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faculty
Rebecca Flanagan
Associate Professor / Director of Teaching & Learning Methods
Law School / Faculty
Contact
508-985-1152
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UMass School of Law 216
Education
| 2005 | University of North Carolina School of Law | JD |
| 2002 | Neag School of Education, UConn | MA |
| 1999 | University of Connecticut | BA |
Teaching
- Academic Skills Lab
- Property
- Special Education Law
- Higher Education Law
Teaching
Courses
The Academic Skills Lab is a non-credit bearing, weekly course for first year law students. Participation is mandatory during the fall semester when instruction focuses on a variety of fundamental legal skills such as law school study skills, case reading and briefing, legal analysis, and law school examination preparation. In the spring semester, the program's focus is remedial. First year students are referred to weekly workshop sessions designed to improve law school exam performance
The Academic Skills Lab is a non-credit bearing, weekly course for first year law students. Participation is mandatory during the fall semester when instruction focuses on a variety of fundamental legal skills such as law school study skills, case reading and briefing, legal analysis, and law school examination preparation. In the spring semester, the program's focus is remedial. First year students are referred to weekly workshop sessions designed to improve law school exam performance
This course introduces real and personal property, including the nature of property and the rights and duties of owners and possessors. Topics include present and future interests, landlord-tenant agreements, co-tenancies, easements, covenants and servitudes, title determination and assurance, contracts of sale, deeds, mortgages, and land use regulation.
This course introduces real and personal property, including the nature of property and the rights and duties of owners and possessors. Topics include present and future interests, landlord-tenant agreements, co-tenancies, easements, covenants and servitudes, title determination and assurance, contracts of sale, deeds, mortgages, and land use regulation.
The course provides individual students with the opportunity to complete an independent legal research and writing project under the supervision of a full- time faculty member with expertise in the area studied. Permission of Full-Time Professor; Permission of Associate Dean required for second I.L.R. Of the 90 credits required for graduation, students are required to earn at least 65 in courses that meet in regularly scheduled class sessions. This course does not count toward the 65 credit requirement.
Research
Research interests
- Law school teaching methodology
- Pedagogy of adult learning
- Academic support for non-traditional populations
Select publications
- Rebecca Flanagan (2018).
Better By Design: Implementing Meaningful Change for the Next Generation of Law Students
Maine Law Review - Rebecca Flanagan (2017).
Pre-competencies as Precursors: Enhanced Admission Criteria in the Age of Seat-Deposit Anxiety
Nevada Law Journal, 17 - Rebecca Flanagan (2015).
Do Med Schools Do It Better?: Improving Law School Admissions by Adopting a Medical School Admissions Model
Duquesne Law Review, 75
Professional background
Rebecca received her JD from the University of North Carolina School of Law in 2005; she is licensed to practice law in New York. After law school, Rebecca became the Assistant Professor and Assistant Director of the Institute of Student and Graduate Academic Support at Whittier Law School in Costa Mesa, California and the Director of Academic Support Programs at Arizona State University-Sandra Day O’Connor College of Law in Tempe, Arizona. Most recently, she was Director of the Pre-Law Center at UConn and ran UConn Law School’s academic success program.
Rebecca is the secretary of the Association of Academic Support Educators (AASE), and was previously a member of the executive board of the Association of American Law Schools Section on Academic Support, and a founding member and member of the executive board of the New England Consortium of Academic Support Professionals (NECASP).
Rebecca has been published in the book Reforming Legal Education: Law Schools at the Crossroads (IAP, 2011), The Learning Curve (the Journal of the ASP Section of AALS), the Washburn Law Journal (Winter 2008) and co-edits the Law School Academic Support Blog (a member of the Law School Professors Blog network) with Dr. Amy Jarmon.
She has presented at numerous conferences, including AALS, the Institute for Law Teaching and Learning Conference, LSAC New Professors Workshop and LSAC Bar Passage Workshop, and the inaugural Humanizing Legal Education Symposium.