Theories and practices relating to dispute resolution in the late 1970s and early 1980s focused on conflict management outside the courtroom. In 1986, court-mandated mediation and statutory arbitration were trending on the legislative front, models for appropriate alternatives to trial were emerging, and judges were hungry for information and tools.
When considering how to teach procedural fairness, Washington state judicial educators searched for a way that extended beyond the traditional conference plenary session so commonly used in our state. We sought to do more than inform, but also to convince people to change.
Educating and training court personnel is every bit as important as educating our judges, but often it gets less airtime. So NASJE News is launching a new feature category exclusively dedicated to education for court personnel, starting with this article.
In a year that marks the 150th anniversary of the issuance of the Emancipation Proclamation and the 50th anniversary of Reverend Dr. Martin Luther King Jr.’s “I Have A Dream” speech, the 2013 Law Day theme is particularly apt: “Realizing the Dream: Equality for All.”
Regardless of whether you are a member of a team, a formal manager, or an informal leader, it is important to understand how teams can be formed and enhanced to produce the most effective JBE programs.
This article addresses the six lessons that I learned from creating an online learning program. Some of the lessons are obvious (at least now they are) and some are more obscure.
If you want to be successful in your efforts to engage your community you need to determine who you want to engage and why, then create a concrete plan with measurable goals. Here are some common-sense tips to get you started.
By Lee Ann Barnhardt The conversation regarding the need for judicial outreach in increasing public trust and confidence in the courts is not a new one. In the Summer 1998 issue of the NASJE News, Roger Warren, then president of Read more
The NJC has conducted three two-hour webcasts addressing a variety of mental competency issues.
What constitutes blended learning? According to the Sloan Consortium, blended learning consists of courses or programs in which 30%-79% of the learning is offered online while the rest is face-to-face.
For many years, The National Judicial College (NJC) has heard from judges about the unavailability of education for judges who have been recently elected or appointed. These judges often take the bench without any formal education other than a briefing from their future court clerks. To remedy this gap in education, the NJC created an online, self-study course for newly elected or appointed general jurisdiction judges to educate them about their new role.
Our brains are remarkably efficient. But what price do we pay for efficiency? Sometimes our brains can lead us terribly astray despite our best intentions—and this can have very real implications for the justice system.
Before I entered the field of judicial education a little less than a year ago, I spent the previous twenty years as a college professor. Teaching was something I had to learn on my own, through trial and error. I would have profited enormously from guidelines and suggestions of the type provided in these materials.
In February, 2012, the NASJE board established the Karen Thorson Award to honor a NASJE member who has made a significant contribution to both NASJE and judicial branch education nationally.
