81 U. Det. Mercy L. Rev. 1 (2003-2004)
Employing Active-Learning Techniques and Metacognition in Law School: Shifting Energy from Professor to Student

handle is hein.journals/udetmr81 and id is 43 raw text is: ARTICLE
Employing Active-Learning Techniques
and Metacognition in Law School: Shifting
Energy from Professor to Student
ROBIN A. BOYLE*
Teaching a law school class, whether it is doctrinal or skills-
based, can be a tiring experience. At the conclusion of class, law
professors often experience fatigue, partly from coming to a calm
after being on-stage and partly from expending excessive energy
lecturing or engaging students with the Socratic method.        Law
professors who are exhausted after a sixty or ninety-minute class,
while their students sit passively except for random one-on-one
questioning, are overworking. Chances are the majority of the
students are under-performing because they are probably similar in
their learning-style to students at other law schools, who do not learn
best by either lecture or the Socratic method. In addition to St.
John's University School of Law, New York Law School and Albany
Law School have assessed the learning styles of their students by using
the same instrument, the Productivity Environmental Preference
Survey (PEPS).' (The PEPS is discussed infra Section II B.) The
*   Robin A. Boyle, J.D., Assistant Legal Writing Professor, St. John's University
School of Law since 1994 and certified as a learning-styles trainer, welcomes
comments and questions about active learning: boyler@stjohns.edu. Teaching
Assistants Peter Le Piane, Nicole Mastropieri, Teri Ann Puliafico and Luciana Reali
were particularly helpful in creating some of the active learning techniques
described in Part III, as well as in finding sources and in proofreading the
manuscript. Professor Boyle's module colleagues, Professors Ettie Ward and Akilah
Folami, were generous with their time and supportive of the active learning
techniques in the Introduction to Law and the Legal Profession course. Paul Skip
Laisure, Esq., her husband, and Dr. Rita Dunn provided helpful editorial assistance
and encouragement. Reference Librarian Barbara Traub was particularly helpful by
responding to her inter-library loan requests with thoroughness and speed.
1. Joanne Ingham, Ed.D., Institutional Research Specialist, Address at Faculty
Scholarship Luncheon, A Meeting of the Minds? Learning Styles of Law School
Faculty and First Year Law Students (Dec. 3, 2002) (copy of materials on file with
New York Law School). For information regarding the diversity of Albany Law
School students, contact Elaine Mills, Assoc. Lawyering Prof.

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