the teaching of close reading and reflective writing skills-tools utilized in narrative studies. These methods have the potential to enrich and enliven the attorney-client relationship with empathetic understanding, promote ethical decision making, develop in the student a professional voice and identity, and advance strategies for legal advocacy. The process of close reading and reflective writing enlarges the imagination and expands possibilities of perception both with respect to oneself and to others. In doing so, it creates for law students a way to think about themselves in relation to their clients and their clients' predicaments in fresh ways. This course will involve the study of narrative accounts of children and families (novels, memoirs and essays) using close reading and reflective writing methods to facilitate the examination of these texts as they relate to lawyering. In addition to class discussions of the assigned reading materials, students will practice in class reflective writing involving exercises based upon the reading material. Grades will depend upon the extent and quality of class participation, a brief midterm paper, and a final paper. 8. PREREQUISITES Summer 2010

6 Family Law 9. COURSE PURPOSE (how the course is to be used in the curriculum; e.g., required for the major, elective, etc.) The course is to be used as an elective and will count toward the Family Law Concentration. 10. GENERAL EDUCATION AREA (if applicable; e.g., social sciences, humanities, mathematics, etc.) Law 11. COURSE TYPE/COMPONENT (clinical, continuance, discussion, field studies, independent study, laboratory, lecture, practicum, research, seminar, supervision, thesis research, tutorial or workshop; this must match PeopleSoft 9.0 coding, so check with your dean's office if you are unsure of the correct entry) Lecture 12. FACUL TV QUALIFIED TO TEACH COURSE Family Law faculty 13. CONTENT OUTLINE See attached syllabus 14. LEARNING GOALS To cultivate a sense of empathy for clients To sharpen advocacy skills To promote self-awareness with respect to client representation To promote creative problem-solving with respect to client representation To enhance a sense of the lawyer's professional role To facilitate moral and ethical development in professional practice To enhance writing and analytical skills 15. ASSESSMENT STRATEGIES The student's performance will be assessed based upon the quality and the quantity of participation in class discussions, which will involve critical analysis of the assigned texts and their relevance to family law practice. This aspect of the course will account for two-thirds of the course grade. Additionally, students will be required to submit a midterm paper (1,200 words) and a final paper (2,500 words). The papers will comprise one-third of the grade for the course. 16. SUGGESTED TEXT(S) and MATERIALS (e.g. textbooks, equipment, software, etc., that students must purchase) JEROME BRUNER, MAKING STORIES, LAW, LITERATURE, LIFE (2002). FRANK CONROY, STOP TIME (1967). Summer 2010

7 FRANK CONROY, Father in DOGS BARK, BUT THE CARAVAN ROLLS ON, 0BSERV A TIONS THEN AND NOW (2002). FRANCINE COURNOS, CITY OF ONE (2000). Claire Keegan, Foster, THE NEW YORKER (Feb. 15th and 22"d 2010). PERRI KLASS, Baby Talk in A NOT ENTIRELY BENIGN PROCEDURE: FOUR YEARS As A MEDICAL STUDENT (1987). ADRIAN NICOLE LEBLANC, RANDOM FAMILY (2003). Janet Malcolm, A Reporter at Large, lphigenia in Forest Hills, THE NEw YORKER May 3, WILLIAM MAXWELL, So LONG, SEE You TOMORROW (1980). TONI MORRISON, THE BLUEST EYE (1970). 17. SPECIAL GRADING OPTIONS (if applicable) Not Applicable 18. SUGGESTED CLASS SIZE Eighteen 19. LAB FEES (if applicable) Not Applicable Summer 2010

8 Judith D. Moran COURSE OUTLINE FAMILIES, LAW, AND LITERATURE UNIVERSITY OF BALTIMORE SCHOOL OF LAW SYLLABUS: SPRING 2012 This course will promote through the study of stories of families and children effective lawyering skills in the family law context. These skills involve the capacity to empathize with clients and their predicaments, to make ethical decisions, and to fashion creative approaches to legal representation. We will examine the assigned readings with an eye to discovering the elements of narrative construction: point of view, setting, timeframe, plot, and character development. In doing so, we will make use of and practice close reading and reflective writing techniques. Close reading of literary texts makes possible a way of thinking about narratives and their utility in understanding clients and developing strategies to represent them well. Reflective writing promotes self-awareness, thereby enabling access to one's experience as a lawyer-its challenges and rewards. Together, close reading and reflective writing enrich the imagination and expand possibilities for perception. It is a way for you, the student lawyer, to think about your clients, their circumstances, and their relation to you in fresh ways. The course requirements include participation in class discussions and in non-graded, in-class writing exercises related to the assigned readings. Additionally, students are required to write two papers-a midterm and a final paper. The midterm paper should be a 1,200 word analysis of a passage from a text that we have examined in class, which focuses on one of the narrative techniques mentioned above-how it is used to depict family dynamics and its effect on you, the reader. The final paper should set forth in 2,500 words your reflections on the course-the extent of its influence on how you will interact with and represent your clients with specific mention of how the readings we have considered during the semester have advanced these aspects of lawyering. Class participation will account for two-thirds of the final grade and the papers will comprise the remaining one-third of the grade calculation. REQUIRED TEXTS JEROME BRUNER, MAKING STORIES, LAW, LITERATURE, LIFE (2002). FRANK CONROY, STOP TIME (1967). FRANK CONROY, Father in DOGS BARK, BUT THE CARAVAN ROLLS ON, OBSERVATIONS THEN AND Now (2002). Moran 1

9 ~ FRANCINE COURNOS, CITY OF ONE (2000). Claire Keegan, Foster, THE NEW YORKER, Feb. 15 & 22,2010. PERRI KLASS, Baby Talk in A NOT ENTIRELY BENIGN PROCEDURE: FOUR YEARS As A MEDICAL STUDENT (1987). ADRIAN NICOLE LEBLANC, RANDOM FAMILY (2003). Janet Malcolm, A Reporter at Large, Iphigenia in Forest Hills, THE NEW YORKER, May 3, WILLIAM MAXWELL, So LONG, SEE You TOMORROW (1980). TONI MORRISON, THE BLUEST EYE (1970). SCHEDULE OF CLASSES I COURSE INTRODUCTION (CLASS 1) The Capacity o(narratives to Inform Legal Practice Texts: MAKING STORIES, LAW, LITERATURE, LIFE A Reporter at Large, Iphigenia in Forest Hills II LITERATURE AND THE ART OF LAWYERING (CLASSES 2 AND 3) The Dynamics o(the Attorney-Client Relationship: Listening to Clients ' Stories Text: Baby Talk Using Narratives to Inform Professional Practice: A Conversation with Professors Rita Charon and Maura Spiegel (Faculty, Master of Science Program in Narrative Medicine, Columbia University) III EXPLORING THE CLIENT'S PERSPECTIVE: ACCOUNTS OFF AMILIES AND CHILDREN (CLASSES 4 THROUGH 13) A Memoir of Growing Up in Foster Care (CLASSES 4 AND 5] Text: CITY OF ONE Moran 2

10 A Fictional Account o(life as a Foster Child [CLASS 6] Text: Foster A Memoir of Childhood [CLASSES 7 AND 8] Text: STOP TIME Musings on Fatherhood [CLASS 9] Text: Father Family: An Alternative Construction [CLASSES 10 AND 11] Text: RANDOM FAMILY Fictional Accounts of Childhood [CLASSES 12 AND 13] Texts: So LONG, SEE You TOMORROW THE BLUEST EYE IV REFLECTIONS [CLASS 14] 3

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