Co-requisite Clinic: Transactional Practice Clinics (Business & Non-Profit Clinic, Real Estate Clinic, Entertainment Law Clinic) (2-4 Fall credits). Class and clinic enrollment is bundled. Enrollment in one component (e.g. class) will automatically enroll you in the other component (e.g. clinic).
Early Add/Drop Deadline: September 4, 2012..
LLM Students: This clinic is open to LLM students.
This course is the classroom component of the clinical practice for students enrolled in one of the Transactional Practice Clinics (TLC). Students in the class will choose to concentrate their clinical practice in one or more of the three TLC clinics: Business and Non-Profit, Real Estate, or Recording Artist Project (entertainment). In the classroom and the clinical work, students will have the opportunity to explore and directly experience the various roles of transactional lawyers as they provide legal services to small businesses, non-profit organizations, real estate parties, community development corporations, or individuals and companies in the arts and entertainment industry. Students will develop legal skills utilized by transactional lawyers and will gain the perspective of transactional practice in the context of actual client representation. Depending upon their clinical concentration and clients needs, students typically have opportunities to engage in entity formation; contract negotiation and drafting; commercial financing; business acquisition; commercial leasing; licensing and permitting; trademark and copyright; applications for tax-exemption; corporate governance and compliance; real estate transactions and development; affordable housing development; zoning; condominium development; and other transactional legal work. Students will be exposed to the various challenges faced by clients engaged in transactional activities and to the laws, policies and institutions impacting their ability to succeed. In addition, the course will engage students in critical reflection about the ethical, strategic and policy dimensions of their clinical work; as well as invite reflection about their own professional development. In the classroom component of the course, every student also will participate in ""rounds"" sessions, by presenting a challenging case for class discussion and by critiquing and analyzing the presentations of fellow students.