University of Iowa - College of Law Student Handbook

University of Iowa

College of Law

Student Handbook

2020-2021

This document was updated August 13, 2020. This edition is available online at https://law.uiowa.edu/student-handbook in PDF

format. If changes are made during the year, a new document will be posted (with the date of its publication available in the footer) and

previous documents will be archived at that website.

The Student Handbook is designed to be a source book for your life as a student at the

University of Iowa College of Law. Take the time to browse through its contents and note

that it contains all the policies and procedures – on course selection, grading, retention,

misconduct, to name just a few – that you’ll need to know while you’re a student.

As the Associate Dean for Student & Career Services, I am the administrator who is

specifically charged to serve as a sounding board and advocate for student concerns and career

building. My role is to counsel and assist you. Whether you are concerned with progress

toward your degree, course scheduling, classes outside the law school, career goals, personal

problems or family matters, or anything that interferes with your having a successful

experience at school, I’ll help or find someone else who can. When I hear about problems

that are affecting students at the College of Law, I’ll make sure that these concerns are heard

by the faculty and other administrators. If the problem can’t be fixed, I’ll attempt to explain

why.

I am also available to members of student organizations in the College of Law who need

information or counsel on developing programs, getting funding, and negotiating the

bureaucratic operations of student activities at the University of Iowa. Members and officers

are welcome to stop by at any time.

I look forward to getting to know you and serve you.

Carin N. Crain

Associate Dean for Student & Career Services

CONTENTS

Part I: Academic Policies and Procedures Adopted by the Faculty

I. Learning Outcomes of the University of Iowa College of Law ............................................. 5

II. Graduation Requirements for the J.D. Degree....................................................................... 7

III. Course Enrollment .............................................................................................................. 14

IV. Course Approval, Requirements and Crediting ................................................................... 19

V. Writing Requirements ......................................................................................................... 30

VI. Grading ............................................................................................................................... 35

VII. Examination Policy ............................................................................................................. 41

VIII. Policy on Eligibility Rules Adopted by Student Organizations ........................................... 42

IX. Policy on Field Placement Programs................................................................................... 43

X. Combined Degrees .............................................................................................................. 51

XI. Withdrawal from the College of Law .................................................................................. 51

XII. Retention Rules ................................................................................................................... 52

XIII. Policy on Misconduct ......................................................................................................... 55

XIV. Policy on Accommodations for Students with Disabilities ................................................. 77

XV. Academic Awards and Honors ............................................................................................ 84

XVI. Additional policies Applicable to S.J.D. Students ............................................................... 86

XVII. Miscellaneous Policies ........................................................................................................ 89

Part II: Additional Policies of the College of Law

XVIII. LAWR Guidelines ................................................................................................................ 92

XIX. Course Add/Drop Procedures ............................................................................................. 92

XX. Exam Policy ........................................................................................................................ 93

XXI. Policies relating to the use of the Boyd Law Building ............................................................ 97

XXII. University of Iowa Policies ................................................................................................... 98

This document contains policies and procedures adopted by the Faculty of the University of Iowa

College of Law that relate directly to students. Students enrolled in College of Law are also subject to

University Policies as well as administrative policies and procedures implemented under the authority

of the Dean of the College of Law.

 
Part III: Useful Information 
XXIII.  Guide to Courses ............................................................................................................... 100 
XXIV.  Student Activities and Organizations .................................................................................. 100 
XXV.  Teaching Materials ............................................................................................................. 100 
XXVI.  Services and Support .......................................................................................................... 101 
XXVII. List of College of Law Awards ........................................................................................... 102 
 
 
   

Part I:

Academic Policies and Procedures Adopted by the Faculty

I. Learning Outcomes of the University of Iowa College of Law

Upon graduating from the University of Iowa College of Law, a student shall have

competency in the following:

Knowledge and understanding of substantive and procedural law

1. Identifying and applying the foundational concepts of civil procedure, constitutional

law, contracts, criminal law, property, and torts, and understanding the manner in

which the law, both statutory and judge-made, changes.

2. Identifying and applying key concepts from a range of other areas of law not taught

in courses required by the law school, but generally understood to be among those

considered important for the practice of law.

3. Understanding the structure of the American legal system.

Legal analysis and reasoning, legal research, problem-solving, and written and oral

communication in the legal context

1. Identifying legal rules within legal authorities.

2. Synthesizing legal rules into an analytical framework.

3. Using legal authorities to assess the likely outcome of a case.

4. Identifying and using relevant research materials and providing proper attribution to

them.

Adopted by the faculty on March 24, 2016 and April 29, 2016; Amended January 25, 2018.

5. Writing documents in a clear, well-reasoned, organized manner that is appropriate

to the audience and the circumstances.

6. Speaking in a clear, well-reasoned, organized manner that is appropriate to the

audience and the circumstances.

7. Spotting relevant legal issues in a fact-pattern.

Exercise of the proper professional and ethical responsibilities to clients and the legal

system

1. Identifying the ethical considerations, disciplinary standards, and laws that govern

the practice of law.

2. Applying the knowledge of professional ethics to the problems involving

representation of clients and the resolution of ethical and other professional

dilemmas.

3. Understanding the professional and ethical responsibilities of lawyers to the legal

system, clients, the profession, and society.

Other professional skills needed for competent and ethical participation as a member of

the legal profession.

1. Using self-evaluation of professional experiences to improve professional

performance, experiences, and judgment.

2. Analyzing a legal issue of a student's choosing in a manner that meets the upper

level writing requirements for graduation.

II. Graduation Requirements for the J.D. Degree

A. Overview

To be eligible for a J.D. degree, a student must:

1. Meet the credit hour requirements;

2. Meet the length of study requirements;

3. Achieve a cumulative grade point average of at least 2.1;

4. Take and complete all required courses;

5. Satisfy the writing requirements; and

6. Satisfy the experiential course requirement.

B. Credit Hour Requirements

A student must receive credit for 88

credit hours of course work. For purposes of these

Graduation Requirements, “course” and “course work” refer to any credit-bearing activity

recognized by the College of Law. Of the 88 credit hours required for graduation:

1. At least 64 must be earned through courses that require attendance in regularly

scheduled classroom sessions or direct faculty instruction (“faculty instruction

courses”). Faculty instruction courses shall be so designated in the course

registration materials. (The definition of “faculty instruction course” is subject to

ABA Standards; among the courses that are excluded from the definition, as of

January 2016, are co-curricular (student-run) courses, field placements, independent

studies, supplementary writing, directed writing and research, and non-law courses.)

2. No more than 6 may be earned through participation in co-curricular (student-

run) courses. Co-curricular courses shall be so designated in the course registration

materials.

3. No more than 6 may be earned through independent studies, supplementary

writing, and directed writing and research, except as permitted by the Dean or the

Dean’s designate.

Graduation Requirements for The J.D. Degree, adopted by the faculty on October 8, 2015; amended

May 19, 2016; November 30, 2016; September 29, 2017; December 4, 2017.

The requirement of 88 credit hours of coursework for graduation applies to students entering the

College of Law as first-year students in the fall of 2020 or later and students entering the College of

Law as transfer students or two-year J.D. students in the Fall of 2021 or later. Students entering the

College of Law prior to these dates must complete 84 credit hours of coursework for graduation.

4. No more than 9 may be earned through field placements, except that a student

may, with the approval of the Dean or the Dean’s designate, count up to 14 such

credits toward graduation. A student may count toward graduation up to 3 credits

from a summer legal placement in addition to the number otherwise permitted by

this paragraph. For purposes of this paragraph, a “field placement” includes the

student’s on-site experience as well as any associated seminars, tutorials, and other

forms of guided reflection on that experience.

5. No more than 29 may be earned through studies, activities, or field placements

outside the United States.

6. No more than 12 may be earned through distance education courses, except that a

student may, with the approval of the Dean or the Dean’s designate, count up to 15

such credits toward graduation. Distance education courses shall be so designated in

the course registration materials.

7. None shall be from distance education courses taken before the student enrolled

at the College of Law.

8. None shall be for course work taken before the student enrolled in a law school.

9. No more than 34 may be from credits transferred from other ABA-accredited law

schools, and no more than 30 such credits may be earned prior to enrolling at the

College of Law.

10. None shall be transferred from non-ABA-accredited law schools in the United

States, except as permitted by the Dean or the Dean’s designate and applicable

ABA Standards.

11. No more than 20 may be earned through non-law courses. Credit hours from a

non-law course may count toward the J.D. degree only if they are approved by the

Dean or the Dean’s designate pursuant to the College of Law’s policy on Non-Law

Courses.

12. No more than 17 may be from courses taken during any one semester.

Students who entered the College of Law as first-year students prior to the fall of 2020 and

students entering the College of Law as transfer students or two-year J.D. students prior to the Fall

of 2021 are limited to 28 credit hours earned through studies, activities, or field placements outside

the United States.

On May 14, 2020, the faculty adopted the following policy: “Section II(B)(6) (Graduation

Requirements for the J.D. Degree) and Section III(C) (Enrollment in distance education courses) of

the College of Law’s Academic Policies and Procedures shall not apply to courses taken in the

Spring 2020, Summer 2020, March 2020 Intersession, and May 2020 Intersession.”

Students who entered the College of Law as first-year students prior to the fall of 2020 and

students entering the College of Law as transfer students or two-year J.D. students prior to the Fall

of 2021 are limited to 16 credit hours from courses taken during any one semester.

To receive credit for a course, a student must satisfactorily complete all course

requirements established by the instructor. In courses with a final exam, the instructor may

preclude a student from taking the final exam if the student has not first satisfied all of the

instructor’s course requirements as to class attendance, written work, special readings, oral

reports, etc.

A course shall not count toward the number of credits required for graduation unless the

student receives a course grade of 1.8 or higher, or, in a course taken Pass/Fail, a grade of

Pass.

C. Length of Study Requirements

A student must complete the required course work in no fewer than 27 months and, except

in extraordinary circumstances and with permission of the Dean, no more than 84 months

after the student has commenced law study at the College of Law or at a law school from

which the College of Law has accepted transfer credit, whichever was earlier.

If the College of Law grants credit for prior law study at a law school outside the United

States as permitted under ABA Standard 505(c), only the time commensurate with the

amount of credit given counts toward the length of study requirements.

D. Required Courses

Required law school courses include:

1. All first-year courses: Civil Procedure; Constitutional Law I; Contracts; Criminal

Law; Introduction to Law and Legal Reasoning; Legal Analysis, Writing, and

Research I and II; Property; and Torts;

2. Constitutional Law II;

3. A qualifying course in Professional Responsibility. Qualifying courses shall be so

designated in the course registration materials.

Entering first-year students are required to take all of the first-year courses and one elective

and cannot register for different courses or fewer hours without permission of the Dean of

Students.

E. Writing Requirements.

See Writing Requirements policy.

F. Experiential Course Requirement

A student must complete one or more experiential courses totaling at least six credit hours.

Experiential courses shall be so designated in the course registration materials.

G. Designation of courses

The designation of a course as an experiential course, faculty instruction course, distance

education course, writing course, co-curricular course, or qualifying Professional

Responsibility course shall be valid only for the particular semester(s) that the course is so

designated.

A student may not count any course toward both the experiential and professional

responsibility requirements. At least one of the courses a student counts toward the upper-

level writing requirement involving direct and ongoing faculty supervision must not be

counted toward the experiential or professional responsibility requirements.

H. Credit for Courses Taken Outside the University of Iowa College of Law

Courses Taken Prior to Matriculation at the College of Law

Except as provided below, no student shall receive credit hours toward the J.D. degree for

courses taken prior to matriculation at this law school.

Transfer Credit

a) Credit for Previous Legal Studies

Subject to the limitations in Part B of the Graduation Requirements for the J.D. Degree,

credit hours for studies undertaken as a J.D. degree student at another ABA accredited law

school prior to enrolling at the College of Law may be transferred to the J.D. degree at the

College of Law. No credit hours shall be transferred for any course in which a grade of

less than a "D" was received. Grades received at another law school shall not be counted

in ascertaining the student's weighted cumulative average for any purpose.

Subject to the limitations in Part B of the Graduation Requirements for the J.D. Degree,

credit hours earned at a law school outside the United States may be counted toward the

J.D. degree, provided that the Dean or the Dean’s designate determines that the College of

Law would have granted credit towards satisfaction of J.D. degree requirements if earned at

the College of Law.

b) Transfer of Credits After Admissions.

College of Law students visiting at ABA-accredited law schools after enrollment at the

College of Law may transfer credit hours subject to the limitations in Part B of the

Graduation Requirements for the J.D. Degree. Students seeking credit for courses taken as

a visitor at another law school must obtain permission from the Dean or the Dean’s

designate and comply with all relevant College and University policies regarding study at

another institution

Amended language adopted by the faculty on January 24, 2018 (prior citations deleted).

College of Law students visiting at a law school outside the United States must first obtain

the permission of the Dean or the Dean’s designate, who shall ensure compliance with the

relevant ABA Standards and Criteria. Students shall also comply with all relevant College

and University policies regarding study abroad and at another institution. Credit hours

transferred for such studies are subject to the limitations in Part B of the Graduation

Requirements for the J.D. Degree.

Transfer of Credit for Externships Earned at another School

Except in the case of students who bring externship credits with them when they transfer

into the College of Law, a student seeking to receive academic credit at this college for a

field placement program taken or arranged through another law school must secure the

approval of the administrator and the Curriculum Committee prior to beginning the field

placement program. The administrator may set and enforce appropriate deadlines for

applications for approval of such field placements. If a field placement program arranged

by another law school has been previously approved, the administrator may approve

subsequent requests for credit through that program by the approval process described in

the Policy on Field Placements. This approval process is not meant to discourage students

from registering for externship programs at other schools, nor should the approval

requirement be taken to suggest that the other school’s program must conform in all

respects to our own.

Non-Law Courses

A student seeking to count credit hours from a non-law course toward the J.D. degree must

obtain the approval of the Dean or the Dean’s designate. The student must provide the

Dean (or the Dean’s designate) with a course description for the course. Credit hours for

the course will be approved only if all of the following conditions are satisfied:

1. The student can demonstrate that the course either (a) contributes to the

professional competency of an attorney, or (b) provides perspective that will

broaden the student’s understanding of some aspect of law or the legal process.

2. The subject matter of the course does not duplicate that of a course offered by

the College of Law.

3. The subject matter of the course does not duplicate that of another course the

student has taken in any program.

4. The student takes the course after matriculating in the College of Law’s J.D.

program.

College of Law Field Placement Policy, adopted by the faculty on May 9, 2013; amended March

21, 2017.

Amended language adopted by the Faculty of the College of the Law on December 4, 2017.

5. The course is either (a) graduate level (currently level 5000 or above); or (b)

supported by a compelling argument demonstrating how a particular lower-level

course will specifically benefit the student’s legal education.

A student’s ability to count non-law credit hours toward the J.D. degree is also subject to

the restrictions in the Graduation Requirements for the J.D. Degree, the College of Law’s

Joint Degree Program policy, and any other applicable University, College of Law, or

departmental requirements.

A course that is taken outside the College of Law for credit hours towards a law degree will

be graded according to the course’s standard grading practices. These grades will appear

on the student’s transcript but will not be used in computing a law student’s cumulative

average. A pass, or a grade of “C” or higher, is required for law school credit.

Students who take courses outside the College of Law may be subject to course rules that

are set by the partner program, and those rules may differ from rules in the College of Law.

But law school policies on misconduct apply to joint degree students even with respect to

the students’ conduct in non-law courses.

Because non-law courses cannot count toward the J.D. degree without meeting the

requirements of this policy, the College of Law strongly recommends that students seek the

Dean’s (or the Dean’s designate) approval of any non-law course prior to enrolling in the

course.

I. Distance education courses

A “distance education course” is one in which the students are separated from the instructor

or each other for more than one-third of the instruction and the instruction involves the use

of technology to support regular and substantive interaction among students and between

students and the instructor, either synchronously or asynchronously.

No distance course shall be offered unless the College of Law faculty has first approved the

course’s academic content, the method of course delivery, and the method of evaluating

student performance. This includes any previously approved course that is being taught as

a distance education course for the first time, as well as any distance education courses

offered elsewhere in the University of Iowa or at other institutions. ABA Standard 306(a).

This section is limited to distance education courses as defined in Standard 306(a). It does

not apply to audio or video recording of regularly-scheduled classes pursuant to the

College’s General Policy on Recording Classes for Students when the course does not

otherwise meet the definition of a distance education course. This section also does not

Course Approval and Crediting Policy, adopted by the faculty October 20, 2016.

apply to distance education components

offered to a student as a supplement to traditional

classroom instruction when the academic credit received by the student is calculated on the

basis of the amount of traditional classroom instruction provided for that student (i.e.,

without regard to the distance education component of the course). Neither Standard 306

nor this section applies to restrict instructors from including distance education components

in courses in which at least two-thirds of the instructional hours are provided via

regularly-scheduled class sessions. This section would apply, however, if it were

anticipated that some students would be viewing more than one-third of the in-class

instruction either remotely or at a different time than the scheduled class meeting.

This section does not apply to courses in which College of Law students are not separated

from the instructor or each other for more than one-third of the instruction, even if students

at other institutions may be taking the course as a distance education course.

No credit may be given toward the J.D. degree for any distance education course except as

permitted by this policy, ABA Standard 306, and the College of Law’s graduation

requirements.

E.g., answering student questions via email or providing substantive course information via ICON

or another on-line course information system.

III. Course Enrollment

A. Full-Time Enrollment

The faculty believes that students receive a better legal education when they are devoting

substantially all of their time to educational pursuits. For this reason, students at Iowa are

expected to pursue their law training on a full-time basis. Consistent with its full-time

policy, the faculty strongly recommends that students avoid jobs that require more than 20

hours of work per week.

No student shall enroll in fewer than 10 credit hours during the Spring or Fall

semesters. For purposes of this requirement, courses taken during the January, March or

May intersession count toward the Spring semester and courses taken during the August

intersession count toward the Fall semester. In extraordinary circumstances or those of

extreme hardship, students may obtain the permission of the Dean to enroll in fewer than

ten credit hours per semester, or to withdraw from courses if that withdrawal would bring

the student below the minimum credit hours. The fact that a student needs fewer than 10

credit hours to graduate shall be considered an acceptable circumstance for enrolling in

fewer than 10 credit hours in a semester. Students who believe they may be unable to

attend on a full-time basis should contact the Dean before registering for class.

B. Entering First-Year Students

Entering first-year students are required to take all of the first-year courses and one elective

and cannot register for different courses or fewer hours without permission of the Dean of

Students.

Subject to prerequisites, first year students are required to select a 3-credit

elective from the entire curriculum (excluding seminars), provided that individual faculty

members can exclude first year students from their upper division courses.

C. Enrollment in distance education courses

No student shall be enrolled in a distance education course unless that student has first

completed instruction equivalent to 28 credits toward the J.D. degree.

Course Enrollment Policy, adopted by the faculty on October 20, 2016.

Full-Time Enrollment policy, adopted by the faculty on November 16, 2017.

Subsection added to situate enrollment policies for first-year students.

Graduation Requirements for The J.D. Degree, adopted by the faculty on October 8, 2015;

amended May 19, 2016; November 30, 2016.

Faculty Meeting Minutes, May 3, 2005.

On May 14, 2020, the faculty adopted the following policy: “Section II(B)(6) (Graduation

Requirements for the J.D. Degree) and Section III(C) (Enrollment in distance education courses) of

the College of Law’s Academic Policies and Procedures shall not apply to courses taken in the

Spring 2020, Summer 2020, March 2020 Intersession, and May 2020 Intersession.”

D. Enrollment in field placement, clinic, and simulation courses

Except in the case of a Summer Legal Placement immediately following completion of a

student’s first year, no student shall be enrolled in a field placement or clinic unless that

student has first received a passing grade in all of the required first-year courses identified

in paragraph D(1) of the Graduation Requirements for the J.D. Degree. No student shall be

enrolled in a Summer Legal Placement for the summer immediately following completion

of a student’s first year without receiving a passing grade in all of the required courses

offered in the first semester of the first year. Additional prerequisites may be specified for

individual field placements or clinics.

The Dean or the Dean’s designate may in extraordinary cases grant exceptions to this

requirement, but such exceptions shall not be granted unless, at a minimum, the student has

successfully completed sufficient prerequisites or shall receive sufficient contemporaneous

training to assure the quality of the student educational experience.

Instructors in a simulation course shall ensure that each student enrolled in their course

shall have successfully completed sufficient prerequisites or shall receive sufficient

contemporaneous training to assure the quality of the student educational experience.

E. Limitation on credits taken simultaneously

No student shall be enrolled in coursework totaling more than 16 credits at any one time.

The Dean or the Dean’s designate may increase this limit to no more than 17 credits,

subject always to the relevant ABA Standards.

Courses taken during the March

intersession count toward the 16-hour maximum for the Spring semester. Courses taken

during the January, May, or August intersessions do not count unless a substantial amount

of the work required for the course will be completed during the subsequent regular or

summer session. In cases where the work for an intersession course carries over into a

subsequent school session, a portion of the total hours will be allocated to the subsequent

session at the discretion of the Dean of Students only for purposes of determining whether

a student’s course workload is consistent with the policy of this rule.

F. Enrollment in summer session courses

No student shall be enrolled in courses totaling more than 12 credits during any one

summer, excluding the May and August intersessions. The Dean or the Dean’s designate

may increase this limit to no more than 13 credits, subject always to the relevant ABA

Standards.

Revised policy adopted by the faculty on March 21, 2018.

Students who entered the College of Law as first-year students prior to the fall of 2020 and

students entering the College of Law as transfer students or two-year J.D. students prior to the Fall

of 2021 are limited to 15 credit hours from courses taken during any one semester, or 16 with the

permission of the Dean or Dean’s designate.

G. Overlapping courses

Enrollment in courses whose scheduled meeting times overlap is ordinarily not permitted.

Nevertheless, it may be allowed in limited circumstances where the law student has a

compelling need to take two conflicting courses in a particular semester. No student may

enroll in courses without the written permission of the instructors of both overlapping

courses. An instructor may permit a student to miss sessions of his or her course on account

of overlapping enrollment only after reaching an agreement with the student on how that

student will fulfill the requirements of the course, despite the planned absences. Acceptable

arrangements may include the required viewing of recordings of the classes missed, extra

tutorial sessions, or the student’s taking the course under an independent tutorial

designation, under which the student would get reduced credit for attending the reduced

number of class sessions. In no event, however, may the overlap exceed 1/3 of the credit

hours of any course affected by the overlap.

H. Duplicative courses

A student will not be permitted to take a course if, after consulting relevant faculty, the

Dean of Students concludes that the course substantially duplicates work done in other

courses taken or being taken by the student.

I. Auditing courses

Students are allowed to audit classes with the permission of the instructor if the class is not

filled within the pre-registration period. Auditing a course does not eliminate the payment

of tuition and fees for the course.

J. Co-curricular hours

All students involved in a co-curricular activity for which more than one academic hour is

earned must be registered for some part of the expected credit hour total in each semester in

which they are substantially engaged in the activity.

K. Enrollment in Seminar Courses

Seminars are ordinarily capped at ten students. Because seminar enrollments are limited,

students are admitted by lot and also according to a preference system. Preference is given

to students in the following order

1. Students who are 3L and need writing credits,

2. Students who need writing credits,

3. --with a preference for those who apply for two or three writing credits,

Seminar Guidelines, adopted by the faculty on May 15, 2003.

4. for students who do not need writing credits, 3L is given preference over 2L.

Students may register for three writing credits (and a total of five academic credits) only

with the seminar Instructor’s permission.

L. Clinic Enrollment

Clinic enrollments during the fall and spring semesters for six to nine credit hours will be

given identical priority beginning in the fall of 2016. Unless unanticipated circumstances

prompt and earlier review, the clinic faculty will review enrollment figures in the fall of

2018 to determine whether it is feasible to continue to offer nine-credit enrollments.

In order to test and become familiar with this new system as it applies to fall-semester,

second-year students, a total of four such students will be admitted to the clinic in the fall

of 2016, each enrolling for six credit hours. The experience gained from that semester

should enable the clinic faculty to operate a full-scale clinic for such students beginning in

fall 2017.

M. Special Rule Concerning Written Work Submitted for More than One

Purpose

Where writing units or academic credit hours are sought for research or other work on a

legal problem on which the student has previously or is simultaneously working for

compensation or for writing units or academic credit hours in another course in the

College of Law or elsewhere, the fact, nature, and extent of the related work must be fully

and promptly disclosed to each faculty member awarding credit hours for the work.

Where the attorney-client privilege precludes full disclosure of the related work product,

at least the fact that the student has been involved with a related work product must be

disclosed to each faculty member awarding credit hours.

N. Course Dropping Policy

After the first two weeks a course meets, no student may drop the course without the

consent of the instructor. In no event may a student drop any course after the distribution to

that student of the final exam in the course. Instructors who wish to set policies in their

courses of not permitting drops, beyond a particular period, except in hardship cases, are

encouraged to announce such policies through written notices distributed during the first

week of class. If a claimed hardship is one of disability, illness or other temporary medical

condition, or a mental or psychological condition, the Dean or Dean’s Designate shall

determine whether the condition amounts to a hardship and shall decide, after consultation

with the appropriate treating professional and the instructor, whether the student will be

permitted to drop the class.

Faculty Meeting Minutes, March 24, 2016.

Academic Rules and Practices, May 1983; amended January 25, 2018.

Academic Rules and Practices, May 1983, amended October 16, 1997.

O. Attendance

Class attendance must be regular and punctual, and students must be prepared for

participation in class. A student may be dropped from a course or failed, at the discretion of

the instructor, for excessive absences, or for repeated lack of adequate preparation for or

participation in class. In addition, students are expected to attend special class meetings and

be punctual in submitting course assignments.

Instructors may establish more specific standards for attendance and shall notify students of

any such standards at the beginning of the course.

Attendance Policy, adopted by the faculty on October 20, 2016.

IV. Course Approval, Requirements and Crediting

A. Learning Outcomes

The College of Law will publish its learning outcomes on its website, the Student

Handbook, and other publications where the law school describes its mission and

curriculum. The law school shall publish learning outcomes for any certificates or

specialty tracks within the JD program in those places where the certificates or specialty

tracks are described. Learning outcomes for individual courses must be published in the

course syllabi.

B. Course Approval and Crediting Policy

Designation of courses

The Registrar shall designate in the course registration materials:

A. faculty instruction courses;

B. experiential courses;

C. courses through which a student may satisfy the upper-level writing

requirements, whether the writing credits in those courses are faculty-

supervised, and the number of writing credits available in those courses;

D. professional responsibility courses;

E. co-curricular courses;

F. distance education courses; and

G. courses that are independent studies, supplementary writing, or directed

writing and research.

LAWR-I shall not be designated an experiential course, nor shall the required

Professional Responsibility course be designated an experiential course or an upper-

level writing course.

Course approval and assessment process

No College of Law course shall be offered for credit without first being approved

by the faculty, ordinarily after a recommendation by the Curriculum Committee.

Whenever a new course is proposed and whenever an existing course is offered, the

College of Law shall elicit information from the instructor as necessary to enable

Adopted by the faculty on October 17, 2017; amended October 19, 2017.

Adopted by the College of Law on October 20, 2016.

the faculty and administration to properly implement College of Law policies and

ABA requirements.

Crediting of courses

i. Definition of “credit hour”

In determining the appropriate number of credits to assign a course, the College of

Law shall use the term “credit” or “credit hour” to correspond to an amount of work

that reasonably approximates:

A. not less than one hour of classroom or direct faculty instruction and two

hours of out-of-class student work per week for fifteen weeks, or the

equivalent amount of work over a different amount of time; or

B. at least an equivalent amount of work as required in subparagraph (A) of

this definition for other academic activities as established by the College of

Law, including simulation, field placement, clinical, co-curricular, and other

academic work leading to the award of credit hours.

For purposes of this policy, fifty minutes suffices for one hour of classroom or

direct faculty instruction. An “hour” for out-of-class student work is sixty minutes.

The fifteen-week period may include one week for a final examination.

The College of Law may award credit hours for course work that extends over any

period of time, if the course work entails no less than the minimum total amounts of

classroom or direct faculty instruction and of out-of-class student work specified

above.

Nothing in this policy precludes the College of Law from requiring courses to

comply with additional requirements or minimums.

ii. Crediting of co-curricular activities

Credit hours may be awarded for the following co-curricular activities upon

evaluation by a faculty member:

A. Iowa Law Review, Journal of Corporation Law, Journal of Transnational

Law & Contemporary Problems, and the Journal of Gender, Race & Justice

as follows:

1. Two credit hours for satisfactory completion of two writing units.

Adopted by the Faculty on December 14, 2017.

2. Three credit hours for titled editors who have completed two

credits as a writer, except that the Editor-in-Chief of the Iowa Law

Review shall receive four credit hours.

B. Appellate Advocacy I, the Van Oosterhout/Baskerville Domestic

Competition and the Jessup and Jessup International Moot Court

Competitions shall carry one credit hour unless otherwise approved by the

faculty. Members of the Moot Court and Trial Advocacy Boards shall

receive up to two credit hours.

C. These credit hours shall be allocated between semesters at the student's

discretion except that students must be registered for some part of the

expected credit hours in each semester in which they are substantially

engaged in the activity.

Approval of distance education courses

A “distance education course” is one in which the students are separated from the

instructor or each other for more than one-third of the instruction and the instruction

involves the use of technology to support regular and substantive interaction among

students and between students and the instructor, either synchronously or

asynchronously. ABA Standard 306(a).

No distance course shall be offered unless the College of Law faculty has first

approved the course’s academic content, the method of course delivery, and the

method of evaluating student performance. This includes any previously approved

course that is being taught as a distance education course for the first time, as well

as any distance education courses offered elsewhere in the University of Iowa or at

other institutions.

This section is limited to distance education courses as defined in Standard 306(a).

It does not apply to audio or video recording of regularly-scheduled classes

pursuant to the College’s General Policy on Recording Classes for Students when

the course does not otherwise meet the definition of a distance education course.

This section also does not apply to distance education components

offered to a

student as a supplement to traditional classroom instruction when the academic

credit received by the student is calculated on the basis of the amount of traditional

classroom instruction provided for that student (i.e., without regard to the distance

education component of the course). Neither Standard 306 nor this section applies

to restrict instructors from including distance education components in courses in

which at least two-thirds of the instructional hours are provided via

regularly-scheduled class sessions. This section would apply, however, if it were

E.g., answering student questions via email or providing substantive course information via

ICON or another on-line course information system.

anticipated that some students would be viewing more than one-third of the in-class

instruction either remotely or at a different time than the scheduled class meeting.

This section does not apply to courses in which College of Law students are not

separated from the instructor or each other for more than one-third of the

instruction, even if students at other institutions may be taking the course as a

distance education course.

No credit may be given toward the J.D. degree for any distance education course

except as permitted by this policy, ABA Standard 306, and the College of Law’s

graduation requirements.

C. Cross-Listing of Courses

(a) In exercising its discretion whether to cross list a particular course, the

faculty should take into account the following criteria.

(1) The course should be “law-related” in some significant respect that

could not be said about every possible course.

(2) The course should be taught by someone with “law-related”

credentials, in the form of a law degree, legal training, or a track

record of successful teaching or scholarship in some area or areas of

the law.

(3) The course should enhance the law school’s curriculum.

(b) Any decision to cross-list should be specifically limited to the particular

faculty member who has requested the cross-listing.

year or semester for which the cross-listing was requested. (This limitation

would not preclude giving a general assurance of the likelihood for future

cross-listing. But such an assurance would always be subject to the

limitation that the course was effectively taught and that a course taught by a

law faculty member in the future might reduce the contribution which the

non-law school course was making to the law school’s curriculum.)

D. Clinical Crediting

Clinic applications for six to nine credit hours during the fall and spring semesters

will be given identical priority beginning in the fall of 2016. Unless unanticipated

circumstances prompt an earlier review, the clinic faculty will review enrollment figures in

Adopted by the Faculty on April 21, 1994.

Faculty Meeting Minutes, March 24, 2016.

the fall of 2018 to determine whether it is feasible to continue to offer nine-credit

enrollments.

In order to test and become familiar with this new system as it applies to fall-

semester, second-year students, a total of four such students will be admitted to the clinic in

the fall of 2016, each enrolling for six credit hours. The experience gained from that

semester should enable the clinic faculty to operate a full-scale clinic for such students

beginning in the fall of 2017.

E. Guidelines for Small-Section Faculty

1. Fall – In the Fall small-section faculty are responsible for the

following assignments:

(1) A practice essay examination question with individualized

written or oral feedback and

(2) An oral exercise that requires students to explain legal concepts

in “plain English” (e.g., in a simulated client-counseling session).

Both of these assignments shall be evaluated on a pass/fail basis by the

small- section faculty members.

2. Spring – In the Spring small-section courses, faculty are responsible for

designing and conducting an oral exercise that is aimed at developing skills in

one or more of the following areas: (a) factual investigation; (b) counseling; (c)

negotiation; (d) oral advocacy; or (e) other fundamental lawyering skills. The

small-section faculty members shall evaluate the oral exercise on a pass/fail

basis.

3. Organizational meeting – Early in each semester (or in advance of the

semester if feasible), the Program Coordinator shall call a meeting of all faculty

teaching small- section courses, inviting others involved in the first year

curriculum as appropriate, for the purpose of sharing their several plans for

carrying out their responsibilities under these Guidelines.

4. Workload – Small-section faculty should assume that the burden of

writing in the LAWR courses will preclude long or frequent or time-consuming

writing assignments in the small-section courses. Small-section faculty shall

have the responsibility to schedule any writing assignments and practice

examinations, so that they do not conflict with writing assignments in the LAWR

courses.

Adopted by the Faculty on May 11, 2006 as part of the First Year Legal Analysis, Writing and

Research Guidelines.

F. First Year Legal Analysis, Writing & Research Guidelines

I. Overview of the Program

The Legal Analysis, Writing and Research Program (“LAWR”) at the College of

Law is a two-semester first-year course, two credits in the Fall and three credits in the

Spring, designed to equip students with effective skills in legal analysis, writing and

research.

Analysis – The program develops the students’ skills at legal analysis throughout

the year in connection with every assignment. Analytical skills include the spotting of

legal issues in a fact pattern, the identification of legally relevant facts, the synthesis of

legal rules, principles, policies and purposes found in the legal materials (e.g., precedents

and statutes), and the understanding and formation of legal arguments of different kinds.

(All courses in the law college are involved in teaching legal analysis.)

Written & Oral Communication – The program also develops the students’ skills

at legal writing and oral advocacy. Legal writing centers on the effective communication

of the legal analysis of a practical problem, whether the purpose is to predict what a court

or other decision- maker will do, to persuade some one to agree with one’s conclusions,

or to decide a case and explain one’s decision. Oral advocacy skills center on using legal

analysis to persuade someone, such as a judge, to reach a particular conclusion.

Research – Legal research supports legal analysis primarily by identifying the

legal materials, especially legal authorities, that form the basis of effective legal

arguments and legal conclusions.

II. Program Goals

Students are expected to achieve the following objectives during the first-year LAWR

course:

• acquire the fundamentals of legal reasoning and analysis, including case

analysis, fact analysis, application of law to facts, case synthesis, and

analogizing and distinguishing cases;

• learn how to identify a legal problem and resolve it, as well as how to

determine which facts in a fact pattern are legally significant;

• learn how to generate arguments and counter-arguments;

• develop and employ basic research skills within a limited universe of

research tools in order to locate cases and statutes from citations, to find

cases on a given subject, to determine the present status of a case, and to

exercise judgment in selecting the most appropriate cases from a larger

pool of cases (first semester);

• develop and employ a full range of research skills through assignments

Adopted by the Faculty, May 11, 2006; amended April 30, 2020.

that place no limitations on the type of research necessary for their

completion (second semester);

• develop the ability to write legal documents, including objective

memoranda and

persuasive briefs, that are clear, concise, analytically sound, and well

organized;

• become familiar with how to cite properly legal authorities, and learn the

appropriate style, tone, and diction for legal writing depending on one’s

audience;

• write an appellate brief;

• learn argumentative and persuasive legal writing; and

• craft and present a persuasive oral argument.

III. Required Writing in LAWR Courses

1. Writing Assignments –

A. Fall – In the Fall LAWR course, student writing assignments shall

total between 28 to 33 pages (including the rewrites), and shall include

the following assignments:

(1) an objective writing on a factual problem requiring close legal

analysis that requires students to locate cases in the library using

known citations;

(2) an objective writing on a factual problem requiring close legal

analysis that requires students to identify appropriate cases from a

“closed universe” of cases;

(3) two rewrites; and

(4) Other writing assignments in the form of short exercises to

hone student writing at the sentence level and to introduce

students to various documents. Examples of these types of

assignments include plain- language revision of judicial

opinions, case holdings, case briefs, case syntheses, draft

contracts, and client letters.

B. Spring – In the Spring LAWR course, student writing

assignments shall total between 30 and 40 pages (including the

rewrites), and shall include the following assignments:

(1) two writings on a factual problem requiring close legal

analysis, one of which must be a persuasive writing; and

(2) two rewrites.

All assigned writings in the spring semester shall require the

students to engage in independent research. At least one

assignment shall involve more than one legal issue, and at least one

assignment shall include close textual analysis of a statute or

regulation.

One of the writings shall be in the form of an appellate brief that

forms the basis of the required appellate oral argument (described

in section IV, below).

C. Additional Rewrites – LAWR faculty members are strongly

encouraged to identify those students who have writing difficulties and to

work with them individually to address those concerns. To that end,

LAWR faculty may require individual students to do additional rewrites

which shall not count in the total page requirements stated in sections

III.1.A. and III.1.B.

2. Feedback and Grades

A. Feedback – Regular feedback is essential to help students become

effective legal writers. Thus, with regard to writing assignments other than those

described in section III.A.4, LAWR faculty shall provide individual feedback for

each student on each writing assignment. This individualized feedback may be

delivered in a variety of formats, including written comments, conferences, and

recorded audio comments. With regard to writing assignments described in

section III.A.4, the manner and mode of feedback shall be in the LAWR faculty’s

discretion. The feedback shall be designed to let the student know whether and

how his or her performance met or did not meet the pedagogical objectives of the

exercise. In addition, LAWR faculty shall hold individual conferences with each

student at least once during each semester and as needed beyond that.

B. Grades – The median grade in the LAWR course shall be between 3.2

and 3.4, with the following mandatory distribution:

3.6-4.3

A+/A/A-

15-35%

3.3-3.5

B+

20-30%

3.0-3.2

20-30%

2.9 and below

B-/C+/C/D/F

15-35%

The Dean of the College of Law may approve deviations from the curve

based upon a showing of good cause.

IV. Required Appellate Oral Argument in the Spring LAWR Course

In the Spring LAWR course, each student shall make an oral presentation in the

form of an appellate oral argument. The oral argument may be made during a regularly or

specially scheduled time period, and it may be graded or not at the discretion of the

LAWR faculty.

V. In-class Instruction

LAWR classes meet for up to two hours each week. LAWR faculty shall

use in- class time to help students develop their analytical, writing and research

skills by means of selected readings, exercises, and writing workshops. Course

readings and writing exercises may come from required textbooks, selected by the

LAWR faculty, or from material assembled by the LAWR faculty. The library

staff shall join LAWR faculty in designing and implementing in-class research

modules to give students experience in the use of both print and electronic research

materials.

VI. General

1. Coordination – Prior to the beginning of the semester, and as necessary

throughout the semester, LAWR faculty shall coordinate with each other and with

the Program Coordinator with regard to the design of research and writing

assignments. LAWR faculty also coordinate with members of the library staff to

arrange instruction for students in legal research. Finally, LAWR faculty may find

it useful to consult with small-section faculty in designing writing assignments.

2. Parity – While each LAWR faculty member has considerable flexibility in

designing specific writing assignments for students in his or her course, it is necessary

to ensure that there is general uniformity from one LAWR course to the next, both in

terms of what we expect students to learn and the demands made on their time.

Toward this end, LAWR faculty shall structure the substantive content of their

courses so as to accomplish the goals listed above in section II and satisfy the

required writing assignments outlined above in section III.

3. Scheduling of Writing Assignments – Writing assignments shall be scheduled

so that students submit the last paper at least two weeks before the last day of classes

for the semester. Papers shall be returned to students within three weeks of being

handed in to the faculty member.

4. Texts – Each LAWR faculty member shall decide what text or texts he or

she wishes to use in the course. However, to the extent possible, LAWR faculty

are encouraged to use the same text or texts where it makes sense to do so.

5. Notice – At the beginning of the semester, each LAWR faculty member

shall provide his or her students with a statement in writing referring to the First-

Year Legal Analysis, Writing, & Research Guidelines in the Student Handbook

and describing the schedule of student assignments, the basis of the final grade in

the course, and whether writing assignments shall be graded anonymously.

6. Exceptions – For good cause, the Program Coordinator may approve

exceptions to these Guidelines.

G. Timeliness of Grading

Be it resolved that the Faculty of the University of Iowa College of Law reiterates its

recognition of the obligation of faculty members to evaluate examinations and papers

carefully and thoroughly and to give priority to such efforts so that the results of the

evaluations are available to students as soon as reasonably possible. Prompt evaluation of

examinations and papers is important for educational purposes, student morale, and to

avoid any appearance of faculty disrespect for students.

Examination Grades – Guidelines

Faculty members are expected to submit grades to the Dean’s Office as promptly as

possible after the examination has been taken.

The time between the giving of an examination and the submission of grades normally

should not exceed three weeks. If the class is relatively small or the essay portion of the

examination comparative short, it is reasonable to expect that the grades will be submitted

within a shorter time period. If two examinations are given by the same faculty member,

the second will be viewed as having been given on the day the first set of grades should

have been submitted. Illness and other personal difficulties, attending seminars and other

professional meetings, performing necessary University and Law School functions, and

other similar matters may justifiably cause the grading time to be delayed. But the

importance of giving grading high priority should be emphasized.

Paper Grades – Guidelines

While minor deviations may occur, faculty members teaching first-year small sections and

upper division small section drafting courses should make every reasonable effort to grade

and return written work in accordance with the guidelines established for the course, and in

any event, should grade and return the written work so that all rewriting can be handed in,

graded and returned and all required conferences held before the end of scheduled classes

at the College of Law. Delays may be justified for reasons comparable to those stated in

the preceding paragraph.

Enforcement Guidelines – Exams

If a faculty member fails to complete the grading of examinations and papers in a timely

fashion, the Dean shall take appropriate administrative action, including the withholding of

salary payments and the making of tenure, promotion, and salary recommendations that

Adopted by the Faculty on May 9, 1980.

reflect the faculty’s untimely grading performance; faculty members shall similarly take

untimely grading into account in making tenure and promotion recommendations.

H. Videotaping Policy

Unless a professor grants his or her express permission, tapes of classes will not be made

available to students not enrolled in the class.

Faculty Meeting Minutes, May 16, 2002.

V. Writing Requirements

1. General Requirement

Each law student, in the second or third years of study, must complete four writing units

pursuant to writing program described in sections 2 and 3 below, with the following

limitations:

1.1 2 of the 4 units must be earned in courses (including seminars, externships,

and clinic) or through independent research where there is direct and on-going

faculty supervision. Journal papers which are read by faculty as part of the journal's

policy and briefs read by faculty for various moot court programs will not qualify as

faculty supervised writing under this rule;

1.2 No more than 2 of the 4 units shall be awarded for legal drafting.

2. Student-Supervised Writing Programs

2.1 A maximum of 1 writing unit may be awarded for successful completion of

Appellate Advocacy I, Van Oosterhout-Baskerville Moot Court competition and

Jessup International Moot Court competition.

2.2 Writing units may be awarded for participation on the Moot Court board, on

the Iowa Law Review, the Journal of Corporation Law, the Journal of Gender,

Race, and Justice, or Transnational Law & Contemporary Problems.

2.3 Writing units awarded under this section shall be awarded exclusively on a

credit/no credit basis.

3. Faculty-Supervised Writing Programs

3.1 Varieties of Writing Experience

3.1.1 Faculty have the discretion to award upper level writing units for any

substantial analytical writing experience, whether the primary mission of the

writing project is legal advocacy; the analysis and criticism of legal

doctrine, theory or policy; the presentation of original research in law or

related fields; or the drafting of legal documents.

Writing Requirements, adopted by the faculty in March 1987; amended May 14, 1998.

3.1.2 No writing units shall be awarded for writing that was prepared in

any significant degree either prior to the student's entry into the College of

Law or in connection with a student's previous or present employment.

3.1.3 A student enrolled for law school credit in courses offered by faculty

members in other colleges of the University may obtain up to a total of 2

writing units for writing done in connection with any such course or

combination of courses if a full-time member of the law faculty reads the

written work involved and determines that the project is of a kind eligible

for crediting and otherwise meets all relevant standards set forth in this

policy statement.

3.2 Settings in which Writing Hour is Available

3.2.1 Students may receive writing hour in a variety of academic settings,

as set forth in subsections 3.2.2. and 3.2.3., below. Writing offered for credit

in any setting is subject to the standards set forth in this statement of policy.

In any course in which a writing experience is either an option or a

requirement, the faculty member shall inform the students at the beginning

of the semester as to the potential effect the writing may have on the

students' grades and on the number of academic hours available through that

course.

3.2.2 Formats for Obtaining a Single Writing Unit

3.2.2.1 Clinical or nonclinical courses that are designated W courses

for registration purposes require writing that is sufficient to earn one

unit of writing credit. The writing required for W courses is either

graded on a credit/no credit basis, or the numerical grade for the

writing counts for less than 20% of the student's overall course

grade. The writing unit earned does not carry any academic credit

beyond the academic credit that is awarded based on the number of

semester hours that the class meets.

3.2.2.2 Clinical or nonclinical courses other than W courses may also

require writing that is sufficient to earn one unit of writing credit. If

the faculty member's assessment of such writing counts substantially

towards the students' grades under paragraph 3.3.3.1., the faculty

member may determine that the writing unit shall carry one

academic credit beyond the academic credit that is awarded based on

the number of semester hours that the class meets.

3.2.3 Formats in Which One to Three Writing Units May be Awarded

3.2.3.1 Faculty may award up to three writing units for independent

research, which is numerically graded. Independent research carries

academic hours equal to the number of writing units awarded. After

securing an authorization by a faculty member who agrees to

supervise a project, a student may sign up for one to three academic

hours of independent research. When independent research involves

a paper, the work must include research and the submission of at

least one draft to the faculty member for comments. A second draft

is generally required and additional drafts may be required by the

faculty member. One academic hour and one writing unit will be

awarded for papers that are at least 20 pages in length, double-

spaced, exclusive of footnotes. Students may be awarded additional

hours for longer papers. In general, for each academic hour, there

must be an additional 20 pages of double-spaced text, exclusive of

footnotes. However, exceptions may be made for projects involving

substantial empirical work. No student may sign up for more than

three hour hours for any single research project. When independent

research involves the drafting of legal documents, the work must

include research and the submission of at least one draft to the

faculty member for comments. Additional drafts may be required by

the faculty member. One academic hour and one writing unit will be

awarded for original drafting of documents (e.g., a will or trust) that

are 4 to 10 pages in length, accompanied by one or more explanatory

documents (e.g., a cover letter to the client) that are 4 to 10 pages in

length. No student may sign up for more than three hour hours for

any single drafting project.

3.2.3.2 Faculty may award up to three writing units for ungraded

independent writing, which is assessed on a credit/no credit basis,

and which carries no academic credit. Faculty may award credit for

ungraded independent writing that does not depend on research to

the extent required for independent research. Students who wish to

form provided by the Registrar.

3.2.3.3 Faculty may award up to three writing units in connection

with seminars. Although a particular instructor may decide

otherwise, seminars ordinarily enroll no more than 10 writing

students each and may meet over one or two semesters. Each writing

student is required to prepare a one-to-three unit paper, the

assessment of which counts substantially towards the student's

overall seminar grade. Depending on the nature of the student work

involved, faculty members have discretion to award each writing

student up to one academic hour for each semester hour that the

seminar meets as a group and one academic hour for each writing

unit earned.

3.3 Standards

3.3.1 Quantity: The normal expectation concerning the award of writing

units is as follows:

3.3.1.1 If the aim of the writing project is primarily the

drafting of legal documents, the number of pages of original drafting

work required will vary in relationship to the nature of the material

drafted. One writing unit shall ordinarily be awarded for 4 to 10

double-spaced pages of original drafting work accompanied by one

or more explanatory documents of 4 to 10 double-spaced typewritten

pages, exclusive of footnotes.

3.3.1.2 For writing projects not covered by paragraph 3.3.1.1

one writing unit shall ordinarily be awarded for each 20 pages of

double-spaced typewritten text, exclusive of footnotes.

3.3.2 Feedback

3.3.2.1 Unless a faculty member determines that requiring a

rewrite of the particular project or projects for which writing credit is

sought is inconsistent with the pedagogical design of the writing

experience in question, writing units shall only be awarded for work

that is subject to a rewrite requirement.

3.3.2.2 In addition to providing written feedback on student

writing projects, faculty members who supervise upper-level writing

(a) may require their students to have individual conferences to

discuss their writing, or (b) if such conferences are not required,

shall inform their writing students that they are entitled to the

opportunity to have such conferences.

3.3.3 Academic Hour for Writing Units

3.3.3.1 At a faculty member's discretion, one academic hour

may be awarded for each writing unit awarded by the faculty

member (a) if the writing project involved is numerically graded as

independent research, or (b) if the writing is done in connection with

a course and the faculty member's assessment of the writing project

counts substantially towards the student's grade in the course for

which the writing is completed.

3.3.3.2 With respect to faculty-supervised writing covered by

section three of this policy statement, no academic hour shall be

awarded for a writing unit awarded under section 3.1.3. or otherwise

graded on a credit/no credit basis.

3.3.4 Criteria for assessment: Students should realize that different faculty

members supervising upper-year writing may apply different criteria for

evaluating such writing, depending in part on the nature of the project

involved. Faculty are encouraged to communicate those criteria to students,

just as students are encouraged to inquire whenever they are uncertain of

their instructors' expectations for their work. The following list indicates

many of the qualities that are typically associated with good legal writing,

and which, therefore, students may expect that faculty are likely to consider

whenever they are relevant:

1. Ability to state clearly a plausible thesis, and to defend it

resourcefully and persuasively, based on sound argument;

2. Ability to communicate ideas and data accurately and

precisely;

3. Ability to organize a written presentation for maximum

effectiveness in communication;

4. Ability to identify relevant issues and to show good judgment

in the scope of coverage given to issues of differing importance;

5. Ability to advance a thesis without omitting reference to

strong arguments that support the thesis;

6. Ability to defend a thesis against the most likely plausible

arguments casting doubt on the thesis;

7. Ability to identify and comprehend relevant research

materials and integrate into a written presentation, with appropriate

attribution, the data or insights derived from those materials;

8. Ability to use legal authority appropriately;

9. Ability to distinguish between constitutional, statutory, or

common law arguments and arguments or positions that are based on

extralegal considerations;

10. Ability to follow the requirements of form, including spelling

and grammar;

11. Ability to perform a task as instructed, including the ability to

examine a problem from a particular assigned role, and the ability to

follow formal requirements specific to the assigned task (e.g., page

limits);

12. Ability to translate legal insight into legal documents

prepared in connection with specific policy problems or legal

transactions;

13. Ability to present argument, analysis, or data in a fresh way

or from a distinctive perspective.

VI. Grading

A. Numerical Grade

Except as otherwise provided, a numerical grade shall be assigned to each student in each

course. Unless otherwise provided, this numerical grade shall be recorded in the permanent

records of the University as the grade received in the course and shall be shown, together

with an average of all grades received in the semester (weighted in accordance with the

number of semester hours in each course) on the grade sheet given to the student.

As a norm, the highest grade awarded at the College of Law will be 4.0. A grade as high as

4.3 may be awarded, however, to reflect an extraordinary performance by a student.

Performance will not be deemed sufficiently outstanding to warrant a grade above 4.0

merely because the performance is substantially better than other performances in the class.

The lowest grade awarded at the College of Law will be 1.5. No academic credit shall be

given for a grade below 1.8 or a grade of “Fail.”

A numerical grade may be translated into a letter grade for purposes of comparison as

follows:

4.3-4.2 = A+

2.9-2.7 = B-

4.1-3.9 = A

2.6-2.4 = C+

3.8-3.6 = A-

2.3-2.1 = C

3.5-3.3 = B+

2.0-1.8 = D

3.2-3.0 = B

1.7-1.5 = F

Professors may disenroll a student for cause, or reduce a student’s grade for inappropriate

academic conduct (e.g., plagiarism). Any such measure would be subject to appropriate

due process. See Policy on Student Misconduct.

Prior to 2004, the College of Law used a 55-92 point scale. In 2004, the grading system was

changed to a 1.4-4.3 point scale. That scale was further refined in 2005 to range from 1.5-4.3

points. The current curve was adopted in 2006. Consistent with past practice, pre-2004/2005 grade

values in pre-2005 policies have been translated to post-2005 grade values.

On March 23, 2020, the faculty adopted the following policy: “As a result of the

extraordinary circumstances resulting from the COVID-19 coronavirus, the regular grading

policy of the College of Law is suspended for all courses for the Spring 2020 semester. All

spring semester College of Law courses will be graded on a pass/fail basis. This policy

does not apply to intersession courses that have already been offered.”

Adopted by the faculty on April 15, 2004; amended November 17, 2005.

B. Mandatory Grading Curve

The faculty has adopted the following grading policy for all courses in the College of Law:

(a) The following grading norms shall be followed in all courses in the College of Law,

except as otherwise provided below:

The median grade in a class shall be 3.3, with the following distribution:

4.2-4.3

[A+]

0 percent to 5 percent, with a norm of 2.5 percent

3.9-4.1

[A]

5 percent to 10 percent, with a norm of 7.5 percent

3.6-3.8

[A-]

10 percent to 20 percent, with a norm of 15 percent

3.3-3.5

[B+]

20 percent to 30 percent, with a norm of 25 percent

3.0-3.2

[B]

20 percent to 30 percent, with a norm of 25 percent

2.7-2.9

[B-]

10 percent to 20 percent, with a norm of 15 percent

2.4-2.6

[C+]

5 percent to 10 percent, with a norm of 7.5 percent

2.3 and under:

[C, D, F]

0 percent to 5 percent, with a norm of 2.5 percent

(b) When awarding grades at the extremes of the scale (i.e. "A+" grades or "D/F" grades),

faculty members must exercise their own judgment concerning what performances are

outstanding (A+) or seriously deficient (D, F). To the extent a faculty member’s grades at

the extremes are below the distributional norms, the distribution of grades at adjacent grade

levels can be adjusted to achieve the overall distributional norms of 25% of grades at the

A+/A/A- level and 25% of grades at “B-“ or below.

primarily on a final examination, an alternative curve is mandatory. The median grade in

such courses shall be between 3.2 and 3.4, with the following distribution:

3.6-4.3 A+/A/A- 15-35%

3.3-3.5 B+ 20-30%

3.0-3.2 B 20-30%

2.9 and below B-/C+/C/D/F 15-35%

(d) The curve is not applicable in upper-level seminars and other upper-level classes in

which a student’s grade is based primarily on the student’s performance on graded skills-

oriented tasks (including writing) other than a final examination.

(e) The median grade in the LAWR course shall be between 3.2 and 3.4, with the following

Adopted by the faculty on April 20, 2006.

mandatory distribution:

3.6-4.3 A+/A/A- 15-35%

3.3-3.5 B+ 20-30%

3.0-3.2 B 20-30%

2.9 and below B-/C+/C/D/F 15-35%

(f) There shall be no deviations from this policy without showing good cause to the Dean

of the College of Law.

C. Alternate Grading Frameworks

1. The following are categorical exceptions to the general rule that a numerical grade

shall be assigned to each student in each course.

a. Credit-bearing activities designated as co-curricular activities, including

credit hours for the Iowa Law Review, Journal of Corporation Law, Journal of

Transnational Law & Contemporary Problems, the Journal of Gender, Race &

Justice, Appellate Advocacy I, the Van Oosterhout/Baskerville Domestic

Competition and the Jessup and Jessup International Moot Court Competitions,

Moot Court Board and Trial Advocacy Board, shall be graded on a pass/fail basis.

b. Introduction to Law & Legal Reasoning and Tutorial for Foreign-Trained

Lawyers: Introduction to US Law & Legal System shall be graded on a pass/fail

basis.

c. Advanced Legal Research courses may be graded pass/fail or numerically at

the option of the instructor.

d. Trial Advocacy courses may be graded pass/fail or numerically at the option

of the instructor.

e. The SJD Tutorial and SJD Independent Research and Writing shall be

graded on an Honors/Pass/Fail basis.

f. The field work component of a field placement shall be graded pass/fail.

g. The 3-credit summer legal placement program shall be graded pass/fail.

2. Other courses may be offered pass-fail, but only upon approval by the Faculty. An

instructor seeking to offer a course on a pass/fail basis must demonstrate to the Faculty a

compelling reason for departing from the standard policy that a numerical grade shall be

First-Year Legal Analysis, Writing & Research Guidelines, adopted by the faculty on May 11,

2005.

Academic Rules and Practices, May 1983, amended Nov. 23, 1983; April 16, 1998; March 25,

1999; March 10, 2005; Dec. 14, 2017. See also Faculty Meeting Minutes, September 19, 1978.

assigned to each student in each course at the College of Law. Courses may not be

approved as pass-fail on a lay-on-the-table basis.

3. Faculty are required to award a numerical grade for a failure in a pass-fail course.

4. A course that is taken outside the College of Law for credit towards a law degree

shall be graded according to the course’s standard grading practices. These grades will

appear on the student’s transcript but shall not be used in computing a law student’s

cumulative average. A pass or minimum grade of “C” is required for law school credit.

D. Consequences of failing a course

Students who fail LAWR I or LAWR II

A student who earns a grade of lower than 1.8 in LAWR I or withdraws from LAWR I is

not eligible to take LAWR II. A student who has not earned a grade of at least 1.8 in both

LAWR I and LAWR II is referred to the Retention Committee.

Students who fail a required or upper division course

No academic credit shall be given for a grade below 1.8 or for a grade of Fail. A student

who fails a required course must repeat the course, with a different professor if possible.

Both enrollments and both final grades earned in the course will appear on the students’

transcript. If a student retakes a required course, both grades will be included in the

calculation of the student’s GPA. A student who earns less than a grade of 2.1 in the

retaken course shall be referred to the Retention Committee.

A student who fails a non-required course may repeat the course with the permission of the

Associate Dean for Academic Affairs. The grade on the retaking, however, shall be

recorded as a “Pass” or “Fail” and shall not be used in computing the student’s cumulative

average. To receive a “Pass” in a course which is retaken, the student must earn a grade of

2.1 or better.

E. Class Ranking

Students are not ranked until they complete their first year of study. Thereafter, rankings

are done at the end of every semester, once all grades are reported. The following system of

ranking students by their grade point averages shall be in effect:

(a) The top ten percent in each class may be informed of their exact rank.

Faculty Meeting Minutes, May 17, 2011. Relocated from the Policy on Grading.

Academic Rules and Practices, May 1983; amended December 17, 2010.

Academic Rules and Practices, August 1983, see also Memorandum of September 18, 1979;

Faculty Meeting Minutes, May 15, 1980. Amended January 25, 2018.

(b) The grade point averages at the 12.5 percentile and 37.5 percentile will be posted;

and

Students will be ranked following the fall semester and spring semesters each year. Final

class standing will be based on the ranking in September and will include students who

completed all graduation requirements in August, May and the previous December. For

purposes of ranking underclass students, the same system shall be used based upon the

expected date of graduation.

F. Miscellaneous Grading Marks

The effect of marks other than Pass and Fail and numerical grades in all courses shall be as

follows:

“W" equals withdrawn. This grade carries no course hours. This grade shall not be used in

computing the cumulative average and shall be awarded only

i. upon withdrawal from the College;

ii. if the student remains registered in the College but is dropped from the

course by the instructor; or

iii. if the student remains registered in the College but withdraws from a course

as permitted by these rules. Withdrawal without obtaining the requisite

permission shall result in the awarding of a grade of 1.5 for the course.

"I" denotes incomplete. This grade carries no course hours toward a degree until changed

to either a numerical grade or, where permitted, a pass/fail grade. This grade shall not be

used in computing the cumulative average. A grade of "I" may be reported only in

exceptional cases and then only if the unfinished part of the student's work in a course is

small, the work is unfinished for reasons acceptable to the instructor, and the student's

standing in the course is satisfactory. Grades of "I" which are not completed by the end of

the semester following the initial entry of the "I," not including summer, shall

automatically be converted by the Registrar to a 1.5 or an "F," depending on whether the

course is graded or pass/fail, unless the supervising faculty member gives express written

permission, upon a showing of good cause by the student receiving the "I," to extend the

"I" for another semester. The burden of seeking an extension of the "I" shall be on the

student, and not the Registrar or the supervising faculty member. In any event, an "I" shall

not be extended beyond three semesters following the initial entry of the "I," whether or not

the student is in residence. With the express written permission of the supervising faculty

Text taken from 2016-17 Student Handbook. Similar text appears in the May 1983 Academic

Procedures. The main change from 1983 to the present is the elimination of the “OAE” grade and

addition of “R” grade. This appears to have been an administratively adopted change.

member, an "I" may be converted to a "W" unless doing so would be inconsistent with

other rules relating to grading policy.

A mark of "R" (denoting registered, course in progress) is reported if the student is

registered for a year-long course or program (such as a seminar or a journal) and has

completed the first semester of the course or program satisfactorily, but a grade cannot be

assigned until the second half of the course or program is completed.

G. Grade review and adjustment; course complaints

1. After final grades in a course are released, students with questions about their final

exams, papers or projects are encouraged to discuss those questions with the course

instructor.

2. Students may request a review of a final examination, final paper or final project.

Ordinarily, the purpose of the review is for the purposes of furthering the learning

objectives of the examination or other work product, helping the student improve

performance on future examinations or work product and to ensure that a clerical error was

not made. Student requests must be made in writing to the course instructor within 30 days

of the release of the final course grade. Instructors receiving such a request must meet,

either in person or electronically, with the student within a reasonable period of time,

taking into account issues such as phased retirements and faculty leaves of absence.

3. In the event of a clerical error discovered after final grades are submitted that is of the

magnitude as to call for a grade change, the course instructor shall adjust the grade

appropriately up or down, and shall provide a written explanation of the reason for the

change to the Associate Dean for Academic Affairs.

4. Other than changes to final grades made due to the discovery of a clerical error, a final

grade shall not be changed except by the instructor in extraordinary circumstances. If an

instructor changes a final grade due to the existence of extraordinary circumstances, the

instructor must provide a written explanation of the reason for the change to the Associate

Dean for Academic Affairs.

5. In making any change to a course grade after final grades are submitted, the instructor

shall consider the effect any such change would have on the grades of the other students in

the class, and seek to avoid unfairness to those students.

6. Student complaints relating to violations of College of Law or university policies,

including but not limited to concerns about bias or inappropriate discrimination, should

follow the procedures provided in the University of Iowa Operations Manual. Students

may contact the Associate Dean for Students Affairs, Associate Dean for Academic

Affairs, Dean of the College of Law, or College of Law or university ombudpersons for

advice and guidance in navigating College of Law and university policies. Complaints for

violations of College of Law policies relating to a course must be made in writing to the

Dean within 60 days of the release of the final grade in that course.

VII. Examination Policy

A. Reading Period

Whenever possible, the Dean will set aside one to three days for a study period

between the end of regular classes and the first regularly scheduled upper class exam.

B. Accommodations for students with limited English proficiency

Students at a substantial disadvantage taking an exam within the specified time limits by

reason of limited English proficiency may receive additional time to complete an

examination commensurate with the extent of the disadvantage and/or may be allowed the

use of a language dictionary during the exam. A student seeking such an accommodation

must make a request to the Dean or Dean’s designate by the deadline announced each

semester. The Dean or Dean’s designate will then make a recommendation to the faculty

member teaching the course in which the examination is to be given. The faculty member

will determine the extent, if any, of accommodation for the student.

Faculty minutes, December 17, 1987.

Adopted by the Faculty on February 14, 2018.

VIII. Policy on Eligibility Rules Adopted by Student Organizations

The faculty has authorized student academic organizations to adopt rules of eligibility

designed to obtain adequate time commitments from a student selected to occupy a

responsible position in the selecting student academic organization. Any such rules should

be expressed in terms of the time commitment necessary to perform required duties and

shall not be expressed as absolute bars against particular double commitments or activities.

Rules of eligibility authorized by this vote shall not affect the eligibility of any student to

through the performance of the duties required of a student holding a responsible position

in a student academic organization. Such rules shall, before becoming effective, be

provided to the faculty and may be disapproved by a majority vote of the faculty.

Adopted by the faculty on May 10, 1988.

IX. Policy on Field Placement Programs

The faculty of the College of Law recognizes the critical importance of experiential

learning in creating opportunities for students to exercise and develop judgment, practical

knowledge, professional skills and professional identity. An intensive, high-quality

educational experience that involves the performance of legal tasks in a professional setting

provides a valuable supplement to regular classroom work, simulation courses, co-

curricular and extra-curricular activities, and legal volunteer placements.

This policy sets forth the conditions under which academic credit may be given for such

field placement experiences.

I. General

A field placement, which is also described as an externship, is an academic course in

which a significant component of the student’s educational experience includes the actual

rendition of legal services or performance of other actual legal activity in a setting outside

the College of Law. However, this definition does not include the College’s clinical

programs, in which the students are engaged in the rendition of legal services under the

direct supervision of a faculty member.

Any academic credit awarded for a field placement is subject to the following

limitations:

a) except in the case of a Summer Legal Placement immediately following

completion of a student’s first year, no student is eligible to receive academic

credit for a field placement until the student has received a passing grade in all of

the required first-year courses identified in paragraph D(1) of the Graduation

Requirements for the J.D. Degree;

b) no student shall be enrolled in a Summer Legal Placement in the summer term

immediately following completion of their 1L year without receiving a passing

grade in all of the required first-year courses offered in the first semester of their

1L year;

c) no student may receive more than a total of 9 hours of credit for an academic

year field placement, except that a student may, with the approval of the Dean or

the field placement program director, count up to 14 such credits toward

graduation (including the credit for any associated seminar or tutorial);

d) additional prerequisites may be specified for individual field placements.

Nothing in this policy shall be construed as superseding the policies for enrollment or

Field Placement Policy adopted by the faculty on May 9, 2015; amended March 21, 2017; March

22, 2018.

graduation for the J.D. or other degrees.

II. Educational Objectives of Field Placement Programs

Field placement programs are intended to provide students with in-depth exposure to the

practice of law in a real-world setting. In any field placement, the student should be

directly involved in activities characteristically performed by attorneys. Merely

shadowing attorneys or engaging in passive observation, while an appropriate component

of an field placement’s educational experience, should never be the exclusive, nor even

the predominant, activity for a student. The specific activities that would fulfill this

purpose are manifold, for instance,

• research and writing,

• drafting, including legal documents, legislation and regulations, and policy

proposals,

• client interviewing and counseling,

• fact investigation, negotiations, and

• court appearances or other comparable advocacy activities.

Some placements will by their nature limit the student’s actual performance of lawyering

activities to perhaps one or two of this non-exclusive list. For instance, judicial

externships will always emphasize almost exclusively the legal research and writing

skills practiced by attorneys. In those circumstances, the faculty and site supervisors

should make every effort to ensure the students are at least offered the opportunity to

observe and/or discuss a broader range of activities.

Externships are also intended to expose students to legal practitioners. Thus, any placement

must guarantee that the student will have frequent and close interaction with attorneys.

Finally, the placements are intended to expose students to the ethical issues raised in the

actual practice of law. Every placement should offer an opportunity to confront and discuss

ethical issues.

III. Requirements for Field Placement Credit

Two components are required of any field placement for which credit will be given. The

experiential component requires a certain number of on-site hours consisting of qualifying

work under close supervision. The academic and reflective component consists of faculty-

led instruction that include assignments that guide students in a disciplined evaluation of

context, intention and action that allow the student to build on the experience. The goals

of the academic and reflective component will be determined by the faculty member and

should include one or more of the following: developing a student’s knowledge of

substantive law or procedure related to the placement; enhancing the student’s perspective

on the legal system; developing the student’s skills in matters related to the placement or

to the practice of law generally; and/or considering ethical issues associated with the

experience or with the practice of law generally.

a) Crediting

During the academic year, placements for up to five credits of on-site work shall have a

seminar or tutorial of at least one credit, and placements for six or more credits of on-site

work shall have a two-credit seminar or tutorial. During the summer, placements may also

be taken for three credits, graded pass/fail, inclusive of the academic and reflective

component.

b) Requirements for the experiential component

i) On-site hour requirement:

In order to receive academic credit for field placement, a student must work a minimum

of 50 on-site hours for each hour of academic credit awarded for the experiential portion

of the field placement. Additional hours may be required for certain placements, at the

discretion of the director of the College’s field placement program or the Curriculum

Committee.

The work that the student performs in the field placement must be

consistent with the College’s educational objectives for externships, as stated above.

ii) Nature of the field placement:

Credited field placements must be for work that is for any of the following: a

governmental body (including a court); a non-profit organization; a for-profit law firm;

or a corporate counsel office in a for-profit firm.

iii) Compensation:

Students shall not receive any compensation for work during their field placement (e.g.,

an hourly wage or salary). Students may accept grants, scholarships, or stipends from the

College or sources other than the field placement itself, provided that the student reports

the sources and amounts of those funds to the field placement director. Students also may

receive reimbursement from their field placement organization for reasonable out-of-

pocket expenses incurred as a result of participation in a field placement, provided that a

summary of such expenses and reimbursements is furnished to the field placement

director.

This policy anticipates that the Dean will appoint a field placement director. If, at any time, there

is no field placement director, the Dean may appoint an associate dean or a faculty member to

perform the director’s duties. If there is no director, and no other person is appointed to perform the

director’s duties, those duties pertaining to approving field placements and reporting to the faculty

on the field placement program will be performed by the Curriculum Committee or its chair. In

addition, faculty field placement supervisors have an ongoing obligation in all circumstances

(whether there is a field placement director or not) to monitor the quality of the field placements

they supervise, to ensure that those placements comply with the requirements of this policy, and to

report any problems to the field placement director or relevant administrator or, if there is none, to

the Curriculum Committee.

iv) On-site supervision:

Field Placement organization duties: Any organization hosting a field placement student

must be committed to the educational possibilities of the placement and to providing the

student with opportunities for performance and ongoing feedback on the student’s work.

The organization must identify a site supervisor for the student who is committed to

these objectives, verified through completion of a written understanding between the

student, site supervisor, and a faculty member, which will be provided along with other

materials in a manual for Field Placement Supervisors. The site supervisor will also be

required to complete written evaluations of the law student extern, and to consult with

the faculty supervisor as required.

Faculty supervisor duties: The faculty supervisor is responsible for guiding the student in

a statement of goals for the externship, for conducting a midterm conference among the

faculty member, the site supervisor, and the student, and for grading the field placement

experience on a pass/fail basis.

Student duties: Among other requirements set by the faculty and site supervisors, all

students are required to submit weekly time sheets (redacted of confidential information)

or other reports on the tasks they completed, to complete a mid-term assessment, and to

complete a field experience final evaluation form.

Director (if any) duties: The director of the College’s field placement program (if any) is

responsible for ensuring that these commitments are met and to provide guidance as

necessary regarding the requirements.

c) Requirements for the academic and reflective component.

Each field placement must be accompanied by a simultaneous academic and reflective

component taught by a faculty supervisor, who may be an adjunct faculty member.

All field placement academic components must include opportunities for self-evaluation

and ongoing, contemporaneous, faculty-guided reflection. For example, faculty members

might require that all students produce, and share for discussion with the faculty member

(or a group that includes the faculty member and other students), a series of writings

related to various aspects of the student’s placement experience.

While an individual faculty member assigned to teach the academic component may set

individual goals for the course, the goals must generally fit within these three categories:

1) enhancing students’ learning from the field placement; 2) giving students models for

learning from experience and motivating them to learn from practice experience after law

school; 3) helping students use the experience a) to gain knowledge about legal ethics,

substantive law, and procedure; b) to improve their perspective on, and understanding of,

the legal system and how it operates; or c) to develop skills related to the field placement

or to the practice of law generally. In addition, the academic component should always

include efforts to encourage students to reflect upon their future careers and how their

experience might influence their career choices or professional decisions.

Sample syllabi, class exercises, ethics problems, textbooks, and other state-of-the-art field

placement pedagogy materials will be available to faculty supervisors to assist them in

developing the content of the field placement academic component.

Individual instructors may choose varying approaches to satisfying the requirements for

the academic and reflective component. Options include, but are not limited to, requiring

students to complete a research paper or papers on a subject related to the field

placement; participation in skills exercises or simulations; guided reading and in-class

discussion; or lectures by the faculty member and/or guest practitioners.

Except for 3-credit summer legal placements, this academic and reflective component

shall ordinarily consist of a one- or two-credit field placement seminar graded

numerically by the faculty supervisor. In cases where it is not possible to arrange a

seminar, the reflective and academic components may be provided through a field

placement tutorial, so long as the tutorial satisfies the requirements for a seminar. In most

cases, the field placement seminar or tutorial will be conducted by the supervising faculty

member on a weekly or bi-weekly basis. Enrollment in such seminars or tutorials should

ordinarily be capped at 12 (as in other College of Law seminars).

d) Grading

Except for 3-credit summer legal placements, the academic and reflective component of a

field placement experience shall be graded numerically under the College’s regular

grading policy. Methods of evaluation and grading shall be determined within the

discretion of the faculty supervisor, consistent with course goals, and may include

journaling, short papers, class presentations, class participation, and research papers.

The experiential component of the field placement will be graded pass/fail by the faculty

supervisor. The faculty supervisor will obtain from the site supervisor a mid-term and

final evaluation of the student’s work.

IV. Administration and Approval of Field Placements

Consistent with her responsibilities and authority, the Dean of the College of Law shall

This paragraph is based loosely on suggestions and ideas contained in the Teacher’s Manual to

Ogilvy, Wortham, and Lerman’s Learning from Practice: A Professional Development Text for

Legal Externs (2

Ed. 2007).

For students whose field placements are at a significant distance from Iowa City, there are a

number of alternatives for satisfying the reflective and academic requirements for field placement

credit. The student may participate in a field placement seminar or tutorial via video-conferencing

or on-line education technology provided that the requirements for distance educations courses are

met. If a number of Iowa students are involved in field placements in a nearby city, the College

might arrange for the field placement seminar to be offered in that city by a regular faculty member,

a member of the adjunct faculty, or through a contractual arrangement with another law school or

field placement organization.

determine the administrative structure for the College’s Field Placement Program. The

Dean may appoint a director or administrator of the program, who shall be a tenure-track,

clinical, instructional or adjunct faculty member.

a) Duties of any appointed field placement program director or administrator

A director or administrator of the field placement program shall have the duties assigned

to the position by the Dean. Those duties may include, but are not limited to:

• Accepting and approving applications for field placements, including

granting pre-approval for placements at organizations with which the College

has had positive experience in the past, subject to the requirements set out in

the policy and the approval process described below;

• Identifying opportunities for field placements and cultivating positive

relationships with organizations that currently offering field placement

opportunities to Iowa students or that may do so in the future;

• In consultation with the Dean and Associate Deans, identifying faculty

members to lead field placement seminars and assigning field placement

students to those seminars;

• Teaching field placement seminars or tutorials; or

• Informing faculty about research and knowledge concerning best practices in

field placement instruction, and assisting faculty in developing materials,

syllabi, and instructional plans for field placement seminars or tutorials.

b) Approval of field placements

Approval of field placements is the joint responsibility of the field placement program

administrator, if any, and the Curriculum Committee. If there is no program

administrator, the duties assigned to that person shall devolve upon the Curriculum

Committee or its chair.

i) Field placements at locations that have not hosted an Iowa student within the previous

three years.

Applications for a field placement at a location that has not recently (within the prior

three-year period) hosted an Iowa field placement student must be made on a form

prepared by the program administrator. All information requested on that form must be

provided prior to approval of the field placement, unless the administrator determines that

an informed decision about the field placement can be made without the missing

information.

Applications for approval of an individual field placement, or a course involving multiple

field placements, may be made by a student (in the case of an individual field placement

opportunity), by a faculty member, or by the program administrator.

The field placement administrator shall have the authority to approve any student-

initiated or administrator-initiated individual placements that clearly and directly meet the

standards in this policy. The administrator may consult with the Curriculum Committee

or its chair in close cases.

All first-time international field placements must be approved by the Curriculum

Committee. All first-time placements in private, for-profit settings must also be approved

by the Curriculum Committee. Previously-approved international or private placements

must be resubmitted to the Curriculum Committee for approval if no Iowa student has

participated in a placement at that location within the prior three years.

The administrator may set deadlines for field placement applications and may strictly

enforce such deadlines.

Prior to final approval of a placement, the administrator must determine the means by

which the reflective and academic components of the placement will be satisfied, and the

administrator must verify that the site supervisor has adequate professional credentials,

and training or experience, to effectively supervise the student’s work and is willing to

comply with the terms of this policy concerning supervision and evaluation of the

student.

Where warranted, the administrator shall have the discretion to impose such

additional conditions or requirements as are deemed appropriate.

ii) Field placements with organizations that have successfully hosted Iowa students

within the past three years.

The administrator of the field placement program may accept and approve applications

for credit for field placements at organizations that have recently hosted Iowa students by

any process deemed satisfactory by the administrator. However, the administrator may

approve subsequent placements at a previously-approved organization only if the

administrator believes that previous placements at the organization have provided

students with a high-quality educational experience and that the proposed placement will

be consistent with the goals and requirements of this policy.

If the administrator has reason to doubt the quality of any placement, the administrator

should follow the approval process for new placements and take any other steps

necessary to ensure the quality of the placement opportunity before approving it for

credit.

iii) Reports

It is expected that a student’s site supervisor will be an attorney with appropriate professional

credentials. In some cases, however (e.g. a placement in an agency or organization that provides

specialized services to a particular population), the supervisor may not be an attorney. Non-attorney

supervision is acceptable only when the supervisor is highly-qualified in a field related to the

subject matter of the field placement experience and when the student will have the opportunity to

interact with attorneys in a professional setting during the field placement.

Each year the administrator of the program, or the Curriculum Committee, should prepare

a brief report for the faculty on the field placement program. That report should identify,

at a minimum, the location and sponsoring organization for each credited field placement

and the number of credits earned by each student enrolled in a field placement.

If there is an administrator of the program, the administrator should develop an evaluation

form for use by students in evaluating the quality of their field placement experience. The

administrator should report to the faculty on the general results of that evaluation. The

administrator should also identify for the faculty any significant problem areas requiring

faculty attention or any areas in which significant improvements could be made in this

policy or in the field placement program.

V. Transfer of Credit for Externships Earned at another School