Friday, February 24, 2006
In 2005, St. John's University School of Law approved three new ranks for legal writing professors: Assistant, Associate, and full Professor -- of Legal Writing. Last week, the St. John 's faculty voted and promoted six former Assistant Legal Writing Professors to these newly created ranks. Their contracts now automatically renew annually on a rolling basis and are presumptively renewable. The following people were promoted to the rank of Professor of Legal Writing, which entitles them to a seven-year contract: The following people were promoted to the rank of Associate Professor of Legal Writing, which entitles them to a three-year contract: Congratulations! (spl)
Patricia Grande Montana
In 2005, St. John's University School of Law approved three new ranks for legal writing professors: Assistant, Associate, and full Professor -- of Legal Writing. Last week, the St. John 's faculty voted and promoted six former Assistant Legal Writing Professors to these newly created ranks. Their contracts now automatically renew annually on a rolling basis and are presumptively renewable.
The following people were promoted to the rank of Professor of Legal Writing, which entitles them to a seven-year contract:
The following people were promoted to the rank of Associate Professor of Legal Writing, which entitles them to a three-year contract:
As your students are learning how to write facts persuasively, you might find more bad examples of over-writing than you ever wanted at the website for the annual Bulwer-Lytton Fiction Contest. Last year's winner (from my home state of North Dakota!!) wrote the following:
"As he stared at her ample bosom, he daydreamed of the dual Stromberg carburetors in his vintage Triumph Spitfire, highly functional yet pleasingly formed, perched prominently on top of the intake manifold, aching for experienced hands, the small knurled caps of the oil dampeners begging to be inspected and adjusted as described in chapter seven of the shop manual." (penned by Dan McKay of Fargo, ND).
Want to enter? The deadline is soon (or not)--sometime between April 15 and June 30, according to the rules.
In 2005, the faculty at Rutgers-Camden voted to create 405(c) clinical faculty positions for those teaching legal writing. The Law School then conducted a national search to fill the newly created positions.
On February 1, 2006, long term contracts were awarded to 3 current faculty members: Sarah Ricks (Clinical Associate Professor of Law & Co-Director of the Pro Bono Research Project); Carol Wallinger (Clinical Associate Professor of Law) and Jason Cohen (Clinical Assistant Professor of Law). In the fall, Rutgers-Camden will welcome Sheila Rodriguez as a Clinical Assistant Professor of Law, too. Sheila currently teaches legal writing at Pacific McGeorge School of Law and Golden Gate University School of Law. (spl)
Thursday, February 23, 2006
My friend and colleague, Joe Kimble, would never toot his own horn, but I wanted to share his good news with this community. Carolina Academic Press has published Joe's book, Lifting the Fog of Legalese: Essays on Plain Language. It was released in December, and he's already had two local book signings, one at a local branch of Barnes & Noble. We're extremely fortunate to have him as Chair of our department, and I know many of you know Joe's tireless work to promote plain language through Scribes and Clarity, and to promote the status of teachers of legal writing. So if you want to find out more about the book, check out Carolina's web site:
My friend and colleague, Joe Kimble, would never toot his own horn, but I wanted to share his good news with this community. Carolina Academic Press has published Joe's book, Lifting the Fog of Legalese: Essays on Plain Language. It was released in December, and he's already had two local book signings, one at a local branch of Barnes & Noble.
We're extremely fortunate to have him as Chair of our department, and I know many of you know Joe's tireless work to promote plain language through Scribes and Clarity, and to promote the status of teachers of legal writing. So if you want to find out more about the book, check out Carolina's web site:http://www.cap-press.com/books/1549
Thomas M. Cooley Law School
The William S. Boyd School of Law in Las Vegas, NV, invites applications for a visitor in the Lawyering Process Program, to begin in August of 2006. Responsibilities include teaching in a three semester program that provides substantial instruction in legal analysis, legal research, legal writing, and professional responsibility. The program also provides introductory instruction in other lawyering skills. Applicants must have a J.D., evidence of a strong academic record, and experience that demonstrates a potential for excellence in teaching legal research and writing. Salary will be competitive and commensurate with experience.
Please submit a letter of application, a resume with names, addresses, and telephone numbers of at least three references, and a writing sample to:
Ralph Denton Professor of Law
William S. Boyd School of Law
University of Nevada, Las Vegas
4505 Maryland Parkway
Las Vegas, Nevada 89154-1003
The visitor will be eligible to apply for a more permanent position.
The professor hired will not be permitted to vote in faculty meetings.
The school anticipates paying an annual academic year base salary in the range $50,000 to $59,999.
The number of students enrolled in each semester of the courses taught by the legal research & writing professor will be 36 - 40.
2006 CONFERENCE FOR LAW SCHOOL COMPUTING
***CALL FOR SPEAKERS ***
What: 16th Annual Conference for Law School Computing
When: Thursday - Saturday, June 15-17, 2006
Where: Nova Southeastern Shepard Broad Law Center, Fort Lauderdale, FL
submit proposal ideas at http://www.cali.org/conference
registration soon at http://www.cali.org/conference
$395 - CALI member
$695 - law school/non-members
$995 -non law school attendees
hotel information at http://www.cali.org/conference
SHARE YOUR KNOWLEDGE, EXPERIENCE AND IDEAS
Are you ...
‒ law faculty,
‒ law librarian or
‒ IT staff
with experience using, installing, supporting or building IT-based systems for teaching at your law school?
Are you an...
‒ administrative systems developer,
‒ help desk staffer,
‒ instructional designer,
‒ graphic artist/flash programmer, or
‒ a/v/classroom technology guru?
If so, you have real-world experience to share as a SPEAKER at this conference. Speaker registration fees are discounted $395, though you will have to cover your own transportation and hotel costs. If several people propose similar topics, I may group them into a panel-o’-presenters. If you are interested in becoming a speaker or panelist, let me know. If you want to speak, but can’t decide on a topic, send me an email with your areas of expertise and I will try to accommodate you.
This is YOUR conference, help me to make it GREAT!
In the past, I have included a list of possible session titles. I am going to break from tradition and see what comes flying in over the transom. Get your creative juices flowing.
John P. Mayer
Center for Computer-Assisted Legal Instruction
565 West Adams
Chicago, IL 60661
312-906-5307 - voice
312-906-5338 - fax
Wednesday, February 22, 2006
Amy Sloan, an associate professor of law at University of Baltimore School of Law, has written a just-published article, "Appellate Fruit Salad and Other Concepts: A Short Course in Appellate Process." The piece is very teaching-friendly and includes copyright permission and hypotheticals for use in class. You can find it on Westlaw; it's at 35 U. Balt. L. Rev. 43 (foreword) and 45 (article).
Congratulations to Marilyn Walter, Betsy Fajans, and the rest of the Brooklyn Law School legal writing program for their excellent symposium last Friday, on Teaching Writing and Teaching Doctrine: a Symbiotic Relationship? It was an extremely interesting and useful afternoon of theoretical and practical insights on integrating legal writing training into doctrinal and lawyering courses.
Marilyn Walter moderated the program, which included:
Carol Parker (Tennessee), Writing Across the Curriculum: Theoretical and Practical Justifications;
Pamela Lysaght (Detroit Mercy), Developing Writing Skills in a Doctrinal Course;
Eric Goldman (Marquette), Teaching Drafting Skills in a Specialized Context, specifically, contracts;
Claire Kelly (Brooklyn), Teaching Scholarly Writing;
Philip Meyer (Vermont), Teaching Narrative Skills to Enhance Advocacy; and
Betsy Fajans (Brooklyn), Adding a Writing Practicum to a Doctrinal Course.
I understand that the Journal of the Legal Writing Institute plans to publish the papers, and I look forward to reading them. This was a very effective way to celebrate the writing program’s twenty-fifth anniversary.
Quinnipiac University School of Law
275 Mount Carmel Avenue
Hamden, Connecticut 06518
Tuesday, February 21, 2006
If you like and want to be accessible to your students, but also want them to learn professional boundaries, this article will be of interest: http://www.nytimes.com/2006/02/21/education/21professors.html?ex=1141189200&en=5101027d00284aa7&ei=5070&emc=eta1. It talks about students' all-too-easy use of e-mail.
Monday, February 20, 2006
An article chock full of advice to law students about the realities of legal writing can be found at http://www.abanet.org/lsd/studentlawyer/may04/get-real.html. The author, Professor Mark Cooney, addresses and debunks students' misperceptions about legal writing and the practice of law.
The American Bar Association's Standards for Approval of Law Schools now require "at least one rigorous writing experience in the first year and at least one additional rigorous writing experience after the first year." See Standard 302(a)(3). A new interpretation of the standards, Interpretation 302-1, makes it clear what "rigorous" means in this context:
"Factors to be considered in evaluating the rigor of writing instruction include: the number and nature of writing projects assigned to students; the opportunities a student has to meet with a writing instructor for purposes of individualized assessment of the student's written products; the number of drafts that a student must produce of any writing project; and the form of assessment used by the writing instructor."
While there are no specific numbers given, this interpretation means the ABA Accreditation Committee will be considering whether both 1L and upper division writing courses require multiple and varied writing experiences; one-on-one conferences; multiple drafts, rewrites, and editing; and some assessment of the writing itself. Particularly in upper division courses, in some schools some professors historically have focused on the substantive law content of seminar papers rather than the writing process, and they may need to change their syllabi and approaches in those courses to be in compliance with the ABA standards. (spl)
Sunday, February 19, 2006
The American Association of Law Libraries (AALL) is holding its Teach-In 2006 during National Library Week, April 2nd to 8th. The Teach-In Committee has created a Resource Kit to help you host training events during that week, or at other times during the year. The Resource Kit includes instructional materials that integrate both traditional and electronic legal resources. To receive a kit contact Anita Carr before April 2nd, providing your name, address, institution, and phone number. One kit per institution is available free of charge. Teach-In kits from previous years back to 1995 are available for $10, by sending a check to AALL, 53 West Jackson Blvd., Suite 940, Chicago, IL 60604. (spl)
If any of you has students who are feeling unhappy, you might want to refer them (or yourself) to the booklet “Hidden Sources of Law School Stress -- Avoiding the Mistakes That Create Unhappy and Unprofessional Lawyers.” To see the booklet, please go to http://www.law.fsu.edu/academic_programs/humanizing_lawschool/booklet.html.