Lisa Lerman | The Catholic University of America (original) (raw)
Papers by Lisa Lerman
Women's Rights Law Reporter, 1980
Seattle: Washington Law Review, University of Washington School of Law, Jun 1, 2013
Case Studies in Family Violence, 1991
Page 107. 5 Legal Issues in Violence toward Adults Lisa G. Lerman and Naomi R. Cahn Introduction ... more Page 107. 5 Legal Issues in Violence toward Adults Lisa G. Lerman and Naomi R. Cahn Introduction Until the 1970s, family violence was largely ignored by the police, lawyers, judges, and legislators. Law enforcement officials ...
Covering all of the essential issues and topics, Ethical Problems in the Practice of Law, Fourth ... more Covering all of the essential issues and topics, Ethical Problems in the Practice of Law, Fourth Edition, offers straightforward exposition and a combination of principal cases and real-case problems that generate lively class discussion and encourage strategic analysis.https://scholarship.law.edu/fac_books/1108/thumbnail.jp
What follows is an edited transcript of a session at the 1995 Annual Meeting of the Association o... more What follows is an edited transcript of a session at the 1995 Annual Meeting of the Association of American Law Schools, held in New Orleans, Louisiana, January 7, 1995. The meeting was a joint plenary session of the AALS Section on Professional Responsibility and the Section on Clinical Legal Education. The meeting was planned and the role plays were written by Professors Margaret Martin Barry and Lisa Lerman of The Catholic University of America and Professor Homer La Rue of Howard University. The purpose of the program was to foster interaction among teachers of professional responsibility and clinical teachers about issues that arise in both clinical and non-clinical teaching. As Professor Sandy Ogilvy of Catholic University said in introducing the session, the planners wanted to bring together the perspective on the profession of the professional responsibility teachers, with the expertise in teaching methodology of the clinicians, with the thought that each group would be inte...
Since I started teaching in the early 1980s, students have come to me for advice or moral support... more Since I started teaching in the early 1980s, students have come to me for advice or moral support about problems in law school. Some of the problems have involved health issues, family crises, study skills, or learning styles. But sometimes "the problem" has involved another professor's behavior toward the student. As a novice law teacher, I started hearing about problems that I did not know how to solve.1 One early example involved a female law student
Garbage collectors, milkmen, and housepainters do business in the private homes of their customer... more Garbage collectors, milkmen, and housepainters do business in the private homes of their customers; the absence of a "place" of business provides no conceptual basis for exempting these public services from coverage under the discrimination laws. 9. See note 376 infra.
The author gratefully acknowledges the assistance of Marilyn Taylor-Berry of the Center for Appli... more The author gratefully acknowledges the assistance of Marilyn Taylor-Berry of the Center for Applied Legal Studies, whose skills as a word processor made possible the development and completion of this Article; Philip Schrag, Mary Procida, and Judy Miles for thoughtful editorial comments on various drafts; and my co-teachers Jane Aiken and David Koplow, for their patience during the production of this Article. 'At the Antioch School of Law Women's Rights Clinic, I supervised students representing women with a variety of legal problems. The majority of our cases focused on obtaining protection from domestic violence for our clients. Mrs. Carson's name and a few facts were altered in this Article, to protect her privacy, and to avoid any impact on her physical safety. She was represented by the Clinic during part of 1982. This account reflects Mrs. Carson's and my recollection of the events during that period. 2 The Center is the major intake arm of the Washington, D.C. municipal court system for cases labelled "minor disputes." The Complaint Center processes thousands of cases each year. 3 1n 1980, 9889 people filed abuse complaints with the Center about family members,
The purpose of the program was to foster interaction among teachers of professional responsibilit... more The purpose of the program was to foster interaction among teachers of professional responsibility and clinical teachers about issues that arise in both clinical and non-clinical teaching. As Professor Sandy Ogilvy of Catholic University said in introducing the session, the planners wanted ((to bring together the perspective on the profession of the professional responsibility teachers, with the expertise in teaching methodology of the clinicians, with the thought that each group would be interested in what the other group had to say. Interesting ethical issues arise daily in clinical programs, and the planners wanted to encourage cross-fertilization between these two fields and increased collaboration within law schools between clinical teachers and teachers of professional responsibility." In developing the three role plays presented in this program, the planners selected issues that raise ethical or professional dilemmas for the law teachers as well as for their students. The transcript of this discussion explores only some of the issues potentially raised by the role play scenarios. The editors of the Clinical Law Review invite readers to submit commentary reacting to the issues 1 Lisa Lerman, then Chair of the Section on Professional Responsibility, represented that section on the planning committee. (At the time of the conference, Professor Lerman was visiting at American University, Washington College of Law.) Margaret Martin Barry and Gary Laser were appointed to represent the Section on Clinical Legal Education on the program planning committee by that Section's Chair, J.P. (Sandy) Ogilvy. Gary Laser planned the afternoon session of the joint program, and then Homer La Rue assisted Professors Lerman and Barry in planning the portion of the program which is presented here. The editors wish to thank the program planners and particularly Professor Lerman, for their help in the publication process. Both the editors and the program planners also gratefully acknowledge the assistance of Robert Kelso of American University, Washington College of Law, in transcribing the tape recording of the program, and of Julie Silverstein, a Washington College of Law student, in readying the transcript for publication. 315 316 CLINICAL LAW REVIEW [Vol. 2:315 2 See pages 317-23 infra. 3 See pages 323-34 infra. 4 See pages 334-47 infra.
describing a law school clinic in which students are able to explore in-depth personal and group ... more describing a law school clinic in which students are able to explore in-depth personal and group relationships with clients, colleagues, and teachers); Scenes from a Marriage (directed by Ingmar Bergmann, produced by Lars-Owe Carlberg 1973) (exploring the private conflicts between one husband and wife).
William and Mary law review, 1998
We who toil in the fields of legal ethics are privileged to try to educate our students about one... more We who toil in the fields of legal ethics are privileged to try to educate our students about one of the most complex and rapidly growing fields of American law during a two-or three-credit, required, upper-level course that is widely regarded as "the dog of the curriculum."' Many have written of the intractable difficulties of teaching what should be a fascinating course. 2 We re-* In this Essay, Professor Lisa G. Lerman reports on the 1997 W.M. Keck Foundation Forum on the Teaching of Legal Ethics proceeding concerning setting goals for the teaching of professional responsibility. This proceeding occurred on March 21, 1997. Panel members included Steven Hartwell, Professor of Law,
Hofstra Law Review, 2002
In 1979, one percent of the population in the United States owned twenty-three percent of the wea... more In 1979, one percent of the population in the United States owned twenty-three percent of the wealth.' By 1992, the concentration of wealth had nearly doubled: one percent of the population in the United States owned forty-two percent of the wealth in our country. 2 Since then, the figures have remained fairly stable! Rich people are getting richer. According to Shapiro and Wolff:
Women's Rights Law Reporter, 1980
Seattle: Washington Law Review, University of Washington School of Law, Jun 1, 2013
Case Studies in Family Violence, 1991
Page 107. 5 Legal Issues in Violence toward Adults Lisa G. Lerman and Naomi R. Cahn Introduction ... more Page 107. 5 Legal Issues in Violence toward Adults Lisa G. Lerman and Naomi R. Cahn Introduction Until the 1970s, family violence was largely ignored by the police, lawyers, judges, and legislators. Law enforcement officials ...
Covering all of the essential issues and topics, Ethical Problems in the Practice of Law, Fourth ... more Covering all of the essential issues and topics, Ethical Problems in the Practice of Law, Fourth Edition, offers straightforward exposition and a combination of principal cases and real-case problems that generate lively class discussion and encourage strategic analysis.https://scholarship.law.edu/fac_books/1108/thumbnail.jp
What follows is an edited transcript of a session at the 1995 Annual Meeting of the Association o... more What follows is an edited transcript of a session at the 1995 Annual Meeting of the Association of American Law Schools, held in New Orleans, Louisiana, January 7, 1995. The meeting was a joint plenary session of the AALS Section on Professional Responsibility and the Section on Clinical Legal Education. The meeting was planned and the role plays were written by Professors Margaret Martin Barry and Lisa Lerman of The Catholic University of America and Professor Homer La Rue of Howard University. The purpose of the program was to foster interaction among teachers of professional responsibility and clinical teachers about issues that arise in both clinical and non-clinical teaching. As Professor Sandy Ogilvy of Catholic University said in introducing the session, the planners wanted to bring together the perspective on the profession of the professional responsibility teachers, with the expertise in teaching methodology of the clinicians, with the thought that each group would be inte...
Since I started teaching in the early 1980s, students have come to me for advice or moral support... more Since I started teaching in the early 1980s, students have come to me for advice or moral support about problems in law school. Some of the problems have involved health issues, family crises, study skills, or learning styles. But sometimes "the problem" has involved another professor's behavior toward the student. As a novice law teacher, I started hearing about problems that I did not know how to solve.1 One early example involved a female law student
Garbage collectors, milkmen, and housepainters do business in the private homes of their customer... more Garbage collectors, milkmen, and housepainters do business in the private homes of their customers; the absence of a "place" of business provides no conceptual basis for exempting these public services from coverage under the discrimination laws. 9. See note 376 infra.
The author gratefully acknowledges the assistance of Marilyn Taylor-Berry of the Center for Appli... more The author gratefully acknowledges the assistance of Marilyn Taylor-Berry of the Center for Applied Legal Studies, whose skills as a word processor made possible the development and completion of this Article; Philip Schrag, Mary Procida, and Judy Miles for thoughtful editorial comments on various drafts; and my co-teachers Jane Aiken and David Koplow, for their patience during the production of this Article. 'At the Antioch School of Law Women's Rights Clinic, I supervised students representing women with a variety of legal problems. The majority of our cases focused on obtaining protection from domestic violence for our clients. Mrs. Carson's name and a few facts were altered in this Article, to protect her privacy, and to avoid any impact on her physical safety. She was represented by the Clinic during part of 1982. This account reflects Mrs. Carson's and my recollection of the events during that period. 2 The Center is the major intake arm of the Washington, D.C. municipal court system for cases labelled "minor disputes." The Complaint Center processes thousands of cases each year. 3 1n 1980, 9889 people filed abuse complaints with the Center about family members,
The purpose of the program was to foster interaction among teachers of professional responsibilit... more The purpose of the program was to foster interaction among teachers of professional responsibility and clinical teachers about issues that arise in both clinical and non-clinical teaching. As Professor Sandy Ogilvy of Catholic University said in introducing the session, the planners wanted ((to bring together the perspective on the profession of the professional responsibility teachers, with the expertise in teaching methodology of the clinicians, with the thought that each group would be interested in what the other group had to say. Interesting ethical issues arise daily in clinical programs, and the planners wanted to encourage cross-fertilization between these two fields and increased collaboration within law schools between clinical teachers and teachers of professional responsibility." In developing the three role plays presented in this program, the planners selected issues that raise ethical or professional dilemmas for the law teachers as well as for their students. The transcript of this discussion explores only some of the issues potentially raised by the role play scenarios. The editors of the Clinical Law Review invite readers to submit commentary reacting to the issues 1 Lisa Lerman, then Chair of the Section on Professional Responsibility, represented that section on the planning committee. (At the time of the conference, Professor Lerman was visiting at American University, Washington College of Law.) Margaret Martin Barry and Gary Laser were appointed to represent the Section on Clinical Legal Education on the program planning committee by that Section's Chair, J.P. (Sandy) Ogilvy. Gary Laser planned the afternoon session of the joint program, and then Homer La Rue assisted Professors Lerman and Barry in planning the portion of the program which is presented here. The editors wish to thank the program planners and particularly Professor Lerman, for their help in the publication process. Both the editors and the program planners also gratefully acknowledge the assistance of Robert Kelso of American University, Washington College of Law, in transcribing the tape recording of the program, and of Julie Silverstein, a Washington College of Law student, in readying the transcript for publication. 315 316 CLINICAL LAW REVIEW [Vol. 2:315 2 See pages 317-23 infra. 3 See pages 323-34 infra. 4 See pages 334-47 infra.
describing a law school clinic in which students are able to explore in-depth personal and group ... more describing a law school clinic in which students are able to explore in-depth personal and group relationships with clients, colleagues, and teachers); Scenes from a Marriage (directed by Ingmar Bergmann, produced by Lars-Owe Carlberg 1973) (exploring the private conflicts between one husband and wife).
William and Mary law review, 1998
We who toil in the fields of legal ethics are privileged to try to educate our students about one... more We who toil in the fields of legal ethics are privileged to try to educate our students about one of the most complex and rapidly growing fields of American law during a two-or three-credit, required, upper-level course that is widely regarded as "the dog of the curriculum."' Many have written of the intractable difficulties of teaching what should be a fascinating course. 2 We re-* In this Essay, Professor Lisa G. Lerman reports on the 1997 W.M. Keck Foundation Forum on the Teaching of Legal Ethics proceeding concerning setting goals for the teaching of professional responsibility. This proceeding occurred on March 21, 1997. Panel members included Steven Hartwell, Professor of Law,
Hofstra Law Review, 2002
In 1979, one percent of the population in the United States owned twenty-three percent of the wea... more In 1979, one percent of the population in the United States owned twenty-three percent of the wealth.' By 1992, the concentration of wealth had nearly doubled: one percent of the population in the United States owned forty-two percent of the wealth in our country. 2 Since then, the figures have remained fairly stable! Rich people are getting richer. According to Shapiro and Wolff: