Business Law Prof Blog

Beckley Securities Law Writing Contest For Law Students

The Contest
The Public Investors Advocate Bar Association (PIABA) sponsors this contest for papers touching on securities law and securities arbitration and will pay over $3,000 in awards to law students with prizes at $1,500, $1,000, and $750 for the top three entrants.  The PIABA Bar Journal will publish the first place paper and, in years past, has also made offers to publish other papers from the contest.  Papers must be submitted by Friday, March 28, 2025.

Eligibility
The competition is open to all students attending a law school in the United States.[1]  PIABA employees and externs (except for students working less than 20 hours per week) are not eligible to enter the competition. 

Criteria and Judging
All entries will be judged anonymously by the Competition Judges, who will select the winning submission(s). PIABA will notify the award winner(s) in early April.

Entries will be judged based on the following criteria: quality of research and authority provided; accuracy and clarity of the analysis; compliance with legal writing standards and technical quality of writing, including organization, grammar, syntax, and form. Strong preference will be given to articles that advocate pro-investor positions, provide updates on or surveys of securities or ADR law, and/or are consistent with PIABA’s mission of promoting the education and interests of the public investor in securities and commodities arbitration, protecting public investors from abuses in the arbitration process, and making securities and commodities arbitration fair through legislative reforms to arbitration forum providers. The Judges reserve the right not to award any prizes if it is determined that no entries are of sufficient quality to merit selection that year.

Format
The text of a submission must be double-spaced, with twelve-point font and one-inch margins. Any Question(s) Presented section, the Statement of the Facts / Statement of the Law section, the Argument section, and/or the Conclusion together are a minimum of 15 pages and a maximum of 30 pages.  If the submission covers both a topic among those listed above and a topic not listed above, only the topic listed above will be evaluated.  Submissions will not be penalized for arguing a position that would limit investor rights rather than expand them.

Submission Deadline
The submission deadline is 5 p.m. eastern on Friday, March 28, 2025. Submissions will be accepted via an online submission portal only.  The portal will be posted to PIABA's website. The contestant's name and other identifying markings such as school name are not to be on any copy of the submitted entry.  PIABA will assign a random number to each entry and will record this number on all copies of each submission.  Neither the contestant's identity nor their academic institution will be known to any Competition Judge.  Each entrant may submit only one entry. 
 
About James E. Beckley
James E. Beckley – a passionate securities arbitration activist and an accomplished scholar – was well known for defending and promoting the rights of public investors.  Along with his advocacy skills, he was as a prolific and outstanding writer. Mr. Beckley served on the Securities Industry Conference on Arbitration, an organization created at the request of the Securities and Exchange Commission to maintain and update the Uniform Code of Arbitration for securities arbitration, and to serve as a sounding board on issues of fairness in arbitration.  At the time of his death in 1999, Mr. Beckley was the Public Investors Arbitration Bar Association (“PIABA”) President. This competition and award has been established to honor his legacy.

 

[1] Full-time students who are not law students but who write law-related papers as part of a course at an American law school may also enter

Annual Peter J. Henning Memorial Lecture

Earlier today, I had the honor of attending the second annual Peter J. Henning Memorial Lecture at Wayne State University Law School.  Mary Jo White, a partner at Debevoise & Plimpton and the former U.S. Attorney for the Southern District of New York and Chair of the U.S. Securities and Exchange Commission, delivered the lecture.  Her topic: "The Psychology of White Collar Crime and How to Combat It."

Mary Jo is an engaging speaker.  Her talk covered significant ground in a short period of time.  In addressing her chosen topic, she drew from academic and professional sources, including her own experience.

Her focus was on ways to create effective deterrence. She offered three things that work well in that regard: 

• prison sentences (althoigh not those with significantly long terms and no opportunity for parole) and wide publicity of the same in the news media, citing to 1980s insider trading enforcement efforts and the new millennium Enron era accounting fraud enforcement efforts as examples;
• multiple enforcement cases of the same kind brought close in time--creating what she referred to as "industry-changing deterrence"; and 
• whistleblower programs, which she praised for their capacity to permit broad and quick enforcement against serious frauds.

She also noted drawbacks associated with enforcing against firms rather than individuals.

Along the way, Mary Jo made numerous smaller points and subpoints, extolling the virtues of in-person compliance trainings, including empathic trainings offered by people who are in effectively the same position as the trainees.  She observed that deterrence is difficult in white collar crime enforcement; those who engage in while collar crime are psychologically complex and do not always respond logically in making law compliance/violation decisions.  She cited to Eugene Soltes's work Why They Do It) and to Cressey's fraud triangle and the subsequent Wolfe and Hermanson fraud diamond.  She noted technology's roles both as an efficient way to help identify fraud and as an assistance to fraudulent behavior.

In closing, Mary Jo suggested that achieving the effective deterrence of white collar crime will involve "thinking outside the box" about laws providing for and governing enforcement.  In particular, she suggested we should be looking at ways of increasing C-suite accountability.  She noted, however, the need for enforcement to be even and fair (devoid of, e.g., political motivations and overlays) in a C-suite accountability environment, which she admits may be easier said than done.

I am glad to be a part of this tradition honoring Peter Henning's life.  My post on last year's lecture can be found here.  Peter was a mentor and friend and will always be missed.  But this lecture series is one simple and consistent way to help keep his memory and work alive.

Why I'm Having More Fun Teaching Business Associations Than Ever Before

I didn't really think it through. I actually thought that teaching Business Associations (BA) online, would mean that I would have fewer students. I'm teaching online because I have two immunocompromised parents and I don't want to take any risks. But alas, I have 90 students this semester.

Not to brag, but I'm pretty good at teaching online. I haves some students who have taken three or four classes with me online and none of them are required. But I have never taught ninety online. That number is completely contrary to best practices for online teaching and learning. 

I even tried to scare some students away. Before every semester, I ask all students to complete a Google form that helps me understand them a bit better. This lets me know how to pronounce their names, what experience they have in business, where they have worked, what classes they are taking, and what they are most interested in learning about. This survey helped me understand how many of them were taking BA and Evidence at the same time. Some masochists are taking BA, Evidence, and our Transactional Skills I course, which is incredibly time consuming. But alas, only two dropped.

I always count class participation and professionalism for 25% of the grade because I try to teach this class as a hybrid between skills and doctrinal. How do you do that with so many students? Here's what has helped so far. 

• Yes, the students do case briefs. But I require them to brief the case as though they were talking to a business person in plain English. As they prepare to brief the case and consider what facts to include, I ask them to consider why a business person would care if they will never see this same fact pattern again? What does the jargon mean? What are the key takeaways? I tell them that if they can't explain it to a lay person, then they don't truly understand it.
• I also allow them to have co-counsel if they can't answer a question. I give the person discussing the case the chance to answer my curveball questions first and if they can't, I ask for volunteers as "co-counsel." This helps others stay involved and it gives them the chance to shine as well. 
• The students now also explain the problem sets from the book that I used to go through with the class with me as the sage on the stage. The textbook I use is light on cases by design. In addition to reading cases, my students spend time looking at simplified agreements and answering questions about whether the parties involved can take certain actions based on the agreement and the relevant state statutes. It's painstaking sometimes, but it's more in line with what business lawyers will do. The more the students feel like they are doing "real work," the more engaged they are. Now they lead those discussions and I add more facts and steer them in the right direction when they don't get it. Statutory interpretation is hard for them, so I take the lead on that part. 
• Even if we went through every case and problem in the book, I still wouldn't be able to have all students speak so I've now added a current events component. Students have to pick an item in the news that relates to what we are covering that week or something we have already covered. This requires them to read the news and apply what they have learned. They can also use a scene from a show like Billions, Succession, or some other show or movie and explain what the writers got right and what they got wrong based on what they've learned in class. 
• I am also giving a midterm for the first time in a long time. Although the midterm will have multiple choice questions, I will have students look at past essay questions and issue spot for the class. I will do the same with past final exam questions when we do that review. When students "teach," they learn twice. 
• As one credit of this four-credit class, my students must watch videos and answer questions in the videos prior to class because I used a flipped classroom method. I do most of the videos myself and draft the multiple choice and short answer questions so I have a good idea of what students do and don't understand. At the end of most of the videos, there is a discussion board where students can post questions about topics that they still don't understand. Rather than answering the questions myself, I now offer the opportunity for other students to answer them on a Google sheet. This gives students the chance to earn additional class participation points, especially those who don't like to raise their hands in class. And it saves me a ton of time.
• Another thing that saves me time? For the second half of the semester, I use videos from HotShot, a company that provides training videos to law firms and law schools. HotShot has videos from practicing lawyers, short quizzes, and cheat sheets so the students can learn the information in a different way from someone else. It also gives the students a leg up on some of their peers when they do internships and post-graduation jobs.
• I also use breakout rooms for students to brainstorm as though they are advising a fictional business. Each week so far, I've been adding new facts to the fact pattern so the students can apply what they have learned. And every time they use legalese, I tell them I don't understand. It's very hard to visit 20 breakout rooms, so I jump around. I also encourage them to email me with the names of their peers who provide particularly helpful insights in these sessions. Students have sent me lovely notes about their peers and this also helps them get to know each other. Breakout rooms help build community with such a large class.
•  I also open the Zoom room 15 minutes before class for office hours. Some students come in just to hear what others say and sometimes we just sit there and talk about non-BA topics. I also hold office hours on weekends and at several times during the week so the students can build a relationship with me.
• I use the chat feature on Zoom a lot. Students answer a question of the day each class when they come in. Sometimes it relates to a case. Sometimes it relates to their other classes and what they are finding difficult. It's a nice way to get them engaged as soon as they enter the Zoom room. I also encourage them to use the chat during class. Some students raise their hands to answer questions before I even finish the sentence like it's Family Feud. Others are more comfortable answering the questions in the chat. Some are more comfortable asking questions in the chat. The chat feature is the great equalizer and I save them all. 
• As an AI enthusiast and GC to an AI startup, I am a huge proponent of teaching students how to use generative AI. Some future assignments will have students show up to class and I will simulate a partner asking them to draft a short email to a client answering a question from our fictional client. Some of the students will be able to use AI and some will not. Then the class will point out what legal principles the students who used AI missed or got incorrect. The first time they use the AI, I won't give them any guidance. Throughout the semester, I will show them the best ways to use prompts to arrive at a better answer. 
• Law students are often competitive. In the past, I have divided the students up into teams, and they have worked on projects as firms. As part of the final exam review, I do BA Jeopardy, where the teams answer multiple choice, short answer, and fill in the blank questions in a rapid fire style. If the team can't answer, I quickly move to the next team. And if they don't answer, then I answer. The team with the most points gets extra points toward their final grade. With ninety students, I will have students earn points as individuals. This will ensure that they are all prepared and have the chance to raise their grades in a fun way. 

How are you making teaching more fun for yourself and more impactful for your students?

 

What the world needs is a new podcast, amirite?

Well, Hurricane Francine passed through New Orleans, and left me with power (yay!) but no internet (boo!), which means I'm relatively helpless.

Still, I'll take this opportunity to announce that I've started a podcast, Shareholder Primacy, with Mike Levin (The Activist Investor).  We're still working out what it wants to be, but our first episode is up (here on Apple, here on Spotify, here on YouTube) addressing the status of the Tesla compensation case, and the implications of the universal proxy.

Also, I'm very proud of this meme I made:

 

Touro Law Hiring Announcement Includes Business Law Positions

Touro University Jacob D. Fuchsberg Law Center Seeking to Fill
Four Tenure Track Positions in Property, Business Organizations, Trusts and Estates, Tax, and Evidence

The Touro University Jacob D. Fuchsberg Law Center is pleased to announce that it is currently seeking outstanding applicants for four tenure-track appointments to its full-time faculty starting in August 2025. The law school welcomes applications from candidates interested in teaching Property, Business Organizations, Trusts and Estates, Tax, and Evidence.

Ideal candidates must have a J.D. degree from an ABA accredited law school and a commitment to teaching in an environment dedicated to excellence in teaching and mentoring of students. We look for innovative faculty with a preference for both practice and teaching experience. Applicants must demonstrate a commitment to service to legal education and to the wider community as well as a desire to engage in the intellectual life of the Law Center. With one of the most diverse student bodies in the country, Touro Law Center is dedicated to the aims of diversity and strongly encourages applications from women and minorities.  Applicants are expected to be willing and capable of teaching in-person and remotely and familiar with best practices in both modalities. 

Touro Law Center, a member of the Association of American Law Schools (AALS), is part of the Touro University. Established in 1970 to focus on higher education for the Jewish community, the Touro University has grown to serve a widely diverse population. We are uniquely attuned to the importance of an education for students of all backgrounds and circumstances.

Located on beautiful and historic Long Island with its many beaches, coastlines, and parks, Touro Law Center has a unique location directly across the street from the federal and state courts, providing substantial opportunities for teaching and learning. Within the New York City metropolitan area, we are a train ride to Manhattan and an even shorter train ride to JFK Airport.

If interested, all applicants must apply through the portal here.

Questions about the positions may be directed to Professor Laura Dooley, [email protected], Chair, Faculty Appointments Committee.

Maine Law Property and Clinical Business Law Faculty Openings

The University of Maine School of Law, in the thriving and increasingly diverse coastal community of Portland, Maine, invites applications for four full-time faculty positions to begin in 2025 – two doctrinal and two clinical.  The Law School is particularly interested in doctrinal candidates whose focus includes criminal law and related subjects (including criminal procedure); and property law and related subjects (including land use and environmental law).  The Law School is interested in clinical faculty to direct its Youth Justice Clinic and direct its new Business Law Clinic.

Applicants must possess a J.D. degree, an excellent academic record, a record or promise of high scholarly achievement (particularly for doctrinal positions), and a record or promise of successful teaching and mentoring students. Both lateral and entry level candidates will be considered. Rank and salary will be competitive and commensurate with qualifications and experience. Members of minority groups, women, and others whose background would contribute to the diversity of the Law School are encouraged to apply.

Application materials should include a cover letter, C.V., and research agenda. Please direct application materials and questions to the chair of the Appointments Committee, Professor Anthony Moffa, at the following email address: [email protected].

Review of applications will begin immediately and continue until the position is filled.

The University of Maine System is an EEO/AA employer.  All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, sexual orientation, age, disability, protected veteran status, or any other characteristic protected by law.

SEALS Discussion Group - Physical Wellness for Law Profs

The Southeastern Association of Law Schools (SEALS) 2025 annual meeting is scheduled for July 26-Aug. 2 at the Omni Resort in Amelia Island, Florida.I am committed to conjure up ideas for business law panels and discussion groups at the conference.  But before I approach that task, I want to follow up on Haskell's recent post, SEALS Conference Reflection -- Mind, Soul, and Body?, from August 28th.

In that post, Haskell made the following observations:

Traditionally, legal academics do an excellent job sharpening the mind. “Think like a lawyer” is a phrase even my colleagues across campus know. The soul gets much less attention at most schools, but that seems to be changing a bit, especially with increasing concerns for lawyer well-being.

The body, however, seems almost entirely neglected both at the SEALS Conference and at law schools nationwide. Yes, there were tennis and pickleball tournaments, but I don’t think there was a single panel related to the physical health of our students, faculty, and staff.

I know he's right.  So, in the comments to his post, I suggested a SEALS discussion session on physical wellness.  I want to start the process of putting together that session through this post.

The premise underlying the discussion group emanates from Haskell's post. 

Physical wellbeing is a critical foundation to what we do.  It is different for each of us based on our age, sex, gender, race, health history, genetic make-up, and more.  Our ability to navigate or address challenges to our physical health over time impacts our capabilities and our happiness.  By sharing our experiences and knowledge about physical wellbeing, we can make each other stronger.

So, will you join me in this SEALS discussion group?  If so, let me know in the comments or by email.    I look forward to hearing back and working with some of you on this important SEALS program.  I appreciate Haskell's original post for planting a seed for this.

American Business Law Journal Currently Accepting Submissions

Dear BLPB Readers:

"The American Business Law Journal (ABLJ) is currently accepting submissions for Volume 62 (2025).  

The ABLJ is a faculty-edited, double blind peer-reviewed journal, continuously published since 1963. The journal is ranked is ranked #2 in the 2023 Washington & Lee Law Journal Rankings for journals in Business, Corporations and Securities Law. It is ranked as an “A” journal by the Australian Business Deans Council.

Our mission is to publish only top quality law review articles and essays that make a scholarly contribution to all areas of law that impact business theory and practice, either U.S. or comparative in scope. We search for those articles that articulate a novel research question and make a meaningful contribution directly relevant to scholars and practitioners of business law. The blind peer-review process means legal scholars well-versed in the relevant specialty area have determined selected articles are original, thorough, important, and timely, and peer editors provide expert feedback and support throughout the editorial process. 

The ABLJ is published quarterly. Articles should be between 16,000 and 20,000 words (inclusive of footnotes). Essays should be between 7,000 and 10,000 words (inclusive of footnotes). 

 

Authors may submit their manuscripts and CVs/resumes through Scholastica or directly via email to Ruth Jebe, Managing Editor at [email protected]. 

 

For more information on submissions, please review Author Guidelines information on the ABLJ Wiley website."

In Which Elon Musk Once Again Becomes a Classroom Hypothetical

This time, it’s Brazil.

If you’re not following the saga, the story is apparently that ex-Twitter, now controlled by Elon Musk (not the CEO, though; you can’t even really say he’s the owner without qualifying about the interests of other investors and – don’t forget – the debtholders), ignored the order of Brazilian Supreme Court Justice Alexandre de Moraes to remove certain accounts associated with hate speech and misinformation.  Apparently out of fear that Twitter’s Brazilian employees would be arrested, Twitter shut down its Brazilian offices.  At that point, Twitter was out of compliance with a Brazilian requirement that a legal representative be present in the country.  So, Justice de Moraes ordered that access to Twitter be blocked throughout Brazil.  (Legal challenges to that order continue)

That’s not great for Twitter, but it turns out, it was even worse for Starlink, a wholly-owned subsidiary of Musk-controlled SpaceX, because the Justice ordered that Starlink’s financial accounts be frozen in order to force payment of fines owed by Twitter.  Musk at first insisted that he would not block access to Twitter via Brazilian Starlink, then – on that point – relented.  Shortly thereafter, it was reported SpaceX was evacuating its personnel from the country.  As the Wall Street Journal put it, “Starlink’s entanglement in a dispute originally about X is a stark illustration of how some government officials around the world may draw few distinctions between enterprises that Musk runs.”

So, all of this has the makings of a great introductory classroom discussion of corporate separateness, enterprise liability, and veil-piercing.  I have no idea what the law on this is in Brazil, but let’s talk about how we’d analyze this under American law.

(more under the jump)

Continue reading

2025 AALS Pedagogy Panel -- Transactional Law and Skills

The AALS Section on Transactional Law & Skills is pleased to announce a session at the 2025 AALS Annual Meeting in San Francisco, C.A.

Pedagogy Panel on Experiential Exercises in Business Law

We invite submissions for a panel that highlights experiential exercises in business law. Exercises might include, for example, contract drafting, transactional research, mock negotiations, or other exercises that would fit into a law school course. We invite speakers to share exercises with the panel, to discuss how they facilitate and/or grade the exercises, and/or to teach a short mock version of their exercise during the panel.

Please submit a short proposal and/or a draft of the exercise you would like to present to Professor Benjamin Edwards ([email protected]) on or before Friday, September 20th.  Authors should include their name and contact information in their submission email but remove all identifying information from their submission.  Please include the words “AALS – Transactional Pedagogy” in the subject line of your submission email. Papers will be selected after review by members of the Executive Committee of the Transactional Law & Skills Section. Presenters will be responsible for paying their registration fee, hotel, and travel expenses.

Please direct any questions to Benjamin Edwards.

Virtual ESG and Compliance Conference- November 7

 The Society of Corporate Compliance and Ethics is hosting a virtual ESG and Compliance Conference on November 7.  I love to hear academics talk about these issues at conferences but because I still engage in the practice of law and I teach about compliance, governance, and sustainability, I find the conversations are very different when listening to practitioners.

My panel is titled ESG Due Diligence Across the Corporate Lifecycle From Start-Up to Maturity: The Roles of Compliance, Ethics, Legal, and the Board. My co-panelists, Ahpaly Coradin, Partner, Pierson Ferdinand, and Eugenia di Marco, a startup founder and international legal advisor, and I will focus on:

•  how to measure and prioritize ESG factors at different stages of a company's life cycle, according to a company's industry, and technology use.
•  how ESG creates value in M&A  beyond risk mitigation and learn the impact of ESG on target selection, valuation, and integration.
• board and management responsibilities in overseeing and managing ESG-related risks, particularly in light of Caremark duties and Marchand.

Date & Time: Thursday, November 7 from 12:45 PM – 1:45 PM central time

Other topics that speakers will discuss include:

• Supply chains and European due diligence 
• Global regulatory and legislative developments
• Sustainable governance in a global landscape
• Materiality assessments
• The intersection of governance and ESG
• OECD Guidelines

Who should attend?  (from the brochure)

• Compliance officers
• ESG, sustainability, and CSR professionals
• Audit professionals
• CFOs
• General counsel
• Corporate secretaries
• Risk managers
• Investment managers
• Supply chain and due diligence professionals
• Outside advisors

Although the official brochure clearly doesn't target academics, I strongly recommend that my peers attend. It may help inform your research and teaching, and I know that my students are very interested in these issues. 

Are you teaching on any of these areas? And what do you think practitioners should be focusing on that they aren't?

---

 

Dayton Law Faculty Openings

Position Summary:	The University of Dayton School of Law invites applications for multiple tenure-track Assistant Professor positions to begin August 16, 2025. Areas of need include contracts, business organizations, torts, criminal law, criminal procedure, evidence, family law, property, wills and trusts, secured transactions, and tax. The School of Law has a history of innovation and is a leader in international education. We have one of the first online JD programs, several successful non-JD programs, and fourteen law school partners around the world. Located in Dayton, Ohio, our university offers more than just a rewarding career. Dayton boasts extensive green space, providing ample opportunities for outdoor recreation and relaxation. With a low cost of living, you can enjoy a comfortable lifestyle while pursuing your passion for teaching and research. Additionally, Dayton's dynamic arts scene offers a rich cultural experience, making it a great place to live, work, and thrive. Go to daytoncvb.com daytoncvb.com for more information about the area. UD is one of the nation’s largest Catholic universities, and the largest private university in Ohio. Embedded in the dynamic city of Dayton, OH, and grounded in its Catholic, Marianist tradition, UD provides education to develop the whole student and is committed to experiential learning. The University of Dayton is nationally recognized among the top 2 percent of all AASHE STARS-rated schools and is the only Midwestern educational institution in the top 20 of Sierra Club’s Cool Schools for Sustainability. At the University of Dayton, we value inclusive excellence because we recognize that diversity, equity and inclusion are fundamental to academic and institutional excellence. Inclusive excellence requires a comprehensive, cohesive and collaborative alignment of infrastructure, resources and actions. We strive to be active, intentional, and sustain engagement with and celebration of diversity in every dimension of institutional life. Because we seek a workforce with a wide range of perspectives and experiences, we encourage all candidates to apply.
Minimum Qualifications:	J.D. or equivalent degree from a foreign institution Demonstrated potential to publish scholarly works. Interest or experience teaching contracts, business organizations, torts, criminal law, criminal procedure, evidence, family law, property, wills and trusts, and/or tax.
Preferred Qualifications:	While not everyone may meet all preferred qualifications, the ideal candidate will bring many of the following: A record of original scholarship and potential to be an expert in one’s field; Demonstrated potential to be an outstanding teacher; Potential to successfully mentor students from underrepresented groups; Successful experience working with people from socially and culturally diverse backgrounds; Prior experience in law practice; Outstanding academic record; An expressed willingness and enthusiasm to teach in and develop UDSL's hybrid online J.D. program; Effective interpersonal communication skills; Effective oral communication skills; Effective classroom management skills; and Commitment to breadth of education including educating the whole person in the Marianist tradition and a commitment of service to the community, university and profession
Special Instructions to Applicants:	Please upload your letter of interest addressing all of the minimum and any of the preferred qualifications met and your CV. Applicants must be currently authorized to work in the United States on a full-time basis. We will not sponsor applicants for work visas for this position. Posting closes at 11:55 PM EDT September 20, 2024
Closing Statement:	The University of Dayton is a top tier, Catholic research university with offerings from the undergraduate to the doctoral levels. Founded in 1850 by the Society of Mary, the University is a diverse community committed to advancing the common good through intellectual curiosity, academic rigor, community engagement and local, national and global partnerships. Guided by the Marianist educational philosophy, we educate the whole person and link learning and scholarship with leadership and service. Informed by its Catholic and Marianist mission, the University is committed to the principles of diversity, equity, and inclusion. Informed by this commitment, we seek to increase diversity, achieve equitable outcomes, and model inclusion across our campus community. As an Affirmative Action and Equal Opportunity Employer, we will not discriminate against minorities, women, protected veterans, individuals with disabilities, or on the basis of age, race, color, national origin, religion, sex, sexual orientation or gender identity. The University is also pleased to provide support for spouses of prospective and newly hired faculty through its dual career program. While we cannot guarantee placement, we serve as an effective resource and support system for your spouse. Information can be found at https://udayton.edu/hr/dual-career-resources.php

2025 Law and Society Association Annual Meeting

The following comes to us from friends-of-the-BLPB J.S. Nelson and Geeyoung Min:

Dear Business Law Professor Blog readers,

This is a call to participate in Law & Society CRN 46's programming. CRN 46 broadly covers Corporate and Securities Law in Society.

The 2025 Law & Society Association (LSA) Annual Meeting is scheduled for Chicago, Illinois, USA from May 22-25, 2025. The meeting will be hosted at the Hyatt Regency. This year’s sessions will take place in-person.

If you are a member of our CRN and on our CRN email list, we will send you several reminders of deadlines as they approach from our CRN's email list. Of course, if you would like to be removed from these emails at any point, simply let us know.

If you have been forwarded this message, are not on our direct CRN 46 mailing list and want to be, please fill out your information here.

Meanwhile, the 2025 LSA Call-for-Participation submission window is now open. 

Submissions Now Open!

>> Click Here to Visit the 2025 Conference Website!

>> Submit an Abstract or Session!

The deadline for our Call for Submissions is October 15, 2024 at 5:00 p.m. ET (USA and Canada).

There are three types of sessions: (1) Paper Presentations; (2) Author-Meets-Reader Sessions; and (3) Roundtable Sessions.  Please note that you are limited to participating only once at LSA as a paper presenter, book author, or roundtable participant (full rules here). 

Please feel free to reach out if you have any questions. J.S. happens to be organizing both our LSA CRN and the ComplianceNet2025 conference in NYC that will be held the end of the same week as LSA so that international scholars can travel easily from one conference to another. If you are writing, please include "LSA CRN 46" in the title of your email.

We look forward to seeing you next summer! 

Best,

J.S. and Geeyoung  

Paper Presentations 

If you would like to present a paper (either completed or in progress) as part of one of our CRN’s paper sessions, please:  

(1) By October 15, 2024 at the very latest, submit your paper title and abstract directly to LSA via this link.

• • • Choose "Individual Paper” in the "Submission Type" drop down menu. 
    • Paste your abstract in the "Proposal" portion of the submission form.  Your abstract must be under 2000 characters. 

• • [VERY IMPORTANT] Select CRN 46 where prompted.

(2) Also by October 15, 2024, please send an email to [email protected] or [email protected] with your paper title and abstract, notifying us that you have submitted your paper directly to LSA. This will help us track your submission and make sure we can find your paper if it doesn’t appear on the list of CRN 46 papers provided by LSA.

(3) Please only submit a paper if you plan to the conference. When paper authors drop out post-submission, it can put the entire panel at risk of cancellation. 

Chair/Discussant Once we have a list of paper presentations associated with CRN 46, we will organize those presentations into paper sessions. Each paper session will need a Chair and a Discussant (who can be the same person). If you would be willing to serve in one or both of those roles, please let us know by October 15, 2024.

Author-Meets-Reader Sessions 

If you have a book (excepting edited volumes or textbooks) that has been, or will be, published in 2024, please consider whether you’d like to arrange an “Author-Meets-Reader” Session around your book!  Here is how LSA describes AMR Sessions: 

“An Author-Meets-Reader (AMR) is a session in which discussion is focused on one to three recently published scholarly books. The session must include the author(s) of the book, three designated “readers” per book (as applicable) who provide comments, and a session chair (who may be one of the readers). AMR panels are limited to books published in the year prior to the LSA Annual Meeting. For the 2025 Meeting, the books must have a publication date in 2024.”

If you are interested in organizing an AMR Session, please contact us by October 1, 2024, and we will work together to submit an AMR Session as part of the CRN. 

Roundtable Sessions 

If you would like to propose a theme for a Roundtable Session, please contact us by October 1, 2024, and we will work together to submit a Roundtable Session as part of the CRN. Here is how LSA describes Roundtable Sessions: 

“A Roundtable is a discussion-centered session that is organized around a common theme and does not have papers presented. Roundtables are the most flexible format offered at the meeting. Participants might organize debates, visual and musical performances, workshops, films, and other innovative formats.”

Estate Planning and Tax Faculty Sought at Louisville (Brandeis) Law

The University of Louisville's Brandeis School of Law invites applications for tenure-track full-time faculty positions at the Assistant/Associate level position to commence on July 1, 2025.  Specific curricular needs are for estate planning and tax. Academic rank and salary will be commensurate with qualifications and experience.

The Louis D. Brandeis School of Law: The Brandeis School of Law is committed to excellence in preparing lawyers for productive careers. The school boasts an excellent faculty with a deep commitment to teaching and academic support, and a low student-faculty ratio.  Our smaller class sizes foster close interaction between students and faculty, nurture a culture of collegial learning, and provide opportunities for individualized attention.  In addition to teaching excellence, our faculty is deeply committed to producing excellent scholarship and to community engagement.  Our faculty boasts many engaged scholars.

The School of Law strives to promote collegiality and professionalism, and its culture is based on civility and respect for all students, faculty, and staff. The school also seeks to admit and support a diverse law school population and provides opportunities to share and discuss differing opinions. 

Applicants: Applicants for this position should have distinguished academic credentials, a record of scholarship, and a strong commitment to scholarship, teaching, service, professional ethics, and collegiality. The School of Law values the diversity of its faculty and encourages applications from persons who will contribute to that diversity.

Documents Requested: Letter of interest – CV – Teaching Philosophy – Teaching evaluations (if applicable) – Draft of article in progress

Submit to: [email protected]

and apply at https://uofl.wd1.myworkdayjobs.com/en-US/UofLCareerSite/details/Professor--Open-Rank-_R105554?q=R105554

The Committee will begin reviewing applications immediately and continue to review until hiring needs are met. 

Vermont Law is Seeking Income Tax, Estates, and Business Law Faculty

Vermont Law and Graduate School (VLGS), invites applications for multiple tenure-track faculty positions for required JD and upper-level JD courses including Income Tax, Estates, and Business Law courses.  Entry-level, junior, and senior lateral candidates will be considered. The school's curricular needs include both residential and online courses.  Candidates should demonstrate evidence of, or potential for, outstanding scholarly achievement and strong, innovative, and engaged residential and/or online teaching. In addition to teaching, faculty provide service to VLGS and engage with other professionals and the public to contribute to the intellectual exchange of ideas, improve the law, and educate the public about the law, with an eye towards social justice.

Applicants must complete an online application and electronically submit (1) a cover letter; (2) a curriculum vitae; (3) a research agenda; and (4) the names and contact information of three references at recruiting.paylocity.com/recruiting/jobs/Details/2659572/....

 VLGS will only contact references for finalists. VLGS strongly encourages applications from those who would bring increased diversity to our community.

Direct inquiries about the position to Faculty Appointments Committee Chair, Anna Connolly at [email protected]

The positions will remain open until filled.  

Faculty Openings at Loyola, Los Angeles Law

LOYOLA LAW SCHOOL, LOS ANGELES

Location: Los Angeles, CA

Subjects: All subject areas but particularly interested in torts, property, and contracts

Date: August 20, 2024

Loyola Law School, Los Angeles (LLS) invites applications for full-time tenure-track and tenured faculty positions to begin in the 2025-2026 academic year. We seek applicants who will excel in scholarship, teaching and service. We are especially interested in applicants who have impactful research agendas and who desire to attend to systemic injustice in their teaching, regardless of the legal subject area. Applicants must have a degree from an ABA-accredited law school (or foreign equivalent), excellent academic credentials, demonstrated achievement or potential as a scholar and teacher, and a commitment to our social justice mission.

The selected candidates will join our diverse community of leading scholars in the areas of criminal law and criminal law reform, intellectual property, tax law, civil litigation, business and innovation law, employment and labor law, and immigration and civil rights law, among others. We boast over twenty live-client clinics, a robust business, law and technology program, and an award-winning trial advocacy program. Our location in downtown Los Angeles complements our global and cutting-edge approach to scholarship and education. Our network of almost twenty-thousand alums has consistently yielded the highest number of Superior Court judges in the state and Southern California's highest number of Super Lawyers.

As part of Loyola Marymount University, a Jesuit, Carnegie-classified R2 institution, LLS seeks outstanding applicants who share its commitment to inclusive excellence and the promotion of justice. We are an equal opportunity employer committed to providing an environment free from discrimination and harassment. We welcome and invite all persons of diverse and intersectional identities, life experiences, and beliefs to apply.

Candidates may apply through the Faculty Appointments Register or by submitting application materials through the LMU Loyola Workday portal here. 

Please feel free to reach out with questions by email to Professor Marcy Strauss, Appointments Committee Chair, at [email protected].  

Toussaint's Law Teaching Tips and Strategies - The Labor of Law Teaching

On this Labor Day, some of us business law profs are about to start our semesters, while others are already a few weeks into the fall term.  However, we all understand that our profession involves labors of many kinds.  Seldom do we reflect on those labors with the thought of planning for a positive experience for all.  Today seems like a good time to do that.

A bit more than two weeks ago (August 15), as many of us were beginning to teach for the semester, our law professor colleague Etienne Toussaint (University of South Carolina Joseph F. Rice School of Law, @ProfToussaint) posted a set of tips and strategies for law professors on Twitter (rebranded as X).  His counsel is so wonderful--so apt.  I asked if I could re-publish his post here, and he gave me permission to do that.  So, here are Etienne's words of advice, introduced as he introduced them in his original post.

I always get nervous, so planning helps.

Here are ten tips and strategies to help you (and me) get mentally prepared and set a positive tone in the classroom to ensure a great experience for both you and your students this upcoming academic year.

1/ Set Clear Expectations: Start strong by clearly outlining your course policies on Day 1. This includes attendance, participation, assignments, and exams. When students know what’s expected of them, they’re better equipped to succeed and feel secure in the learning environment.

2/ Foster a Supportive Environment: Law school can be overwhelming, especially for 1Ls. Create a classroom where questions are encouraged and mistakes are seen as learning opportunities. Empathy goes a long way in building students' confidence and fostering a growth mindset.

3/ Incorporate Active Learning: Go beyond lectures with case studies, discussions, and problem-solving. Engaging students in active learning not only makes the material more interesting, it also helps them retain information better. Participation leads to deeper understanding.

4/ Be Approachable: Make it clear that you’re available to help outside of class through office hours, email, or online forums. When students know they can reach out, it builds trust and encourages them to seek help when they need it. This is crucial for student success.

5/ Connect the Material to Real-World Applications: Show students how the legal principles they’re learning play out in real-world scenarios. Whether it’s current events or your experiences, relatable examples keeps students engaged and helps them see the practical value.

6/ Encourage Critical Thinking: Push students to think critically about the cases and materials. Encourage them to question assumptions, explore different perspectives, and develop well-reasoned arguments. Critical thinking is essential for their development as future lawyers.

7/ Balance Rigor with Compassion: Maintain high academic standards while recognizing the pressures that 1L law students face. Compassionate teaching doesn’t mean lowering the bar; it means providing the support and encouragement students need to meet and exceed expectations.

8/ Promote Collaboration: Foster a collaborative classroom culture where students can learn from one another. Group projects, peer reviews, and study groups not only enhance learning but also build a sense of community, which is vital for their success and well-being.

9/ Reflect & Adapt: Continuously reflect on your teaching methods and be open to adapting them based on student feedback. This shows students that learning is a dynamic process, and it allows you to improve the classroom experience for everyone. Continuous improvement is key.

10/ Take Care of Yourself: Teaching is a demanding profession, especially in law school. Prioritize your own well-being so you can bring your best self to the classroom. A balanced and centered teacher is essential for creating a positive and productive learning experience.

I hope that Etienne's words have as much meaning for you as they do for me.  I find them both resonant and highly motivational.  Do take care of yourselves, and enjoy the holiday break for Labor Day.  

14a-8 alternatives

Not a whole lot going on this week in terms of legal developments, so I thought I'd reach back to an older post of mine, where I talked about a case pending before the Fifth Circuit regarding 14a-8.  The original petitioner, the National Center for Public Policy Research, argued that the SEC engages in viewpoint discrimination when it issues no-action letters; an intervenor challenged the entire basis for Rule 14a-8 as unauthorized by statute and unconstitutional to boot.  The SEC, for its part, addressed these substantive arguments but concentrated most of its energies on arguing that no-action letters are not final orders subject to challenge in the first place.

Normally, I'd assume a case like this wouldn't have much chance of succeeding, but it's the Fifth Circuit, which tends to take an entrepreneurial approach to issues like corporate rights, standing, and administrative authority.  Even then, I'd say the petitioners were likely out of luck, because the panel turned out to be Jones, Douglas, and Dennis - meaning, two Democrats and a Republican - and, indeed, only Judge Jones demonstrated any sympathies for the petitioners during oral argument.  But! The last time sec reg ended up before a 2-1 Democratic panel of the Fifth Circuit, the Democrats' ruling in favor of the NASDAQ's diversity rule was taken en banc where its prospects apparently are rather dim.

So what happens if Rule 14a-8, at least in the form we know it, dies?

Well, that brings me to the United Mine Workers' tactic against Warrior Met.  As Mike Levin described in his Activist Investor blog here, United Mine Workers took advantage of the universal proxy rule to run a shareholder proposal proxy contest.  That is, because it can now list incumbent director candidates on its own proxy card, that's just what it did - it offered several shareholder proposals (14a-8 would limit it to just one), ignored all of Rule 14a-8's other strictures, filed its own proxy materials, sent out proxy cards, and hired a vendor to collect them.  Having done that, Warrior Met was backed into a corner and forced to include the proposals in its own proxy materials - because otherwise it risked losing control over, and insight into, how proxy cards collected by Mine Workers were being voted or if they were being returned at all.  The expenses for this entire effort by the Mine Workers totaled just $15,000, which sounds very feasible for at least some repeat-player proposal proponents.  It also may just scratch the surface of what the universal proxy enables in the future.

But that, of course, assumes the proposal is one that United Mine Workers can, in fact, bring to the floor - i.e., state corporate law has to allow shareholders to raise these proposals at a shareholder meeting and vote on them, before anything else can happen.  Mohsen Manesh lays out the argument for how corporations can - via bylaw or charter provisions - limit shareholders' power to make proposals in the first place, which would not only prohibit United Mine Workers' tactic, but also limit the use of 14a-8 (which is only supposed to enable shareholders to exercise their state-law created governance rights).  If he's right, and if companies/management take advantage of that ability, we could lose a lot of shareholder proposals entirely (and a major source of entertainment for corporate academia).  Prof. Manesh explains that companies might not want to limit shareholders' ability to bring proposals - maybe investors would be annoyed if their rights were curtailed that way - but, as I previously observed, there wasn't much pushback when Exxon sued its own shareholders over a proposal, so maybe there's space for companies to rid themselves of proposals entirely.

The Continuing Unpaid Award Problem

For decades, we've known that many arbitration awards in the FINRA arbitration forum go unpaid.  This happens because many brokerage firms collapse after liability for abusive sales practices comes home.  Last Friday, arbitrators rendered an award finding SW Financial liable for over $13 million in damages to a group of dozens of investors.  SW Financial was expelled by FINRA in 2023 for, among other things, making false statements to customers and failing to supervise its personnel.  

Congress has noticed the problem.  The Senate Committee on Appropriations recently found that “FINRA has failed to undertake steps to address unpaid arbitration awards by its members.”  It directed the SEC to "continue to engage with FIRNA to identify ways to reduce and eliminate the occurrence of unpaid awards."  This comes after a 2018 bipartisan proposal to create a recovery pool failed to pass.

FINRA has tracked this issue for some time and keeps statistics on unpaid awards.  That an award goes unpaid, does not mean that every customer with an unpaid award recovers nothing.  FINRA explains it this way:

At times when an arbitration panel does award monetary damages to the claimant, the respondent may fail to pay the awarded damages. If a customer is not able to recover monetary damages awarded in the FINRA arbitration forum, that does not always mean that a customer did not receive any monetary payment in connection with the underlying dispute. In many cases that result in unpaid awards, a customer settles with one or more parties pre-award, but proceeds to obtain an award against other parties named in the case, who then fail to pay the award. 

Ultimately, this is a problem that has lingered for far too long.  Although FINRA has made some moves on the issue, including requiring certain "restricted firms" to keep more money on deposit, too many investors get stuck with the short end of the stick. Part of the problem is that a small firm can cause big damages for a large number of people.   For investors with claims against smaller brokerage firms, I'd encourage them not to dawdle on seeking justice.  Whether they get paid at all may depend on when they get in line.

 

SEALS Conference Reflection -- Mind, Soul, and Body?

Last month, I was able to attend the SEALS Conference for the first time in a few years. It was good to see a number of old friends and meet some new ones. And I really enjoyed the many discussions on a wide variety of legal topics. 

While most academic panels are understandably focused on the mind, it was interesting to see a number of discussions focus on soul-related issues, including a couple on mindfulness/meditation and a few focused on religiously affiliated law schools. 

Traditionally, legal academics do an excellent job sharpening the mind. “Think like a lawyer” is a phrase even my colleagues across campus know. The soul gets much less attention at most schools, but that seems to be changing a bit, especially with increasing concerns for lawyer well-being. 

The body, however, seems almost entirely neglected both at the SEALS Conference and at law schools nationwide. Yes, there were tennis and pickleball tournaments, but I don’t think there was a single panel related to the physical health of our students, faculty, and staff.

At the undergraduate level, many universities have one or more required fitness classes, but I don’t know of any law school with similar requirements. And most law schools, frankly, require so much time devoted to mental exercise that they leave very little time for physical fitness. I probably wouldn’t advocate for requiring fitness classes at law schools, but I do think they could make more effort to reduce friction and create opportunities for physical health. A few possible examples:

• Healthier food than pizza and doughnuts at campus events (of course these have the benefit of ease and relatively low expense, but law schools could (and sometimes do) make a more conscious effort to order more nutritious snacks and meals). 
• Encourage walking office hours (often there is no need to sit during these meetings)
• Promote intramural teams (I know some law schools have softball and flag football teams).
• Corporate challenge 5K teams for the law school (we have one at Belmont, which competes against area nonprofits and businesses).
• A gym on or near the law school campus (even if just a few treadmills and hand weights. Just the friction of going across campus can deter exercise, especially when pressed for time.) 
• A pickleball court near the law school.

What other examples? Or do folks think that law schools are best to stay out of the business of promoting physical health for faculty, staff, and students?