Abstract
Undoubtedly, at the end of each semester on the final evening of my Transactional Drafting course, a student approaches me to share feedback and reflections on the class. Their feedback often ranges from expressions of surprise—”This class was actually more enjoyable than I expected”—to reconsiderations of their initial intentions—”I’m going to be a trial lawyer, so I wasn’t even going to take this class, but I’m so glad I did!”—to newly discovered interests—”I think I’m actually interested in pursuing a career as a transactional lawyer now.” These student reflections are helpful as they offer valuable insights as I am constantly seeking ways to refine the course for relevance and maximum student engagement.
Recommended Citation
Keisa M. Johnson Monroe,
From Classroom to Closing Table: Strategies for Teaching Transactional Drafting and Preparing Law Students for Practice and the Nextgen Bar Exam,
70
St. Louis U. L.J.
(2026).
Available at:
https://scholarship.law.slu.edu/lj/vol70/iss3/7