The Conglomerate is pleased to host our second online teaching roundtable of the summer today and tomorrow. We have gathered together some of my favorite scholars and teachers who will be discussing how they approach the course in Banking Law/Financial Institutions during a time of legal upheaval.
As with last week’s engaging roundtable on teaching Contracts, we give our guests free rein to discuss topics of their choice. Here are some of the questions they may examine:
- How has the financial crisis changed the subject matter of the course?
- How much do you focus on non-bank financial institutions? Is “shadow banking” (financial instruments and markets, like asset-backed securities, that perform many of the same economic functions and pose some of the same economic risks as depository banks) a component of the course?
- If non-bank institutions are increasingly emphasized, how do you define the boundaries and central themes of the course, so that it is still coherent and manageable? How much do you focus on financial instruments and markets?
- How do you cover the sheer scope of Dodd-Frank? What topics are most important?
- How much of a historical focus helpful in teaching?
- How much of the economics of banking do you teach? Is it a useful frame for the course, or do you dip into economics as needed?
- How do you incorporate international or transnational subjects into the course?
- How do you balance policy issues with preparing students to be practitioners? How does one incorporate practitioner perspectives/problem solving dimensions into an introductory course when the material is so highly technical and likely to be alien to most students?
- How do you “sell” students (and even colleagues) on what the course is and why it is relevant for students? (I am sure many of us have a “friend” who has had to have this conversation with colleagues).
Let’s get started!
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