{"id":1236,"date":"2017-11-13T16:27:23","date_gmt":"2017-11-13T21:27:23","guid":{"rendered":"http:\/\/blogs.harvard.edu\/hlscasestudies\/?p=1236"},"modified":"2017-11-13T16:27:23","modified_gmt":"2017-11-13T21:27:23","slug":"meet-our-new-case-writers","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2017\/11\/13\/meet-our-new-case-writers\/","title":{"rendered":"Meet our New Case Writers!"},"content":{"rendered":"

\"Image<\/p>\n

Brittany Deitch (left) and Rachel Gordon (right) have both recently joined the Harvard Law School | Case Studies team<\/a>. Brittany, a recent JD graduate, was sworn into the bar in September 2017. Her role involves writing cases tailored to the JD curriculum. Brittany was inspired to get involved with pedagogy by her time in higher education, saying:<\/p>\n

\u201cPrior to law school, I worked for a nonprofit focused on encouraging and facilitating student access to education in American political thought and history at the university level. That organization achieved this goal by working with professors to develop their courses in a way that would attract student enrollment and foster an interest in civic engagement.\u201d<\/p><\/blockquote>\n

When asked about her favorite projects so far, Brittany cited working with HLS Professor Howell Jackson<\/a> and sitting in on his Regulation of Financial Institutions course<\/a>, where he uses one case study per week. In Brittany\u2019s experience, using case studies in legal education can be ideal:<\/p>\n

\u201cWhile a student in law school\u2026most of my courses were taught using the Socratic Method and Langdellian Case Method\u2026 Although those methods help students to \u2018think like lawyers,\u2019 they do little to develop practical, professional skills needed to act<\/em> like lawyers. I find that simulation exercises and skills courses supplement the classroom experience nicely. Case studies are especially great because they can be incorporated into doctrinal courses to teach students to think like lawyers and make decisions like lawyers while also teaching the substantive law.\u201d<\/p><\/blockquote>\n

Rachel, who focuses on writing cases in the Executive Education sphere, is a veteran case writer that has worked at Harvard Business School Case Writing Group (then called the Global Research Group), and the Global Health Education and Learning Incubator at Harvard University, but says she first got in to writing case studies per a recommendation from a professor she had while getting her MBA at Simmons College. Rachel notes:
\n\u201cExecutive Education uses cases differently than the JD program; the Executive Education program\u2019s cases focus on developing leadership and professional skills.\u201d
\nRachel also sees value in case studies in the classroom, and what their ambiguity can teach students:<\/p>\n

\u201cCase studies are written to encourage dialogue among participants. Often the instructor isn\u2019t looking for the \u2018right\u2019 answer but rather a willingness for participants to reflect and build on each other\u2019s comments Reactions to cases are not intended to be uniform; two individuals may have very different perspectives on how to approach a situation. Ad hoc debates during the class discussion can help broaden our understanding of the issues laid out in the case study. This is a time for participants to take an intellectual risk or push an idea further.”<\/p><\/blockquote>\n

Rachel has thoroughly enjoyed sitting in on the Harvard Law School Executive Education programming and \u201chaving a better understanding of the challenges that lawyers face today in the changing legal environment\u201d saying:<\/p>\n

\u201cThe 2008 economic crisis was a real watershed moment for the legal industry. It is still grappling with how to respond to new demands for efficiency and transparency while also grappling with the changes caused by technology and globalization. It is exciting to produce materials for today\u2019s lawyers that invite them to confront these issues deliberately and creatively.\u201d<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Brittany Deitch (left) and Rachel Gordon (right) have both recently joined the Harvard Law School | Case Studies team. Brittany, a recent JD graduate, was sworn into the bar in September 2017. Her role involves writing cases tailored to the … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":9469,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[88577,1],"tags":[],"class_list":["post-1236","post","type-post","status-publish","format-standard","hentry","category-experiential-learning-and-the-case-study-method","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-jW","jetpack-related-posts":[{"id":1242,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2018\/01\/19\/experiential-learning-in-the-international-humanitarian-law-classroom\/","url_meta":{"origin":1236,"position":0},"title":"Experiential Learning in the International Humanitarian Law classroom","author":"morourke","date":"January 19, 2018","format":false,"excerpt":"This post was written by Rebecca Sutton, who taught the Somalia in Crisis role play during the Re-Imagining International Humanitarian Law course at University of Western Ontario Law School.\u00a0 This is the first post in a series; in subsequent posts we will hear from students in the course as they\u2026","rel":"","context":"In "Experiential Learning and the Case Study Method"","block_context":{"text":"Experiential Learning and the Case Study Method","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/experiential-learning-and-the-case-study-method\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":470,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/02\/summer-reading-the-legal-apocalypse\/","url_meta":{"origin":1236,"position":1},"title":"Summer Reading: The Legal Apocalypse","author":"Elizabeth Moroney","date":"July 2, 2013","format":false,"excerpt":"There have been no definitive predictions for a Doomsday, but educators, lawyers, and media argue that legal education is teetering on the brink of catastrophe. Here\u2019s what they say are the warning signs: Disparities in Supply and Demand: Rutgers University School of Law-Newark Dean John J. Farmer, Jr. notes, \u201cNearly\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/reading-glasses-57288_640-500x375.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":446,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/06\/18\/financial-management-case-studies-at-columbia-law-school\/","url_meta":{"origin":1236,"position":2},"title":"Financial Management Case Studies at Columbia Law School","author":"Elizabeth Moroney","date":"June 18, 2013","format":false,"excerpt":"by Rachel Gibson Columbia Law School launches a new course this fall, Law Firm Financial Management, co-taught by Madhav Srinivasan, Director in Finance at Paul Weiss, and Dr. Silvia Hodges, Director of Research Services at TyMetrix Legal Analytics. The course will prepare students who are planning to enter the profession\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/Silvia-Hodges-June-2013-150x150.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1290,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2018\/01\/31\/new-product-sanctuary-cities\/","url_meta":{"origin":1236,"position":3},"title":"New Product: Sanctuary Cities: The Legislative Hearing","author":"eyook","date":"January 31, 2018","format":false,"excerpt":"Q&A with Professor Sabrineh Ardalan Harvard Law School | The Case Studies\u00a0has published a new case study and classroom simulation developed by Sabrineh Ardalan, Assistant Clinical Professor at Harvard Law School and Assistant Director at the Harvard Immigration and Refugee Clinical Program, along with Brittany Deitch, J.D. Case Writing Fellow,\u2026","rel":"","context":"With 1 comment","block_context":{"text":"With 1 comment","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2018\/01\/31\/new-product-sanctuary-cities\/#comments"},"img":{"alt_text":" Statue of Liberty.","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2018\/01\/CSP-036-500x333.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2018\/01\/CSP-036-500x333.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2018\/01\/CSP-036-500x333.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":1200,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2017\/03\/16\/using-case-study-method-law\/","url_meta":{"origin":1236,"position":4},"title":"Why and How: Using the Case Study Method in the Law Classroom","author":"Lisa Brem","date":"March 16, 2017","format":false,"excerpt":"Photo by: Brooks Kraft Post by: Jackie Kim and Lisa Brem Why should legal educators use case studies and other experiential teaching methods, such as role plays and simulations, in their classes?\u00a0 Hasn\u2019t the Langdell method served legal education well these last 140 years?\u00a0 Certainly creating and using experiential materials\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"person walking by langdell","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":1417,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2018\/06\/19\/worker-centers-our-walmart-case-studies-on-the-changing-face-of-labor-in-the-united-states\/","url_meta":{"origin":1236,"position":5},"title":"Worker Centers & OUR Walmart: Case studies on the changing face of labor in the United States","author":"morourke","date":"June 19, 2018","format":false,"excerpt":"Photo credit: The All-Nite Images from NY, NY USA on Wikimedia Commons A Q&A with Sharon Block, Executive Director of the Labor and Worklife Program and Lecturer on Law at Harvard Law School by: Lisa Brem* Recently, HLS Case Writing Fellow Brittany Deitch and I worked with Sharon Block, Executive\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2018\/06\/optional-image-for-worker-centers-Occupy_May_Day_2015_17334527022-500x333.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/1236","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/users\/9469"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/comments?post=1236"}],"version-history":[{"count":3,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/1236\/revisions"}],"predecessor-version":[{"id":1240,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/1236\/revisions\/1240"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=1236"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=1236"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=1236"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}