The prospect of teaching criminal law in the first year raises numerous questions, including: (1) how many credits does (and should) the course receive; (2) what should one include in the syllabus; (3) how much of the syllabus must one cover in class; and (4) even if the students forget the many nuances of the course, what does one ultimately want them to take away? In this Essay, the author humbly offers some thoughts—from the “newbie’s” standpoint—on each of these questions.
From Philly to Fayetteville: Reflections on Teaching Criminal Law in the First Year
Volume 83, No. 2, Winter 2011