Tuesday, January 13, 2015
Conference: Engaging the Entire Class: Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning
Engaging the Entire Class - Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning
From the website:
The UCLA School of Law and the Institute for Law Teaching and Learning (ILTL) present a one day teaching workshop conference in which all law faculty (full-time and part-time) can learn more about developing techniques for engaging diverse and distracted law students. Each workshop session will be presented by a teacher featured in the recent Harvard University Press book, What the Best Law Teachers Do.
Wednesday, January 7, 2015
There are few better ways to start the New Year than with a smooth, slow descent over the Potomac at night with the Capitol and the Washington Monument illuminated in the distance. It provides a few moments to reflect on the past year, and to try to envision what we need to do to ensure that our students, children, and grandchildren have the same professional, personal, and economic opportunities with which we ourselves have been blessed. Our world is changing.
In 2014, the China overcame the United States as the world’s leading economy. But don’t worry. We still have a number of other distinctions. For example, we continue to lead the world in environmental pollution per capita (China leads when measured by total volume). We also remain the world’s largest military power. In fact, our military spending is more than the next ten highest military spending countries combined. We also are far ahead when it comes to the percentage of our population in prison (700 inmates per 100,000 people), and the U.S. population continues to experience the greatest inequality in the world among developed nations. We remain a world leader in some ways, unfortunately.
So when I walked into the 2015 AALS Annual Meeting boasting the title, “Legal Education at the Crossroads,” I was hopeful that there would be discussions rich and lively focusing on the ways that we, as legal educators, can provide leadership—through scholarship, teaching, and service—to a nation in decline. The crisis that we are witnessing in legal education is not unique to us. But our opportunity is. Would we embrace it, I wondered?
A “Hot Topic/Bridge Program” focused on our nation’s racial issues kicked off the annual meeting on Saturday, but as I talked to colleagues from around the country in the hallways of the Wardman Park Hotel, I heard tales of lukewarm responses by many law schools to racial inequality issues, and at least one tenured colleague at a Midwestern law school told me of her experience being aggressively criticized by her law school administration for providing legal advice to students who were arrested during Ferguson-related protests.
As I sought panels and presentations focused on diversity, inclusivity, and justice, I was greeted with a variety of sessions focused on overcoming persistent discrimination in legal academia, strategies for nurturing diverse leaders in law schools, and the identification of higher education as a public good whose integrity must be protected from the widespread corporatization of America and transformation of our democracy (at least ideally) into a plutocracy. But, at times, even these disappointed as some panelists conveyed a deep entrenchment in a defensive position of academic entitlement that none of us can afford to embrace.
This is not 1973 and none of us is Professor Kingsfield. No longer can we stand at the podium and look down at our students, assured that both their futures and ours are assured. They are not. Law school teaching in the 21st century requires us to stand next to our students, and to partner with them. Our success is tied to theirs, as is America’s. If we cannot effectively and efficiently train the next generation of attorneys to understand the rule of law without burying them in massive debt, they will be unable to promote and passionately defend that same rule of law, which underpins our entire civilization.
Instead of asking these big questions, many discussions focused on travel funding and course loads and the potential of externships to save us from our obligation to create “practice ready” law school graduates. Don’t get me wrong. I had a fabulous time hearing marriage advice from Justice Ginsburg and getting a hug from Anita Hill—two of my heroines. But when the excitement of legal celebrity sightings wears off, I couldn’t help but return to room number 4216, and wonder how many more smooth landings I will be able to enjoy over the Potomac. There seems to be rough weather ahead, at least to me.
Wednesday, December 10, 2014
LegalEd is now accepting proposals for Igniting Law Teaching 2015, which is scheduled for March 19 and 20, 2015, at American University Washington College of Law in Washington, D.C. All proposals must be received by January 15, 2015.
Igniting Law Teaching 2015 is not a traditional law conference. Participants prepare 5-10 minute engaging presentations on legal education in TedX-style formats that will be digitally recorded and distributed online on the Legal Ed website, which can be found here. Igniting Law Teaching 2014 produced nearly three dozen legal education videos from professors all over the country, including a number of clinical professors. The recordings have been viewed hundreds of times by law school faculty, administrators, students, and alumni both in the U.S. and abroad, and the Journal of Legal Education is devoting an entire issue (Spring 2015) to the research underlying the 2014 Ignite Law Teaching recordings.
If you are interested in modernizing legal education to make it more effective, efficient, and relevant, I encourage you to consider participating in the 2015 Ignite Law Teaching event. More information about the event and submitting a proposal can be found here.
Tuesday, December 9, 2014
As you get ready to swap out your 2014 calendar for your 2015 calendar, make sure that you note that proposals for presentations at GAJE's 8th Worldwide Conference are due January 15, 2015. The conference will be taking place at Anadolu University in Eskişehir, Turkey, from
22 July through 28 July, 2015. More information can be found at http://www.gaje.org/8th-worldwide-conference/. The general theme is "Justice Education for a Just Society" with eight streams ranging from regional and international collaboration to innovations in justice education to creating clinics that are sustainable. The conference will be combined with the 2015 Conference of the International Journal of Clinical Legal Education. A limited number of grants will be made available to participants from developing countries. Grant applications are also due by January 15.
I hope to see you in Eskişehir next July!
Tuesday, September 30, 2014
There are some incredible conferences on the horizon! Below is some information about two from the Institute for Law Teaching and Learning.
Don’t forget to save the date for two spring conferences: February 28, 2015, Engaging the Entire Class—Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning (see the announcement below) at UCLA; and June 13-14, 2015, Experiential Learning Across the Curriculum, at Gonzaga University School of Law, Spokane, WA. The details, call for proposals, and registration information for the June conference will be forthcoming.
The Institute for Law Teaching and Learning is partnering with UCLA Law School for a Spring 2015 conference, featuring five professors from the What the Best Law Teachers Do book. See below for conference announcement, we'll be back in touch with registration and accommodation information, and we hope to see you in sunny LA next February!
Engaging the Entire Class—Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning
Institute for Law Teaching and Learning
Spring Conference 2015
Saturday, February 28, 2015
The UCLA School of Law and the Institute for Law Teaching and Learning (ILTL) are collaborating to present a one-day conference in Los Angeles on February 28, 2015. The conference theme is: “Engaging the Entire Class—Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning.”
Conference Structure: The conference will include an opening and closing led by ILTL Co-Directors and Consultants, and five workshop sessions. Each workshop session will be presented by a teacher featured in What the Best Law Teachers Do.
Conference Presenters: Workshop presenters include:
Patti Alleva (University of North Dakota)
Steve Friedland (Elon University)
Steven Homer (University of New Mexico)
Nancy Levit (University of Missouri – Kansas City)
Hiroshi Motomura (UCLA)
By the end of the conference, participants will have concrete ideas for enhancing participation and inclusion in law school classrooms to take back to their students, colleagues, and institutions.
Registration and accommodation information forthcoming.
Looking forward to seeing all of you in UCLA and/or Spokane!
Monday, September 29, 2014
Conference on Advancing Equal Access to Justice: Barriers, Dilemmas, and Prospects
University of California Hastings College of the Law and Stanford Center on the Legal Profession, Stanford Law School
November 12-13, 2015
San Francisco, California
Conference Scope and Purpose
This conference has both scholarly and practical objectives. Its focus is on identifying and redressing inequalities and dysfunctions within the United States civil justice system, with a particular emphasis on California. We are seeking papers that enhance our empirical and conceptual understandings of the most pressing short-term and long-term challenges affecting the accessibility, availability, and quality of civil legal assistance and representation for low and middle income individuals. We are especially interested in papers that propose specific civil justice policy and practice reforms and that critically examine not only direct benefits and costs but also potential overall societal and institutional consequences. We also want to review papers that rely on empirical research and/or new conceptual insights for critiquing and improving or altering our traditional legal processes and mechanisms including but not solely limited to courts. In meeting these objectives, we invite studies and proposals from abroad and other states as well as ones now being undertaken in California. In addition to the usual participants in discussions concerning access to justice, our target audience for the conference includes judges, legislators, other public officials, bar leaders, community activists from business, labor, minority, and grassroots organizations, and interested lawyers and academic colleagues.
The conference will take place over 1 ½ days. There will be opening, first-day luncheon, and closing luncheon speakers. The bulk of the program will consist of panel presentations and follow-up small group discussions. In this announcement, we are inviting proposals for research papers for panel presentations.
We anticipate that there will be three sequential panel sessions: The first will focus on proposals for making lawyers available at less or no cost; the second will examine ideas for improving self-help assistance and expanding the roles of non-lawyers; and the third will address issues concerning underlying political and legal conditions implicated when seeking to reform our civil justice system and potential short-term and long-term institutional consequences were specific reforms to become operational.
Each panel will have a moderator, two paper presenters, and a commentator. The moderator will be someone who is familiar with the specific subject matter and can place the research and reforms suggested into an overall framework for thinking about equal access to justice concerns. In reviewing panel presentation submissions, we hope to have proposals that collectively utilize a range of empirical and non-empirical research methodologies. The role of the fourth member on the panel will not be to counter what has been presented but to raise additional issues and concerns to be considered during the subsequent small group discussions.
Potential Research Paper Themes
We invite proposals on topics of your own framing consistent with the conference’s general purpose. Illustrative of our more particular concerns, we set forth below several specific themes and issues grouped by proposed panel presentation session. We are not seeking to cover all these matters but rather offer them as examples of potential research topics. As noted above, we anticipate only two research paper presentations at each panel session.
A. Availability and Accessibility of Lawyers
1. Techniques and limitations regarding the encouragement and provision of pro bono and low fee counsel: E.g., mandatory pro bono reporting; conditioned early admission to the bar; post-law school incubators through various organizations including law schools; overcoming lawyer-supply/client-demand discrepancies and inefficiencies.
2. Civil Gideon and fallback measures: E.g., constitutional and statutory prospects and obstacles; quantitative and qualitative reports on the benefits, costs, and effectiveness of targeted and limited expansion of the right to civil counsel within California and from other states and abroad; perspectives and approaches for determining when having a lawyer is likely to be most efficacious for clients and how to measure the utility or value of having a lawyer.
3. Legal aid practice and funding: E.g., precariousness of governmental, foundation and charitable funding; evaluating IOLTA programs; developing new sources of funding; rethinking client criteria for receiving free legal assistance; assessing the barriers to and benefits and costs of utilizing advances in legal technology.
B. Self-Help and Non-Lawyer or Mixed Models for Providing Legal Services
1. Restructuring legal practice: E.g., authorizing for-profit, nonprofessional corporations as providers of legal services; unbundling of legal services; establishing limited licensure; revising related ethical rules, principles and values; evaluating the quality, feasibility and costs of services provided through legal insurance and by entities such as LegalZoom; critically examining assumptions regarding the insufficient availability and uneven distribution of lawyers.
2. Triaging legal services—where, when, how and for whom: E.g., developing standards for determining who gets what kind of service; measuring the impact of differentiated types of service; establishing and evaluating screening and referral mechanisms; rethinking the roles of judges and non-judicial personnel at the courthouse; drawing on lessons from the healthcare profession.
3. Improving self-help measures: E.g., examining client self-awareness of potential civil law situations; evaluating the effectiveness of online programs that provide referral or substantive information, downloadable forms, or formal documents filing; assessing developments in legal self-help publishing.
C. Underlying Structural and Consequential Institutional Implications
1. The relationship of the justice gap to inequalities of income and demographic differences: E.g., measuring the justice gap; comparing outcomes in family law or other selected subject areas taking into account the availability of counsel or the lack thereof and also income status; tracking the accessibility and quality of legal assistance by race, ethnicity, gender and geography; ethical and social implications of an existing and/or widening justice gap; redressing language, cultural and disability barriers.
2. Societal and institutional consequences of shifting away from resolving disputes in adversarial and/or public proceedings: E.g., examining the jurisprudential and political effects of such a shift presently and prospectively; comparing due process protections and equality imbalances in adversarial and inquisitorial proceedings drawing on court case studies from abroad and administrative agency examples domestically; weighing the jurisprudential and practical effects of trial judges assuming an enhanced role as legal and social services facilitators; re-conceptualizing and reconfiguring the courthouse as a place for seeking legal assistance and related services; identifying and assessing the impacts of such changes for law schools and legal education.
SUBMISSION PROCESS AND DEADLINES
Individuals interested in presenting a research and/or policy reform panel session paper should submit a prospectus summary of no more than a 1000 words describing the paper’s proposed topic, themes, and research methodologies by no later than Wednesday, November 12, 2014. This summary should be sent as an email attachment to the conference organizers— Mark Aaronson firstname.lastname@example.org, Juliet Brodie email@example.com, Joseph Grodin firstname.lastname@example.org, Deborah Rhode email@example.com, Lucy Ricca firstname.lastname@example.org, Gail Silverstein email@example.com, and Nancy Stuart firstname.lastname@example.org.
A near-final draft of the paper, for review by the conference organizers and program speakers and panel participants, will be due on Monday, October 5, 2015. Travel expenses will be paid for individuals whose papers are selected for presentation at the conference. There is also the prospect that the papers presented will be considered for publication in a symposium issue of the Hastings Law Journal or Hastings Constitutional Law Quarterly.
Sunday, September 28, 2014
Flights across the U.S. were snarled on Friday due to a fire affecting O’Hare, but system-wide flight cancellations and delays could not keep nearly 100 clinical faculty members from descending on NYU School of Law yesterday for a scholarship boot camp experience, but with kinder, gentler drill sergeants. The annual event aims to support clinical faculty at all levels in their scholarship endeavors.
As every clinical professor knows, publishing regularly is especially challenging in light of the significant supervision and practice-related responsibilities inherent in our positions. The Clinical Law Review Workshop was created to help support clinical faculty in overcoming those challenges in order to become and remain high quality scholars. The workshop is organized around small, thematically-focused groups. This year there were fifteen groups ranging in topics from business law to juvenile justice to tax law. All participants apply to participate in the late spring and commit to complete a draft of their articles by September 1, when they exchange drafts with their group members. They read one another’s drafts closely and then spend most of the day together offering constructive critiques, asking provoking questions, and sharing thoughtful suggestions to help take each paper to the next level. Every group is moderated by a more senior clinical faculty member with significant publishing experience.
At the end of the day, all of the participants come together for a gloves-off session providing tips on how to keep writing and place the papers that will soon be finished. Kate Kruse of Hamline presented the results of a study by Robert Boice on scholarly productivity that showed that professors who wrote every single day produced four times as much scholarship as a control group who wrote in blocks of time (64 pages versus 17 pages). Those who wrote daily AND were accountable to another person for reporting their writing time were over nine times as productive as those who wrote in blocks of time (157 pages versus 17 pages). Michele Gilman of Baltimore reviewed the submission cycle, submission strategies, and provided links to resources such as Writing for and Publishing in Law Reviews found here and a law review template to format one’s article before submission. She even explained the influential power and significance of the asterisk footnote and why one might consider denoting on one’s CV or professional biography when one is writing for a symposium issue.
This is my ninth year as a professor and the second time I have participated in the Clinical Law Review Workshop—first as a junior professor and now as a mid-level professor. Both times I received feedback that fundamentally changed the scope and framing of my research and learned submission and publication tips and strategies that I believe have and will continue to make a difference in my scholarship. I will be back.
There are few professional experiences that are as positive and invigorating as a day immersed in our national and international clinical community—participants came from Croatia, Brazil, Poland, Arizona, Wyoming, D.C., Texas, Florida, Massachusetts, and many more. As Mary Helen McNeal of Syracuse University observed on the clinic listserv today, ours is an especially “supportive and caring community.” The Clinical Writer’s Workshop, under the leadership of Randy Hertz of NYU, is an annual reminder that these values and attitudes are not limited to how we treat our students and clients, nor is it limited to our teaching and supervision--it is how we treat one other and our scholarship.
If you have not yet participated in the Clinical Writer’s Workshop or have not done so recently, I strongly encourage you to keep an eye out for the application information next spring. Keep in mind that, historically, the event has been free thanks to the generosity of NYU School of Law and there have even been a limited number of scholarships available to help offset travel costs, which helps to ensure that the workshop is affordable and inclusive.
In the meanwhile, keep writing every day, remember to create accountability for your writing time with a friend or colleague, and know that there is a large and caring community here to support you, not just with your teaching and supervision, but with your scholarship as well.
Monday, September 22, 2014
Student Life, Relationships & the Law: Confronting Domestic Violence in Higher Education, Oct. 10 - 11, at Pepperdine University School of Law
Please join us at the Pepperdine University School of Law in Malibu on October 10 -11, 2014, for Student Life, Relationships & the Law: Confronting Domestic Violence in Higher Education, a conference to address domestic violence and intimate partner violence on college campuses. National leaders from fields across academia will discuss legal, cultural and educational strategies to confront and reduce abuse, coercion, sexual assault and violence among students in dating violence.
Colleges and universities face a critical moment of reckoning and response to violence and abuse among students. One-third of college students report having experienced violence and abuse by a dating partner. One quarter of all women in college experience sexual assault, and sixty percent of acquaintance rapes occur in dating relationships. One-third of college students report having physically assaulted a dating partner. The problems and costs of violence and abuse among dating partners are epidemic, but they are preventable.
Panels will address campus culture, student life, policies and procedures, coordinated campus interventions, Greek and residence life, Title IX and Clery Act compliance, and intersectional dynamics across domestic violence, gender-based crimes and sexual assault.
These are our speakers and the schedule planned for the conference:
Friday, October 10
Welcome - Dean Deanell Reece Tacha and Professor Jeffrey R. Baker
Panel 1: Title IX and Intimate Partner Violence on Campus
Prof. Leigh Goodmark, University of Maryland Francis King Carey School of Law, convener
Prof. Nancy Cantalupo, Georgetown University Law Center
Prof. Jill Engle, Penn State University Dickinson School of Law
Nada Moeiny, Pepperdine University, Office of the General Counsel
Dana Bolger, Founding Co-Director of Know Your IX and ED ACT NOW Campain Organizer
Panel 2: Intersectional Perspectives on Sexual and Domestic Violence on Campus
Dr. Alesha Durfee, Arizona State University School of Social Transformation, convener
Dr. Joanne Belknap , University of Colorado, Institute of Behavioral Science, School of Sociology
Prof. Deborah Weissman, University of North Carolina School of Law
Jasmine Lester, Founder and Director, Sun Devils Against Sexual Assault
Saturday, October 11
Panel 3: Clery Act Compliance and Effects on Domestic Violence
Prof. Margaret Drew, University of Massachusetts School of Law, convener
Lamea Shaaban-Magana, University of Alabama, Women’s Resource Center
Kathleen Echols, University of Alabama, Women’s Resource Center
Allison Dearing, Campus Violence Prevention and Response Coordinator, Crisis Center, Inc., serving University of Alabama – Birmingham, Miles College, Birmingham-Southern College and Samford University
Panel 4: Campus Culture and Coordinated Institutional Responses to Domestic Violence
Prof. Tanya Cooper, University of Alabama School of Law, convener
Prof. Kelly Behre, University of California, Davis, School of Law
Prof. Yoli Redero, Vanderbilt University Law School
Alison Tartaglia, West Virginia University, The Students’ Center of Health
Wednesday, August 20, 2014
From Prof. Margaret Johnson of the University of Baltimore School of Law, please see this Call for Papers for the Eighth Annual Feminist Legal Theory Conference:
CALL FOR PAPERS: "APPLIED FEMINISM AND WORK"
The University of Baltimore School of Law’s Center on Applied Feminism seeks submissions for its Eighth Annual Feminist Legal Theory Conference. This year’s theme is “Applied Feminism and Work.” The conference will be held on March 5 and 6, 2015. For more information about the conference, please visit law.ubalt.edu/caf.
As the nation emerges from the recession, work and economic security are front and center in our national policy debates. Women earn less than men, and the new economic landscape impacts men and women differently. At the same time, women are questioning whether to Lean In or Lean Out, and what it means to “have it all.” The conference will build on these discussions. As always, the Center’s conference will serve as a forum for scholars, practitioners and activists to share ideas about applied feminism, focusing on the intersection of theory and practice to effectuate social change. The conference seeks papers that discuss this year’s theme through the lens of an intersectional approach to feminist legal theory, addressing not only the premise of seeking justice for all people on behalf of their gender but also the interlinked systems of oppression based on race, sexual orientation, gender identity, class, immigration status, disability, and geographical and historical context.
Papers might explore the following questions: What impact has feminist legal theory had on the workplace? How does work impact gender and vice versa? How might feminist legal theory respond to issues such as stalled immigration reform, economic inequality, pregnancy accommodation, the low-wage workforce, women’s access to economic opportunities, family-friendly work environments, paid sick and family leave, decline in unionization, and low minimum wage rates? What sort of support should society and law provide to ensure equal employment opportunities that provide for security for all? How do law and feminist legal theory conceptualize the role of the state and the private sector in relation to work? Are there rights to employment and what are their foundations? How will the recent Supreme Court Burwell v. Hobby Lobby and Harris v. Quinn decisions impact economic opportunities for women? How will the new EEOC guidance on pregnancy accommodation and the Young v. UPS upcoming Supreme Court decision affect rights of female workers?
The conference will provide an opportunity for participants and audience members to exchange ideas about the current state of feminist legal theories. We hope to deepen our understandings of how feminist legal theory relates to work and to move new insights into practice. In addition, the conference is designed to provide presenters with the opportunity to gain feedback on their papers.
The conference will begin the afternoon of Thursday, March 5, 2015, with a workshop. This workshop will continue the annual tradition of involving all attendees as participants in an interactive discussion and reflection. On Friday, March 6, 2015, the conference will continue with a day of presentations regarding current scholarship and/or legal work that explores the application of feminist legal theory to issues involving health. The conference will be open to the public and will feature a keynote speaker. Past keynote speakers have included Nobel Laureate Toni Morrison, Dr. Maya Angelou, Gloria Steinem, Pulitzer Prize winning journalist Sheryl WuDunn, Senators Barbara Mikulski and Amy Klobuchar, and NOW President Terry O’Neill.
To submit a paper proposal, please submit an abstract by Friday, 5 p.m. on October 31, 2014, to email@example.com. It is essential that your abstract contain your full contact information, including an email, phone number, and mailing address where you can be reached. In the “Re” line, please state: CAF Conference 2015. Abstracts should be no longer than one page. We will notify presenters of selected papers in mid-November. We anticipate being able to have twelve paper presenters during the conference on Friday, March 6, 2015. About half the presenter slots will be reserved for authors who commit to publishing in the symposium volume of the University of Baltimore Law Review. Thus, please indicate at the bottom of your abstract whether you are submitting (1) solely to present or (2) to present and publish in the symposium volume. Authors who are interested in publishing in the Law Review will be strongly considered for publication. Regardless of whether or not you are publishing in the symposium volume, all working drafts of symposium-length or article-length papers will be due no later than February 13, 2015. Abstracts will be posted on the Center on Applied Feminism’s conference website to be shared with other participants and attendees. Presenters are responsible for their own travel costs; the conference will provide a discounted hotel rate, as well as meals.
We look forward to your submissions. If you have further questions, please contact Prof. Margaret Johnson at firstname.lastname@example.org.
Monday, August 18, 2014
In recent days, several stories have highlighted dating violence and intimate partner violence in college. Here is NPR from today, and here is an important piece in HuffPost on the intersections of campus culture, dating violence and sexual assault. Here the Washington Post reports on Coach Nick Saban inviting speakers to address the Alabama football team on domestic violence and human dignity.
Registration is now open for Pepperdine’s conference on DV/IPV on college campuses, October 10 - 11, 2014, at the School of Law in Malibu, California:
Joining me on the organizing committee are Prof. Tanya Cooper of Alabama, Dr. Alesha Durfee of Arizona State, Prof. Margaret Drew of UMass, Prof. Leigh Goodmark of Maryland, and my colleagues, Profs. Carol Chase, Maureen Weston, Janet Kerr and Tony Miller of Pepperdine.
So far, multidisciplinary panels include professors, lawyers and activists from Alabama, North Carolina, UC-Davis and the UC system, Cincinnati, West Virginia, Vanderbilt, Pepperdine and other schools. These panels will discuss critical topics including Title IX and Clery Act compliance and strategic interventions, intersectional critiques of institutional responses to DV/IPV, and comprehensive strategies to address campus culture through Greek life, student health, and model bystander programs.
Please join us to discuss and illuminate this epidemic crisis in higher education. Please share this information with leadership, administration, counsel, staff and faculty at your schools so that we may advance justice, peace and well-being among our students.
Thursday, July 17, 2014
The International Journal of Clinical Legal Education just completed its 12th Conference titled “Clinic without Borders,” in Olomouc, a town in the Haná region of the Czech Republic dating back to the 10th Century A.D. The conference was co-organized with the European Network for Clinical Legal Education, and was held at Palacký University, which is nearly 450 years old, and is one of the oldest universities in Central Europe.
The conference was attended by nearly 200 law faculty members and social justice advocates from all over the world. Countries represented included Japan, Cambodia, China, Nigeria, Australia, Belarus, the United Kingdom, Ireland, Brazil, Italy, India, South Africa, Indonesia, Poland, Russia, Georgia, Spain, Canada, Kenya, Hungary, Sumatra, Bali, Finland, Turkey, New Zealand, and more. Approximately ten percent of the delegates were from the United States and included faculty from the Catholic University of America, NYU, American, University of California, Cornell, University of New Mexico, University of Georgia, Columbia, Rutgers, Albany, Georgetown, Washington and Lee, George Washington University, Willamette, and more.
Themes included “Clinic in the Wider Curriculum,” “Growing Clinics around the Globe,” “Multi-Disciplinary Clinics,” “The Growth of Clinics in Europe,” and “Virtual Clinics,” and the papers presented ranged from “The Path to Clinics in the Middle East” to “Clinic in an Era of ‘Crisis’ for Legal Education” to “Developing a Cross-Border Clinical Legal Education Project.” It was a rich exchange of ideas, resources, and collaborative opportunities that reinvigorated many of those who participated.
One area of disappointment expressed during a debrief of the conference was the dearth of paper proposals submitted in relation to the theme of “Virtual Clinics.” According to Johnny Hall of Northumbria University (UK), digital technologies could easily become the “Fourth Wave” in clinical legal education. What caused the lack of interest in presenting on this topic?
One possibility considered is that clinical law faculty members are as uncomfortable with digital technologies as the rest of legal educators. Most of us have not been leaders in integrating education technologies into the law school curriculum, clinical or otherwise. At the same time, we recognized that many clinical faculty and students utilize digital technologies in our law school courses, practices, and lives almost every day in the form of email, course websites, word processing software and files, messaging, social media, digital document storage, internet conferencing, smart phones, tablets, laptops, Internet, scanners, practice management software, social media, clinic websites, digital recordings, and more. We just don’t think the use of these technologies converts our face-to-face clinics into “Virtual Clinics.” Thus, the issue may simply have been one of terminology in the “Call for Proposals.”
After all, we heard stories at the conference of law faculty who were actually operating clinics without a “bricks and mortar” home where students never actually meet their clients in person. Most of us who are integrating these technologies into our law school clinics still rely very heavily on the face-to-face interactions between students and clients and faculty and students that make the clinical experience so rich, especially in certain practice areas such as domestic violence, refugee law, child advocacy, family law, and more.
What would be the consequences both for our students and the populations we serve if we converted a significant number of law school clinics into “virtual” ones? On the one hand, we could better serve rural, disabled, remote, or international clients who normally would not have physical access to our law school clinics, but we also might start to favor certain practice areas such as business law that lend themselves better to remote representation than others. Having a virtual clinic could also exclude those individuals who are too poor to afford the technology needed to access the clinic. These are some of the consequences that we must consider as an educational community in the Digital Age and respond with awareness and intent in designing our courses and curricula within a world of rapidly changing technology and limited resources.
As we met at IJCLE’s 12th Conference and considered the technologies that we already have integrated into our clinical courses and practices in whole or in part, we recognized that many of us have not undergone the thoughtful and intentional design and due diligence that is normally so characteristic of clinical pedagogy. Why? What is it about technology that eschews intention, analysis, and reflection in the clinical community?
We may soon find out. The planners of IJCLE’s 13th Conference are considering organizing next year’s conference around this potential “Fourth Wave” in clinical legal education. The conference will be held July 22-28 in Turkey and will overlap with the meeting of the Global Alliance for Justice Education. Pencil the dates in your calendars now. Regardless of the topic finally selected, if it is anything like this year’s conference, it will be well worth the flight.
Friday, June 6, 2014
via Anne Hornsby
Hello, all! Hope summer is proving to be a great time for you, whatever your goal for the break from the regular school year routine. Please consider submitting a proposal for the Southern Clinical Conference scheduled for October 23-25, 2014, at William & Mary Law School in Williamsburg, Virginia, to share your work, ideas and to stimulate discussion to further our collective missions.
I’ve attached the RFP, the cover sheet and template for proposals. Please send proposals to Laurie Ciccone at email@example.com by June 20th. Feel free to contact one of the committee if we can be of any help. Presenters from all regions are welcome, and if you haven’t attended before, it is a really fun conference, too.
Thanks and we look forward to your proposals!
(on behalf of the planning committee)
Patricia Campbell, University of Maryland
Anne Hornsby, University of Alabama
D’lorah Hughes, University of Arkansas, Fayetteville
Kendall Kerew, Georgia State College of Law
Lisa Martin, Columbus School of Law
Joy Radice, University of Tennessee
Daniel Schaffzin, University of Memphis
Alex Scherr, University of Georgia
Emily Suski, Georgia State College of Law
Thursday, May 22, 2014
By now, most of us have donned our academic regalia for commencement and wished our new alumni well on their bar preparations and the launch of their legal careers. Time to take a deep breath, plan your well-deserved family vacation, and drop off that seven-pound load of professional clothes at the dry cleaner (finally!). We now have twelve weeks ahead of us before we start ramping up for the Fall 2014 semester.
Twelve weeks? Not coincidentally, twelve weeks is just enough time to write a high-quality law review article. Now you might think that as clinicians we are not bound by scholarship obligations, and at your school you might be right technically, but the fact remains that we have chosen to work in a profession in which scholarship, not practice, is the coin of the realm. Thus, regardless of your school’s published criteria for the advancement of clinical faculty, you should consider using a substantial portion of your summer for scholarship so that your purse is full of academic currency.
If you want to get "rich" this summer, academically speaking, here are ten basic tips for productive writing:
- Even though classes may have ended, do not change your schedule. Go to the office every day, all day and write. Our academic associate dean here at Willamette once told me that the first step to being a productive writer is putting your backside in your chair and keeping it there.
- Block your time and be disciplined. I remember reading that we are only highly productive for a few hours per day. Identify what those hours are for you and schedule your writing blocks during those periods. During your writing periods, turn off email and close the Internet browsers. ALWAYS. Do not open them until your writing time has ended. Use the other four hours or so for less demanding work such as reading, researching, and answering emails.
- Quantify your writing. Some professors I know mandate that they write a certain number of words per day. Others require that they write for a certain length of time. Regardless of how you measure your output, set quantitative writing goals and allocate sufficient time to achieve them.
- Set qualitative writing goals. It is not enough to write a lot or even regularly. You must improve your writing through researching, outlining, developing, drafting, revising, proofreading, and external editing and feedback. Develop a 12-week writing plan that includes all of these stages to ensure that your work is high-quality. A resource to help you can be found here.
- Don’t wait for days of uninterrupted time. They will never come, or at least, not very often. Even during the summer, requests for letters of recommendation and bar references continue to stream in, some clinic cases are still active, and many of us are engaged in summer teaching, supervision, and are presenting at conferences. Do not let these prevent you from writing this summer. When I first joined the academy, I read a book about how to be a successful professor. It referenced a study that showed that professors who worked on their scholarship every day, even for just one hour, were far more likely to get tenure than those who wrote in blocks of uninterrupted time. So write every day.
- Ask for (and offer!) help. I suspect that many doctrinal law professors are introverts and many clinical law professors are extroverts (which is what makes our conferences such a riot!). The consequence of this is that we may need to develop writing partnerships or even writing support groups with whom we can talk about our writing, set goals, exchange drafts, and hold one another accountable.
- Write your first draft from your own ideas. One of the criticisms of my early academic writing is that my voice did not come through. I was lacking confidence and so would hide behind third-party authorities and quotations from “experts.” The suggestion of Martha Minow, Dean of Harvard Law School, for overcoming this very common characteristic in emerging academic writers is that we should write the first draft without reference to resources. Simply write your own ideas down and then build out from there. That way, your voice and ideas form the core of your piece.
- Tap into your passions. At a workshop for new clinical professors, I remember being in a working group about scholarship led by Philip Schrag. An intelligent young woman said that she did not have any expertise or ideas to share in scholarship. Professor Schrag spent just seven minutes asking her about her experiences and background and identified 3-4 topics for law review articles based on her interests and experience. Don’t undervalue your ideas and experiences. If you need to brainstorm, call someone. If you don’t know whom to call, call or email me (916-719-7796; firstname.lastname@example.org) and I will try to help you brainstorm or get you matched with a mentor.
- Remember that the prime submission cycles are August and late January/February. Plan to submit your summer work during those periods for the best placement. ExpressO is a popular portal for submitting law review articles to numerous journals simultaneously.
- If you would like to present your article in a supportive and scholarly workshop before submission to a law review, consider applying to the Clinical Law Review’s Writers’ Workshop to be held at NYU Law on September 27, 2014. The deadline for applying is June 30. More information and the application can be found here.
Now, enjoy your summer and write on!
Sunday, April 27, 2014
AALS Clinic Conference 2014 Chicago, IL
There are so many wonderful events and meetings at the Clincial Conference over the next few days; it can be difficult to keep track of it all!
Below please find a list of events shared via email but not necessarily listed on the official schedule. Apologies if any were unintentionally overlooked. Please feel free to leave additional event notes in the comments.
Learn, share, and most importantly - enjoy this time together!
Sunday, April 27th
5:15 PM Southern Clinical Conference Planning Meeting
Palmer House Lobby
7:30 PM Externship Social Dinner
Park Grill 11 N. Michigan Ave.
Monday, April 28th
7:30 AM Externship Business Breakfast Meeting
Notre Dame Law 224 S. Michigan Ave., Suite 250 Mezzanine
7:15 PM CLEA New Board Member Training
Notre Dame Law, 224 S. Michigan Ave., Suite 250 Mezzanine
7:45 PM CLEA Board Meeting
Notre Dame Law, 224 S. Michigan Ave., Suite 250 Mezzanine
Tuesday, April 29th
5:15 PM CLEA Membership Meeting
Salon 3, located on the 3rd Floor of the Palmer House
5:15 PM Veterans’ Clinic Interest Group
Potter’s Bar at the Lobby Level of the Palmer House Hilton
Wednesday, April 30th
12:00 PM AALS Town Hall Luncheon (Includes CLEA Awards Ceremony)
Friday, April 25, 2014
Last week at Pepperdine, in advance of the new admissions rules for the California bar, at the urging of our dean, the faculty approved new graduation requirements of 50 hours of pro bono work for students and 15 units of “practice-based, experiential course work.” These will be in effect for the incoming class of 2017.
These requirements track the new California bar rules for admission. The California State Bar’s Task Force on Admissions Regulation Reform (TFARR) has established working groups to work out the definitions and procedures for implementing the new rules. There is more here.
The Task Force plans to work until September 2014 before issuing final rules. This is the text of the pertinent rules from the site:
Pre-admission: A competency training requirement fulfilled prior to admission to practice. There would be two routes for fulfillment of this pre-admission competency training requirement: (a) at any time in law school, a candidate for admission must have taken at least 15 units of practice-based, experiential course work that is designed to develop law practice competencies, and (b) in lieu of some or all of the 15 units of practice-based, experiential course work, a candidate for admission may opt to participate in a Bar-approved externship, clerkship or apprenticeship at any time during or following completion of law school;
Pre-admission or post-admission: An additional competency training requirement, fulfilled either at the pre- or post- admission stage, where 50 hours of legal services is specifically devoted to pro bono or modest means clients. Credit towards those hours would be available for “in-the-field” experience under the supervision and guidance of a licensed practitioner or a judicial officer. . . .
These are some of the outstanding issues for the implementation committees:
What does “pro bono” include? Will the rule limit pro bono to traditional legal services placements? Will the Bar track ABA Model Rule 6.1? Will be it broader or more narrow? Will it track New York’s rule that includes judicial externships, district attorneys and governmental law offices?
Will students be able to earn “dual credit” by taking a clinic or similar course that offers “practice-based, experiential course work” and pro bono services simultaneously?
Who will certify whether a course is practice-based and experiential? Will the Bar approve specific offerings or defer to law schools to determine which courses qualify?
Should a portion of the 15 units include clinics or externships? For instance, the committee is considering whether to require that 3 or 4 of the 15 units be in-house clinics or field placements.
Can substantive, doctrinal classes carve out a portion of the traditional podium course to include experiential components that can count toward the 15 units? For instance, could a contracts class provide .5 units toward the requirement by including a simulated drafting or negotiation component?
Can students satisfy all or part of the apprenticeship option during traditional summer work, and, if so, how will law schools be involved in the quality control and certification of compliance?
In future posts, I will describe the competing positions, my preferences and make some predictions.
Tuesday, April 22, 2014
A colorful grid detailing the program for the Law and Society Association’s 2014 Annual Conference in Minneapolis (May 29th - June 1st) is available online. Topics include: Access to Justice, Crimes and Victims, Disputes and Negotiation, Environment and Energy, Family and Youth, Feminist Jurisprudence, Gender and Sexuality, Human Rights, Law and Inequality, Legal History, Rights and Identities, Social Movements... Registration is still open.