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TAKING IT BACK TO THE FUTURE: BEST TEACHING PRACTICES FROM A 20TH CENTURY LAW PROFESSOR FOR THE 21ST CENTURY UNDERGRADUATE LAW STUDENT
No full textThe evolving landscape of legal education demands a reimagined approach to teaching, particularly as law professors transition from 20th century teaching methods to engage with 21st century Generation Z (Gen Z) students. This article explores the intersection of traditional and modern pedagogical tools to enhance the undergraduate law student’s learning experience. This Article discusses that while Gen Z students are increasingly familiar with technology and interactive learning, they may lack the foundational understanding of humanities-based subjects such as history, philosophy, and composition that traditionally prepared students for law school. By blending these traditional subjects with engaging educational technologies, law professors can cultivate a well-rounded, flexible student capable of thriving in both law school and the legal profession. This Article also examines the growing diversity of law school applicants, with increasing enrollment across various ethnic groups, and discusses how undergraduate law programs are becoming more rigorous and specialized. The proposed roadmap for law professors includes identifying diverse teaching methods, incorporating interactive strategies, and integrating technological tools with experiential learning to create a comprehensive educational approach. The outcome is a dynamic learning environment that prepares Gen Z students for the challenges of legal education and the professional legal field
Standing on Slippery Ground: PFAS Products, Article III Standing, and the Case for Legislative Action
No full textCan implementing a new statute fix the standing obstacle that many cases involving per- and polyfluoroalkyl substances (PFAS) face? PFAS are a classification of thousands of common chemicals that cause a variety of adverse health effects. Hardwick v. 3M Co. highlighted the issue plaintiffs have with establishing standing when bringing forth a case. The plaintiff’s alleged injury was the presence of five specific PFAS in his bloodwork. The 6 th Circuit Court of Appeals held that the plaintiff, a firefighter who often used PFAS-contaminated foam, was unable to demonstrate that the defendants, several PFAS manufacturers, were responsible for the PFAS in his blood. In other cases, individual plaintiffs have brought claims relating to specific products containing PFAS. These cases have had varying degrees of success in establishing Article III standing. The Court for the Eastern District of New York in Winans v. Ornua Foods N. Am. Inc. found standing under the price premium theory when a plaintiff alleged PFAS migrated from the packaging into the butter they purchased. Meanwhile, the Southern District of New York in Hicks v. L’Oréal U.S.A., Inc., rejected the plaintiff’s price premium claim, finding no injury-in-fact because the plaintiffs could not prove the specific individual mascara they purchased contained PFAS.
As the public becomes more aware of the harm PFAS causes, more individuals are bringing suits for PFAS-contaminated products. This Note will examine various strategies for bringing PFAS contamination claims and evaluate each strategy’s effectiveness in establishing standing. Further, this Note will argue that a statute is needed to allow plaintiffs to have consistent standing for these cases. This statute would establish a limit on the amount of PFAS permissible in a product. A violation of this statute would provide a sufficient way for a plaintiff to show standing for their claim. Additionally, this statute would articulate a clear means for product testing to show a particular product is in violation of the statute. Finally, this statute would include a straightforward framework for a court to provide relief. The fact that courts cannot agree, even within the same district, highlights the need for such a statute
Campus Center
No full textView of the entrance to the St. Germain Campus Center.https://digitalcommons.law.wne.edu/ua_buildings/1259/thumbnail.jp
Campus Center
No full textSenior Mary Stochaj (left) looks at 3 year old Kara Paglione (right) at the arts and crafts station at the Family Fun Fest.https://digitalcommons.law.wne.edu/ua_buildings/1276/thumbnail.jp
Campus Center
No full textStudents stand in line for food from the Grill Works station in the St. Germain Campus Center.https://digitalcommons.law.wne.edu/ua_buildings/1294/thumbnail.jp
Campus Center
No full textFour students are at the entrance to the St. Germain Campus Center. A man and a woman walk down the steps of the Campus Center. A student wearing a red hat sits on the steps and flips through the pages of a book. Another woman in a striped shirt also walks away from the Campus Center.https://digitalcommons.law.wne.edu/ua_buildings/1305/thumbnail.jp
Campus Center Dining Hall
No full textStudents stand at the serving line in the dining hall of the St. Germain Campus Center.https://digitalcommons.law.wne.edu/ua_buildings/1308/thumbnail.jp
Campus Center Dining Hall
No full textThree male students sit at a table in the dining hall of the St. Germain Campus Center. The man to the left drinks from a cup and holds a cigarette. The other two men read newspapers.https://digitalcommons.law.wne.edu/ua_buildings/1311/thumbnail.jp
Campus Center Renovations
No full textTwo men look over the blueprints for the Campus Center addition.https://digitalcommons.law.wne.edu/ua_buildings/1322/thumbnail.jp
Churchill Hall
No full textA students walks into Churchill Hall. Another person walks near the building.https://digitalcommons.law.wne.edu/ua_buildings/1372/thumbnail.jp