L. O. Natt Gantt
- Courses4
- Reviews4
- School: Regent University
- Campus:
- Department: Law
- Email address: Join to see
- Phone: Join to see
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Location:
1000 Regent University Dr
Virginia Beach, VA - 23464 - Dates at Regent University: April 2009 - November 2015
- Office Hours: Join to see
Biography
Regent University - Law
Experience
Regent University School of Law
Professor and Associate Dean
L. O. Natt worked at Regent University School of Law as a Professor and Associate Dean
Education
Duke University
A.B.
Harvard Law School
J.D.
Gordon Conwell Theological Seminary
M.Div.
Publications
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Pedagogy of Problem Solving: Applying Cognitive Science to Teaching Legal Problem Solving
Creighton Law Review, Vol. 45, No. 699, 2012
In order to analyze how law schools can best teach legal problem solving, this Article draws upon the volumes of research in cognitive and educational psychology on problem solving and upon the hundreds of student evaluations since 2002 of Regent University School of Law's Summer Academic Success Program and Academic Orientation.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Pedagogy of Problem Solving: Applying Cognitive Science to Teaching Legal Problem Solving
Creighton Law Review, Vol. 45, No. 699, 2012
In order to analyze how law schools can best teach legal problem solving, this Article draws upon the volumes of research in cognitive and educational psychology on problem solving and upon the hundreds of student evaluations since 2002 of Regent University School of Law's Summer Academic Success Program and Academic Orientation.
Integration as Integrity: Postmodernism, Psychology, and Religion on the Role of Moral Counseling in the Attorney-Client Relationship
16 Regent University Law Review 233 (2003-04)
This article supplements the general responses offered by other commentators to explore more deeply why attorneys do or do not counsel their clients on moral considerations.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Pedagogy of Problem Solving: Applying Cognitive Science to Teaching Legal Problem Solving
Creighton Law Review, Vol. 45, No. 699, 2012
In order to analyze how law schools can best teach legal problem solving, this Article draws upon the volumes of research in cognitive and educational psychology on problem solving and upon the hundreds of student evaluations since 2002 of Regent University School of Law's Summer Academic Success Program and Academic Orientation.
Integration as Integrity: Postmodernism, Psychology, and Religion on the Role of Moral Counseling in the Attorney-Client Relationship
16 Regent University Law Review 233 (2003-04)
This article supplements the general responses offered by other commentators to explore more deeply why attorneys do or do not counsel their clients on moral considerations.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools are Failing to Develop Students' Professional Identity and Practical Judgment
Regent University Law Review, Vol. 17, No. 2, p. 339 (2014-2015)
This article addresses a growing imbalance in law school curricula and will be the first to document, through the author’s independent research, the degree to which schools are ignoring a call to cultivate students' professional formation and ethical decision-making.
Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind
Campbell Law Review, Vol. 29, p. 413, 2007
Legal educators maintain that a principal goal of legal education is to train students how to "think like a lawyer." Despite the popularity of the phrase, the legal literature is surprisingly lacking in detailed discussions of the cognitive attributes of "thinking like lawyer."
Teaching Knowledge, Skills, and Values of Professional Identity Formation
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, et al., eds., Lexis 2015)
The process of forming students’ professional identities requires exposing them to explicit areas of knowledge, skills, and values. This section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) builds on Best Practices’ thesis concerning what it means to be a legal professional first by identifying more specifically the content of that knowledge and the nature of those values and skills, and then by discussing particular teaching methods aimed at promoting students’ professional identity formation.
Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World
Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015), chapter 6
Helping students develop their “professional identity” is different from teaching them “professionalism,” as the latter term is often interpreted. Lawyer professionalism has often referred to adherence to standards or norms of conduct beyond those required by the ethical rules, and the focus of the current discussion of professionalism largely remains on outward conduct like civility and respect for others.
The Pedagogy of Problem Solving: Applying Cognitive Science to Teaching Legal Problem Solving
Creighton Law Review, Vol. 45, No. 699, 2012
In order to analyze how law schools can best teach legal problem solving, this Article draws upon the volumes of research in cognitive and educational psychology on problem solving and upon the hundreds of student evaluations since 2002 of Regent University School of Law's Summer Academic Success Program and Academic Orientation.
Integration as Integrity: Postmodernism, Psychology, and Religion on the Role of Moral Counseling in the Attorney-Client Relationship
16 Regent University Law Review 233 (2003-04)
This article supplements the general responses offered by other commentators to explore more deeply why attorneys do or do not counsel their clients on moral considerations.
Professional Responsibility and the Christian Attorney: Comparing the ABA Model Rules of Professional Conduct and Biblical Virtues
Regent University Law Review, Vol. 19, No. 1, 2007
The purpose of this article is to consider some correlations between the ABA Model Rules of Professional Conduct (the “Model Rules” or “Rules”) and Holy Scripture. Just as Christians are exhorted to pattern their conduct directly on Jesus’ life and teachings, and more generally on the moral guidance of the Old and New Testaments, so attorneys must conform their actions to rules of professional responsibility.
