Business Law Prof Blog

Teaching Transactional Business Law through Campus and Community Partnerships

At Emory Law's Eighth Biennial Conference on the Teaching of Transactional Skills back in the fall of 2023, I had the privilege of presenting with my UT Law clinical teaching colleague, Brian Krumm.  (Congratulations are due to Brian, who was recently appointed the Interim Director of our Clayton Center for Entrepreneurial Law!)  The title of this post is also the title of our presentation.  An edited transcript of the presentation was recently published by Transactions: The Tennessee Journal of Business Law and can be found here. The abstract is as follows:

In this edited transcript, we explain how each of us--a doctrinal law professor and a clinician--use members of our campus and local communities to help instruct transactional business law students. We each have independently realized that there is a value to sharing these outside business and legal experts with our students. Among other things, we have found that we can bring unique areas of legal and business expertise into our teaching and, at the same time, introduce our students to real-life practice experiences and related simulations. All of this is foundational to law practice. In addition, experiences of this kind are, in our view, increasingly useful and important as we look toward preparing students for the concepts, principles, and skills that will be tested on the NextGen Bar.

Please contact me or Brian if you have questions about the teaching we describe in this transcript.  We are happy to provide more information and relevant teaching materials.  Jyst ask.

A collection of the presentations from the Emory Law conference is available here.

Touro Law Seeking Small Business Assistance Clinic Director

Touro Law is hiring in its Clinical Program for a director of the new Small Business Legal Assistance Clinic. Please pass along this opportunity if you know someone who may be interested in the pursuit of social justice through transactional work and teaching. Please see job description and application at this link. The position, starting in the summer of 2024, is for a full time faculty member with voting privileges and annual renewal up to a 3-year term. Applications will be considered on a rolling basis, with priority for those submitted by December 31, 2023.

Suffolk Law is Seeking a Clinical Professor to Lead its Intellectual Property and Entrepreneurship Clinic!

Suffolk University Law School’s nationally ranked Clinical Programs, expects to conduct a search for a tenured or tenure-track Clinical Professor to lead our Intellectual Property and Entrepreneurship Clinic (IPEC), to begin in the 2024-25 school year. IPEC is a full-year in-house clinic, one of Suffolk’s 12 in-house clinics, and an important part of Suffolk Law’s outstanding Clinical Programs. Suffolk’s Clinical Programs have been ranked among the top 20 such programs in U.S. News & World Report for more than a decade. Our Clinical Professors have full tenure and are wholly integrated into our faculty, including having equity in terms of faculty rights, perquisites, and responsibilities. IPEC is also integrated into Suffolk’s recently launched Intellectual Property Center and its Intellectual Property Concentration, which includes a number of highly regarded faculty. Suffolk Law’s intellectual property program is regularly ranked among the nation’s best and was most recently ranked number 31 in the country.

We seek candidates with a commitment to excellence in teaching, scholarship, and service. Candidates must have at least five years of relevant experience in one or more areas of intellectual property, including patent, trademark, and/or copyright practice. Applicants must also be admitted or eligible for admission to the Massachusetts bar within a year of the start of the appointment. Prior experience in clinical education or a demonstrated passion for teaching or mentoring is also required. A record of scholarship or a demonstrated interest in producing scholarship, as well as an intellectual engagement with the subject matter is required. Experience working with diverse communities, clients, and other stakeholders is strongly preferred.

The Clinical Professor will have the opportunity to shape the docket of IPEC to meet students’ needs and align with their expertise and interests. The Clinical Professor will similarly shape the content of the accompanying seminar to educate students on relevant substantive law and lawyering skills, including the ethical dimensions of practice, cross-cultural lawyering, critical reflection, and the formation of a professional identity.

Currently, students enrolled in IPEC represent small and emerging businesses from communities unlikely to have access to legal services. Students work on a variety of intellectual property and entrepreneurial matters, including those related to branding, copyright, patent, trademark, trade secret, and privacy protections. IPEC students also currently counsel entrepreneurs and start-up companies on business law matters, such as incorporation, contract law, and IP strategy. Past clients of IPEC have included artists, authors, designers, filmmakers, musicians, innovators, individual entrepreneurs, small businesses, some established corporations, and nonprofit organizations. IPEC has participated in the USPTO’s Law School Clinic Certification Program. You can read more about IPEC here.

Applicants should submit a cover letter, curriculum vitae, research agenda, description of current scholarship (if any), and teaching evaluations (if any). Applicants are also encouraged to submit a diversity statement that describes previous activities mentoring members of underrepresented groups, how issues relating to diversity and inclusion have been or will be addressed in their teaching and practice, and how their scholarship or service would contribute to building and supporting inclusive communities. Cover letters should be addressed to Professor Ragini Shah, Chair of the Clinical Committee.  We will be reviewing candidates on a rolling basis and encourage early inquiries and applications. 

Suffolk University does not discriminate against any person on the basis of race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, age, genetic information, or status as a veteran in admission to, access to, treatment in, or employment in its programs, activities, or employment. As an affirmative action, equal opportunity employer, the University is dedicated to the goal of building a diverse and inclusive faculty and staff that reflect the broad range of human experience who contribute to the robust exchange of ideas on campus, and who are committed to teaching and working in a diverse environment. We strongly encourage applications from groups historically marginalized or underrepresented because of race/color, gender, religious creed, disability, national origin, veteran status or LGBTQ status. Suffolk University is especially interested in candidates who, through their training, service and experience, will contribute to the diversity and excellence of the University community.

Tennessee Law Clinical Teaching Fellowship - May 1 Application Deadline

Set forth below are key portions of the posting for The University of Tennessee College of Law's new Clinical Teaching Fellowship.  Applications are solicited for either our advocacy or transactional law clinic. The full announcement, including instructions on how to apply, can be found here. Applications will be considered on a rolling basis.  However, preference will be given to applications received before May 1, 2023. For questions, please contact Director of Clinical Programs Joy Radice at [email protected]. 

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The University of Tennessee College of Law is accepting applications for our new Clinical Teaching Fellowship to begin in the summer of 2023.  This two-year fellowship will prepare talented lawyers and aspiring clinicians with at least 2 years of practice experience to become full-time clinical faculty at U.S law schools.  The Clinical Teaching Fellow will work alongside and learn from current full-time clinical faculty who teach in the College of Law’s Legal Clinic.  The Clinical Teaching Fellow will be immersed in all aspects of clinical teaching from learning clinical pedagogy to supervising law students on their casework.  The UT Law Clinical Teaching Fellow will also develop a research agenda and begin working on a scholarly article in preparation for entering the law school teaching market.  The fellow will receive training in clinical teaching methods, supervision when working with students on cases, and guidance in developing legal scholarship with faculty mentors.

We seek a Clinical Teaching Fellow to begin in the summer of 2023, and to work with one of the following Clinics:

1. The Advocacy Clinic, which provides direct legal services to clients in a range of litigation including civil, juvenile, and criminal cases. A more detailed description can be viewed at https://law.utk.edu/clinics/.
2. The Transactional Law Clinic, which provides direct legal services to small businesses, nonprofit organizations, community-based associations, entrepreneurs, and artists. A more detailed description can be viewed at https://law.utk.edu/clinics/.

 . . .

Qualifications

Required Qualifications and Experience:

• J.D. or equivalent degree.
• At least two (2) years of practice experience in relevant areas of law.
• Excellent written and oral communication skills.
• Strong interest in clinical teaching, with a commitment to inclusive teaching methods designed to effectively engage a diverse student population.
• Membership in a U.S. state bar and willingness to petition for admission to the Tennessee Bar prior to the start date of the fellowship.  Tennessee allows lawyers teaching in a law school clinical program to waive into the bar.

Preferred Qualifications and Experience:

• Teaching, training or supervision of law students or early-career lawyers.
• Experience with relevant civil, criminal or juvenile matters as preparation for teaching in the Advocacy Clinic or experience with relevant transactional matters as preparation for teaching in the Transactional Law Clinic.
• A commitment to public interest work.

Yale Law Clinical Fellowships

I just heard about this a few days ago, but I do not think anyone has posted on it yet.  Sadly, it looks like the formal application deadline has passed.  But they may still be accepting applications.  Those considering applying may want to inquire . . . .

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YALE LAW SCHOOL CLINICAL FELLOWSHIPS

in the Veterans Legal Services Clinic   
and Housing and Community & Economic Development Clinics

Yale Law School seeks applicants for two clinical fellowships in the Jerome N. Frank Legal Services Organization, within Yale Law School's clinical program. These Fellowships are two-year positions with a third-year option, beginning on or about July 1, 2023, and are designed for lawyers with at least three years of practice who are considering a career in law school teaching. Each fellow will work with a different clinic. Responsibilities include representing clients, supervising students, assisting in teaching classes, and pursuing a scholarship agenda. Fellows also have an option to co-teach a section of a six-week fall program for first-year students, Introduction to Legal Analysis and Writing, for additional compensation. Candidates must be prepared to apply for admission to the Connecticut bar (candidates may qualify for admission without examination). All work will be conducted with the support of the clinical faculty and will focus on providing legal assistance to low-income and civil rights clients and organizations. 

The Jerome N. Frank Legal Services Organization is committed to building a culturally diverse and pluralistic faculty and staff to teach and work in a multicultural environment. Candidates must be able to work both independently and as part of a team, and must possess strong written and oral communication skills. Experience in creative and community-driven advocacy is a strong plus. Annual salary is $75,000-80,000. In addition, Fellows will receive health benefits and access to university facilities. 

Email a resume, cover letter, writing sample, and names, addresses and telephone numbers of three references to Osikhena Awudu, Program Manager, The Jerome N. Frank Legal Services Organization, [email protected].  Please indicate the clinic or clinics to which you are applying. Applications will be accepted until March 15, 2023 but will be reviewed on a rolling basis (early applications encouraged).

More details about each fellowship follow below.

Veterans Legal Services Clinic (VLSC)

VLSC is a semester-long, in-house clinic whose students represent veterans and their organizations in VA benefits, record correction, and civil rights litigation in administrative, state, and federal courts, and in state and federal policy advocacy.

Illustrative cases include representation of individual veterans seeking disability compensation benefits for injuries incurred during military service, in initial applications, administrative appeals, and judicial review in federal court; former service members in applications to upgrade a less-than-honorable discharge before Defense Department boards and on judicial review in federal court; plaintiffs in federal civil rights cases, such as a woman raped while a cadet at the U.S. Military Academy at West Point and Black veterans seeking reparations for historic discrimination in VA benefits programs; three nation-wide classes of Iraq and Afghanistan Era veterans who received less-than-fully-honorable discharges, despite having PTSD or related conditions attributable to their military service; a nation-wide class of U.S. Air Force veterans exposed to radiation after cleaning up two hydrogen bombs accidentally dropped on Spain in 1966, in the first appeals class action certified in the history of the U.S. Court of Appeals for Veterans Claims; and local and national veterans' organizations in campaigns to address gender discrimination in congressional nominations to the military service academies; curb retaliation against servicemembers who report sexual harassment or assault; and make veterans with bad paper eligible for state veterans' benefits.

The principal supervisor for the position will be Professor Michael Wishnie.

Housing and Community & Economic Development Clinics

The Community & Economic Development (CED) is a semester-long, in-house clinic that provides transactional legal services to clients seeking to promote economic opportunity and mobility. CED's clients include affordable housing developers, community development financial institutions, farms and farmer's markets, fair housing advocates, and neighborhood associations. CED's legal services help our clients to expand access to financial services, bring arts institutions and grocery stores to chronically under-resourced communities, break down barriers to affordable housing development in high-opportunity communities, promote access to healthy foods, and facilitate entrepreneurship among low-income people.

The Housing Clinic is a semester-long, in-house clinic that represents tenants facing evictions and substandard housing conditions; homeowners facing foreclosures and seeking affirmative relief for illegal behavior by mortgage lenders and servicers; and individuals and advocates in affirmative fair housing litigation.

On behalf of our clients, our students represent clients in federal and state courts; negotiate and draft contracts; provide advice on the tax consequences of deal structures and entity choices; structure and carry out real estate transactions; represent borrowers and lenders in financings; engage in legislative and regulatory advocacy; form for-profit and not-for-profit entities; and resolve land use and environmental issues. In addition to representing clients, students in their first semester of the clinic take a seminar which covers federal, state and local policies affecting urban and suburban places; substantive law in tax, real estate development, and corporate governance; and transactional and regulatory lawyering skills, such as negotiation and drafting contracts.

The principal supervisor for the position will be Professor Anika Singh Lemar.

Yale University considers applicants for employment without regard to, and does not discriminate on the basis of, an individual's sex, race, color, religion, age, disability, status as a veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression. Title IX of the Education Amendments of 1972 protects people from sex discrimination in educational programs and activities at institutions that receive federal financial assistance. Questions regarding Title IX may be referred to the University's Title IX Coordinator, at [email protected], or to the U.S. Department of Education, Office for Civil Rights, 8th Floor, Five Post Office Square, Boston MA 02109-3921. Telephone: 617.289.0111, Fax: 617.289.0150, TDD: 800.877.8339, or Email: [email protected].

Michigan Law - Entrepreneurial Teaching Fellowship

The University of Michigan Law School is seeking a clinical teaching fellow in its Zell Entrepreneurship Clinic (ZEC). Law students in the ZEC provide transactional legal services to early-stage startups and play a significant role in the entrepreneurial ecosystem of Ann Arbor. Typical matters include business entity formation, intellectual property, contract drafting, and other common early-stage legal issues. This is a two-year appointment with the possibility of extension for a third year, beginning in the summer of 2023.

You can find more info about the clinic here: www.law.umich.edu/clinical/ec, and the job posting here: careers.umich.edu/job_detail/231796/...

Arkansas Law is Looking for a Transactional Business Clinician

The University of Arkansas School of Law seeks to fill a tenure-track clinical position starting in the 2023-2024 academic year with a focus on economic development, transactions, business, or entrepreneurship. Lateral applicants are encouraged to apply. Clinical professors are expected to teach 6 to 8 students during the fall and spring semesters.

A candidate 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. The ideal candidate will have at least three (3) years of practice experience in the clinic subject. At least one (1) year of clinical teaching experience is strongly preferred. Must be a licensed attorney and be eligible to become a member of the Arkansas Bar.

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 University. The University of Arkansas School of Law is dedicated to the aims of diversity and strongly encourages applications from women and minorities.

The University of Arkansas-Fayetteville, located in the northwest corner of the state, is the flagship campus of the University of Arkansas. U.S. News & World Report has consistently ranked the city of Fayetteville as one of the "top five" places to live in America. The region is welcoming, forward-thinking, and full of opportunities for outdoor recreation. The University of Arkansas is an equal opportunity, affirmative action institution. The university welcomes applications without regard to age, race/color, gender (including pregnancy), national origin, disability, religion, marital or parental status, protected veteran status, military service, genetic information, sexual orientation, or gender identity. Persons must have proof of legal authority to work in the United States on the first day of employment.

All applicant information is subject to public disclosure under the Arkansas Freedom of Information Act. Questions and expressions of interest should be directed to Professor Carl Circo, Chair of the Faculty Appointments Committee, at [email protected].

Please apply for this position at the link below:

uasys.wd5.myworkdayjobs.com/en-US/UASYS/details/...

How and Why Adults Learn- Pt 1.

We need to be honest. Most of our students aren't learning or retaining the information we teach them. If you're not in academia, you've likely attended a a required training or taken a course on your own and you probably can't fully articulate what you've learned or how it applies to what you do daily in your profession. Over the past few months, I've been spending time with neuroscientists learning about learning. I'll pass on some pointers over the next posts to translate how and what we want to teach to how our students or employees actually learn. For example, we all know about the "gunners" in our classrooms or those who beg for the extra point on the exam so that they can maintain their stellar GPAs. But for the most part, adults don't get motivated through gold stars and report cards in the same way that younger learners do. 

I'll start with an overview of ten things we need to know about how adults learn. I'll expand on them in future posts. 

1) Many professors focus on pedagogy, which is based on how children learn and still stick to the teacher-centered approach of learning. The science of adult learning is called andragagy, and neuroandragogy adds the overlay of neuroscience and neurophysiology. 

2)  The myth of learning styles has been debunked for years, but we still continue to focus on visual, auditory, and kinesthetic approaches when we teach. Although people have preferences, when we try to teach to a specific style, we actually perpetuate a fixed mindset rather than encouraging a growth mindset. By the way, for those who have read Carol Dweck's work on growth mindset, please remember that it's like the appetizer and without sound teaching and instruction (the main course), it won't matter what kind of mindset the students have. 

3) Most of our law students and employees have been digital natives since birth. They've been playing on tablets and on smartphones before they could read. They learn via YouTube, TikTok, and social media with algorithms that cater to what they want and need. Many of them are also content creators with their own social media accounts. They understand how algorithms change and thus change their content to get more views and likes. Like it or not, they expect the same from professors or corporate trainers.

4) Adult learners are task-oriented and would rather solve a problem than passively receive content from a professor. Similarly, adults need much more self-directed learning than younger learners and want to apply the knowledge immediately. This may be why clinics are so popular in law school and why the best corporate training leaves attendees with tangible, actionable learnings. 

5) Children listen to teachers because they don't have much context and have been raised to listen to and respect adults (whether that always happens is a different story). Adult learners have years of lived experience and are typically taking a course for a specific purpose. When we teach them something new, it may be harder for them to absorb or retain because they filter it through their working memory first, and this slows them down. They also determine very quickly whether they "need to know" this information. This may explain why so few students retain information after an exam. It doesn't relate to what they believe they need to know for their careers after graduation, particularly if we teach theory and don't connect it to practice. 

6) The average adult attention span in a lecture is 15-20 minutes. Some argue that it's shorter. In addition, adult learners tend to learn more by doing than by merely listening. This makes the standard lecture format the least effective way for adults to learn. 

7) The brain understands the world through emotion, metaphors, and symbols, but we spend time most of our time using words. We need to go to experiences that speak to the brain. Adult learning experts want us to forget the Descartes quote, "I think therefore I am," and instead reframe it to "I feel, therefore I know."

8) Movement and play are particularly helpful for adult learning, just like with children. Sometimes we need to have students get up and move around in class and develop activities that can anchor the learning. 

9) The best way to reach adult learners is to provide a choice of topics, real world problems, and relevance to current or future positions. Adult learners need to know the why behind the what we are teaching. They won't accept it blindly just because we are in the front of the classroom as younger learners will.

10) Scaffolding and formative assessment are critical for metacognition, reflection, and reapplying what adults have learned. According to cognitive neuroscientist Dr Jared Cooney Horvath, we forget about 60-70% of what we learn within 48 hours. This means we need to change how we teach so students can change how they learn and retain information. 

I'll dive in more deeply to these topics in the future. How do you "play" in a professional education setting? Do you have to dance like a TikTok video star to reach students? What do I mean the students have to have a choice of topics? What is the "curve of forgetting" and how can we use those insights to maximize learning outcomes? What is heutagogy and how can we help students with self-directed learning? How will these students make it in the real world if we cater to them this way?

You may miss the "good old days" where students sat in a two-hour lecture, had one final exam at the end of the semester, and we could dust off our notes the next semester to do it all over again. Those days are gone forever. Corporate trainers use microlearning and short 3-7 minute videos to convey key concepts to workers. That's what's happening in "the real world." We don't have to change everything we do, but we need to re-think how WE think so that the next generation of lawyers can learn what they need to learn. 

What tips or best practices do you have to share about teaching and learning?

Recent Part-Time and Visiting Law Faculty Postings: Temple Law and Boston University Law

This post catches up on a few recent position listings that may be of interest to business law faculty and have not yet been posted here.

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TEMPLE UNIVERSITY BEASLEY SCHOOL OF LAW

LOW INCOME TAXPAYER CLINIC DIRECTOR
AND VISITING PRACTICE PROFESSOR OF LAW

Position Summary: The Temple University Beasley School of Law was recently notified that it will receive funding from the IRS to open and operate a Low Income Taxpayer Clinic (LITC) on its Main Campus in North Philadelphia which will also serve taxpayers in northeastern Pennsylvania. It is therefore soliciting applications for the position of Visiting Practice Professor of Law and Director of the LITC, which is expected to operate on a part-time basis during 2021. The position will begin on January 15, 2021 or as soon thereafter as practicable, and will run through the end of the calendar year. The Clinic Director will be expected to establish and operate the LITC, including developing a panel of pro bono attorneys and performing community outreach, and to take a leadership role in applying to the IRS for a multi-year grant, which will likely need to be submitted in June, 2021. In addition, the Clinic Director will be expected to develop and teach a course through which students can enroll to participate in the LITC for academic credit in 2021.

It is anticipated that this part-time, visiting position will be enhanced and converted into a clinical faculty position upon receipt of a multi-year grant from the IRS. A national search for an individual to fill the clinical faculty position will be conducted if the multi-year grant is received; the individual selected to fill the part-time visiting position will be eligible for consideration for the clinical faculty position.

Minimum Qualifications: Candidates must have an excellent academic record and a J.D. degree, as well as experience working in an LITC or equivalent organization, either as a student or practicing lawyer, or other tax practice experience. Candidates must have sufficient tax law expertise to perform and oversee the substantive and procedural aspects of client representation, and be either admitted to practice before the U.S. Tax Court or eligible for such admission.

Temple University values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, gender identity, veteran status, or any other status protected by law; it is an equal opportunity/affirmative action employer, and strongly encourages veterans, women, minorities, individuals with disabilities, LGBTQI individuals, and members of other groups that traditionally have been underrepresented in law teaching to apply.

To Apply: Potential candidates are encouraged to contact the selection committee’s Chair, Professor Alice Abreu, at [email protected] with the following: 1) cover letter and/or statement of interest; 2) resume or CV; 3) the names, affiliations, and contact information for at least three individuals who can serve as professional references; and 4) any other material that demonstrates the candidate’s ability to succeed in the position, such as a publication, brief, or similar document.

Applications should be submitted as soon as possible; interviews, which will be conducted online, could begin as early as January 4, 2021. The position will remain open until filled. 

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BU/MIT TECHNOLOGY LAW CLINIC

VISITING CLINICAL ASSISTANT PROFESSOR

BU Law is hiring for a Visiting Clinical Assistant Professor to teach in the BU/MIT Technology Law Clinic, part of BU Law’s unique collaboration with MIT to provide legal assistance to current MIT and BU students. This is a two-year position, for the 2021–22 and 2022–23 academic years.  

BU Law believes that the cultural and social diversity of our faculty, staff, and students is vitally important to the distinction and excellence of our academic programs. To that end, we are especially eager to hear from applicants who support our institutional commitment to BU as an inclusive, equitable, and diverse community.

More information and application instructions are available at https://sites.bu.edu/techlaw/2020/12/14/vcap/. Applications received before January 31, 2021 will be given full consideration.

VISITING CLINICAL ASSISTANT PROFESSOR, BU/MIT Startup Law Clinic -- Boston University School of Law

A job posting that may be of interest to some of our readers.

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Job Description
BOSTON UNIVERSITY SCHOOL OF LAW, a top-tier law school with an international reputation, is a community of leading legal scholars, teachers, students, and alumni, dedicated to providing one of the finest legal educations in the world. The breadth and depth of our curriculum, especially our clinical program, as well as our innovative spirit are distinctive in American legal education.

Boston University School of Law is seeking to hire a full-time attorney in its Startup Law Clinic (the “Clinic”). The Clinic is part of BU Law’s Entrepreneurship, Intellectual Property, and Cyberlaw Program, which is a unique collaboration between BU Law and the Massachusetts Institute of Technology. The School of Law believes that the cultural and social diversity of our faculty, staff, and students is vitally important to the distinction and excellence of our academic programs. To that end, we are especially eager to hear from applicants who support our institutional commitment to BU as an inclusive, equitable, and diverse community.

The Clinic represents current students at MIT and BU on matters related to a wide range of legal issues faced by early-stage business ventures. The attorney would be expected to help law students counsel clients and represent students in transactional settings. Clients often present questions of law involving for-profit and nonprofit entity formation, allocations of equity, startup financing, employment and independent contractor issues, ownership of intellectual property, privacy policies, terms of service and other third-party contractual relationships, and trademark and copyright matters. Experience representing startup ventures is considered a plus.

The attorney’s primary responsibility will be to supervise and assist students with direct client representation matters. The attorney will also assist the Clinic Director and Assistant Director in preparing and teaching a year-long seminar for students enrolled in the Clinic, including developing materials, performing research, and coordinating classroom activities and guest presentations. The position is a year-round position and the attorney also would work with student fellows hired to continue the work of the clinic during the summer. As time allows, the attorney would also work with the Clinic Director and Assistant Director to develop generalized legal resources and informational material to inform MIT and BU students on the legal aspects of forming and operating for-profit and nonprofit entities.

The ideal candidate is a member of the Massachusetts bar or is eligible for membership via admission by motion, with at least two years of experience advising clients in a transactional setting, and a willingness to support the work of creative and innovative young clients. Teaching experience or a strong interest in developing as a clinical faculty member is also considered a plus. Exceptional writing, editing, organizational, and managerial skills are required.

The attorney will be hired as a Visiting Clinical Assistant Professor to a two-year contract. The ideal start date is May 24, 2021.

Since we opened our doors in 1872, Boston University School of Law has been committed to admitting and building our classes without regard to race, gender, or religion. We are dedicated to building a just, inclusive, and engaged community of faculty and students. We have more work to do to make our environment more just. Boston University School of Law is committed not only to the ideals of faculty diversity and inclusion but also to the work of creating and implementing practices that combat exclusion and inequity by race, gender, gender identity, disability status, religion, or other identities subject to historical subordination. We strive to foster a more inclusive intellectual culture that represents and encourages a broad range of intellectual traditions and approaches to the law. We welcome expressions of interest from applicants of all identities, intellectual traditions, and perspectives.

DO NOT APPLY THROUGH THE BU WEBSITE:
Applicants should send a letter of interest and a resume to Jim Wheaton, Clinical Associate Professor and Director of the Startup Law Clinic. Email applications are encouraged and should be sent to [email protected]. Applications received on or before January 31, 2021 will be given full consideration.

To learn more about the law school, visit our website at www.bu.edu/law, and to learn more about the Clinic, please visit https://sites.bu.edu/startuplaw/. If you have specific questions about the position, contact Jim Wheaton at [email protected].

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. We are a VEVRAA Federal Contractor.

Job Location
BOSTON, Massachusetts, United States
Position Type
Full-Time/Regular
Salary Grade
Competitive

Loyola University Chicago School of Law is seeking applications for Co-Director of the Business Law Clinic/ Executive Director of the Business Law Center

The Business Law Clinic (Clinic) is part of a comprehensive curriculum in transactional law that is comprised of the Clinic, the Business Law Center (Center) and certificate and degree conferring programs. The Clinic, established in 1999, offers students a unique opportunity to develop essential lawyering skills in a professional, interactive environment. Loyola seeks a dynamic Clinic Co-Director/Center Executive Director to work collaboratively with the Clinic Co-Director and the Director of the Business Law Center to provide strategic leadership, teach the Clinic class, supervise student work with clients, and to assist the Center Director in the development of the business and transactional law curriculum, scholarly conferences and programming.

The Co-Director/Executive Director will serve as the Randy L. and Melvin R. Berlin Clinical Professor of Law that is a presumptively renewable long-term contract position with voting privileges within the Loyola University Chicago School of Law. Loyola University Chicago School of Law is a student-focused law center inspired by the Jesuit tradition of academic excellence, intellectual openness, and service to others. Our mission is to educate diverse, talented students to be responsible leaders in a rapidly changing, interdependent world, to prepare graduates who will be ethical advocates for justice and the rule of law, and to contribute to a deeper understanding of law and legal institutions through a commitment to research, scholarship and public service.

The Clinic is a focal point of student development of essential lawyering skills in a professional, interactive live-client environment. Students work under the direct supervision of the Co-Directors to represent entrepreneurs and small business owners, as well as individuals who are seeking legal assistance with not-for-profit organizations. The not-for-profit clients represented by the Clinic include organizations that encompass animal welfare, sports clubs, museums, community organizations, religious organizations, etc. The for-profit clients are entrepreneurs, inventors, service providers, and web-based business owners who are involved in a variety of industries. The Clinic Co-Directors work collaboratively to provide supervision and professional oversight of the work completed by law student clinicians in addition to teaching the Clinic classroom component. Business Law Center The Center is the hub for School of Law’s curriculum, research and programming related to business and transactional law. The Center is led by a nationally and internationally renowned Director that is a full-time tenured faculty member along with other esteemed scholars in business law. The Center Director works in close collaboration with the Business Law Clinic to ensure that students have access to a full and wide breadth of educational opportunities and programs.

The Center is a part of larger initiatives across the University, the Quinlan School of Business and the Chicago community that seek to implement Loyola’s social justice mission as it relates to providing access to business ventures and initiatives to underserved and minority communities. The Center includes the Institute for Investor Protection, The Rooftops Project, the JD Certificate in Transactional Law, and the Master of Laws (LLM) in Business Law degree.

Position Essential Duties and Responsibilities: The duties and responsibilities of the Co-Director/Executive Director include, but are not limited to the following: Strategic planning for the future direction of the Clinic for continued growth and development; Serve as the external advocate and collaborator for the Clinic in its work with the Center, the Quinlan School of Business and other community partnerships; Assist in the administration of the Clinic and the development of the Center; Supervision of law students, summer interns, and fellows in skill development and client representation including supervising students in client meetings, drafting contracts and other legal documents, conducting legal research, determining client legal issues, and advising and counseling clients; Teach and assist in the development of curriculum as part of the classroom component for the Clinic, the Transactional Law Certificate and the LLM in Business Law; Mentor and act as faculty advisor to student members of the Business Law Society; Assist the Center Director in organizing conferences, workshops and seminars in business and transactional law; and Engaging in scholarly research (preferred but not required).

Qualifications: The candidate must have the ability to engage successfully and work collaboratively with a diverse group of stakeholders including the Clinic Co-Director, the Center Director, students, clients, administrators, and community members. Excellent judgment, including sensitivity to the needs of clients, cultural nuances and confidential information. A commitment to serving not-for-profit clients and underserved and minority communities. Experience as a clinician or former clinical teaching fellow in a business/transactional law clinic or as a lawyer with significant practice experience in business law. Ability to work independently with minimal supervision and as part of an interprofessional team. Demonstrated commitment to detail and a process-oriented approach to supervision of clinic work. Demonstrated ability to organize and manage conferences, workshops and seminars. Flexible work attitude, ability to work effectively in a fast-paced environment with a small staff and frequent student turnover (due to semester long courses and graduation). Bachelor's degree and a JD from an ABA accredited law school degree required. Admission/eligibility for admission to the Illinois Bar. Adept user of internet, case management systems, e-mail and other office automation systems.

Selection Process: Review of applications will begin March 1, 2019 and continue until the position is filled. The position will begin on July 1, 2019. Applicants are to submit (1) a letter of interest describing the candidate’s reasons for applying for the position, (2) a curriculum vitae, (3) samples of scholarly or other written work if available, and (4) the names and contact information of three individuals prepared to provide professional references. Applications should be submitted through Loyola’s Careers website at https://www.careers.luc.edu/postings/10391. Inquiries should be directed to Professor Steven A. Ramirez, Director of Business Law Center, Loyola University Chicago, 25 E. Pearson, Chicago, IL, 60611, [email protected].

Loyola University Chicago is an Equal Opportunity/Affirmative Action employer with a strong commitment to hiring for our mission and diversifying our faculty. As a Jesuit Catholic institution of higher education, we seek candidates who will contribute to our strategic plan to deliver a Transformative Education in the Jesuit tradition. To learn more about LUC’s mission, candidates should consult our website at www.luc.edu/mission/. Applications from women, minorities, veterans, and persons with disabilities are especially encouraged and preference will be given to candidates who can mentor female law students and those from communities that are underrepresented in the legal profession. Candidates are encouraged to consult our website to gain a clearer understanding of Loyola's mission at www.luc.edu/mission/index.shtml and our focus on transformative education at www.luc.edu/transformativeed/.

Visiting Clinical Assistant Professor, BU/MIT Startup Law Clinic (Boston University School of Law)

Boston University School of Law is seeking to hire a full-time attorney in its Startup Law Clinic (the “Clinic”). The Clinic is part of BU Law’s Entrepreneurship, Intellectual Property, and Cyberlaw Program, which is a unique collaboration between BU Law and the Massachusetts Institute of Technology.

The Clinic represents current students at MIT and BU on matters related to a wide range of legal issues faced by early-stage business ventures. The attorney would be expected to help law students counsel clients and represent students in transactional settings. Clients often present questions of law involving for-profit and nonprofit entity formation, allocations of equity, startup financing, employment and independent contractor issues, ownership of intellectual property, privacy policies, terms of service and other third-party contractual relationships, and trademark and copyright matters. Experience representing startup ventures is considered a plus.

The attorney’s primary responsibility will be to supervise and assist students with direct client representation matters. The attorney will also assist the Clinic Director and Assistant Director in preparing and teaching a year-long seminar for students enrolled in the Clinic, including developing materials, performing research, and coordinating classroom activities and guest presentations. The position is a year-round position and the attorney also would work with student fellows hired to continue the work of the clinic during the summer. As time allows, the attorney would also work with the Clinic Director and Assistant Director to develop generalized legal resources and informational material to inform MIT and BU students on the legal aspects of forming and operating for-profit and nonprofit entities.

The ideal candidate is a member of the Massachusetts bar or is eligible for membership via admission by motion, with at least two years of experience advising clients in a transactional setting, and a willingness to support the work of creative and innovative young clients. Teaching experience or a strong interest in developing as a clinical faculty member is also considered a plus. Exceptional writing, editing, organizational, and managerial skills are required.

The attorney will be hired as a Visiting Clinical Assistant Professor to a two-year contract. The ideal start date is May 28, 2019 or sooner.

Boston University School of Law is committed to faculty diversity and welcomes expressions of interest from diverse applicants.

For more information, see here.

Notre Dame Law Seeks Director for New Palo Alto Innovation Clinic

 

 

University of Notre Dame: The Law School

Director, California Innovation Intensive

Location: Palo Alto, California

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Notre Dame Law School invites applications to serve as the inaugural full-time Director of the Law School’s new California Innovation Clinic.  The Clinic will provide transactional services and related advice to individuals or entities in the Bay Area seeking to start or expand their own ventures.  The Clinic will operate out of the Notre Dame California center in Palo Alto, California.

The Clinic will provide students, under the supervision of the Clinic Director, opportunities to serve the transactional needs of early-stage startup ventures. The services offered by the Clinic will depend in significant part on the background and skills of the Clinic Director, but we anticipate that the Clinic will assist clients with some or all of the following: entity formation, founder agreements, non-disclosure agreements, ownership agreements, licensing and/or freedom to operate agreements, and privacy and data security policies. Specific client matters will be determined by the Clinic Director, although decisions about the overall direction of the Clinic’s work will be made in consultation with the Dean and other law school faculty members.

The Director will be a full-time staff attorney or non-tenure track faculty member, with responsibility for all aspects of the Innovation Clinic, including client development, client representation, law student supervision, and classroom instruction. The Innovation Clinic will be one of six clinics at the Law School.

Responsibilities of the Director will include: 

• Developing a consistent and appropriate base of clients for the clinic;
• Designing and implementing the Clinic infrastructure including a curriculum, a case management system, and relationships with partner organizations;
• Providing transactional services to Clinic clients;
• Supervising up to 8-10 law students per semester, and approximately
  1-2 law students each summer, in direct client representation;
• Providing law students with instruction in substantive and procedural law necessary to effectively represent Clinic clients;
• Providing law students with training in core lawyering skills necessary to carry out client representation, including interviewing and counseling, fact investigation, negotiation, drafting corporate  agreements, and oral advocacy;
• Developing and teaching a companion course covering the range of legal issues that arise at different stages of a startup venture’s development;
• Collaborating with clinical and other faculty at the Law School;
• Collaborating with leaders of other entrepreneurship-related activities within the broader University, including the IDEA Center;
• Attending conferences and interacting with faculty at other institutions; and
• Assisting in the development of additional financial resources for the Clinic.

QUALIFICATIONS

The ideal candidate will have the following qualifications:

• A Juris Doctor degree from an ABA-accredited law school and at least 8-10 years of practice experience relevant to the representation of startup ventures in transactional matters;
• Excellent supervisory and communication skills;
• A commitment to instructing and supervising law students;
• Ability to work in a self-directed and entrepreneurial environment;
• An academic record that demonstrates the capacity to be an active participant in the Law School’s academic community and in the national clinical-education community; and
• A license to practice law in the State of California.

Term and Compensation: The position is full-time with a salary commensurate with experience, plus benefits, which include medical, dental, and retirement.  The initial contract will be for a two-year term beginning July 1, 2018, or as soon as possible.  

APPLICATION INSTRUCTIONS

Application Process and Deadline:  Applicants should submit a cover letter and a Curriculum Vitae.

The Search Committee will begin reviewing applications immediately.  The position will remain open until filled. 

For more information contact Professor Mark McKenna at 574-631-9258 or [email protected].

This institution is using Interfolio's Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.

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This appointment is contingent upon the successful completion of a background check.  Applicants will be asked to identify all felony convictions and/or pending felony charges.  Felony convictions do not automatically bar an individual from employment.  Each case will be examined separately to determine the appropriateness of employment in the particular position.  Failure to be forthcoming or dishonesty with respect to felony disclosures can result in the disqualification of a candidate.  The full procedure can be viewed at http://facultyhandbook.nd.edu/university-policies/background-check-procedure-for-prospective-faculty/.

EQUAL OPPORTUNITY EMPLOYMENT STATEMENT

The University of Notre Dame seeks to attract, develop, and retain the highest quality faculty, staff and administration.  The University is an Equal Opportunity Employer, and is committed to building a culturally diverse workplace.  We strongly encourage applications from female and minority candidates and those candidates attracted to a university with a Catholic identity.  Moreover, Notre Dame prohibits discrimination against veterans or disabled qualified individuals, and requires affirmative action by covered contractors to employ and advance veterans and qualified individuals with disabilities in compliance with 41 CFR 60-741.5(a) and 41 CFR 60-300.5(a).

The New Yale Law School Entrepreneurial Law Clinic Needs a Director . . . .

Yale Law School invites applications for an inaugural, full time faculty director for its new Entrepreneurship Clinic. The position, which will be at the rank of Clinical Associate Professor or Clinical Professor of Law, will begin on July 1, 2018.

A key ambition of Yale University is “to provide an unsurpassed campus learning environment that cultivates innovators, leaders, pioneers, creators, and entrepreneurs in all fields and for all sectors of society.” Yale Law School is contributing to that goal by forming a new Entrepreneurship Clinic, which will provide transactional services and related legal advice to individuals or entities seeking to start or expand their own ventures. The Entrepreneurship Clinic is expected to become a central component of the Yale University student innovation ecosystem, which encompasses both curricular programs (such as the Yale School of Management Programs on Entrepreneurship and Social Enterprise), as well as independent, cross disciplinary centers (such as the Tsai Center for Innovative Thinking at Yale). Although it is envisioned that clients for the Entrepreneurship Clinic will come primarily from these programs, there may be opportunities for creating partnerships with the Office of Cooperative Research (which focuses on faculty ventures) and with the greater New Haven entrepreneurial community.

In addition to being a central component of the Yale University student innovation ecosystem, the Entrepreneurship Clinic will become an integral part of the business law programs at Yale Law School. Yale Law School has a rich tradition in corporate law (http://ccl.yale.edu/history-business-law-yale) and has two Centers devoted to corporate and commercial law, the Center for the Study of Corporate Law (http://ccl.yale.edu/) and the Center for Private Law (https://law.yale.edu/centers-workshops/yale-law-school-center-private-law). The Centers sponsor lectures, panels, and symposia, which bring together academics, policymakers, and members of the bar and business communities. There is also a large and vibrant student group, the Yale Law & Business Society. In addition, Yale Law School has a strong partnership with the Yale School of Management, as evinced by the joint J.D./M.B.A. program, which students can complete on an accelerated track in three years, as well as in the more conventional four years.

As the inaugural director and a member of the full time law faculty, the director will shape the future of the Entrepreneurship Clinic. The responsibilities of the position include:

• designing the curriculum for the seminar component of the Clinic, which may cover, among other things: pre venture counseling; entity selection and tax planning; entity formation or entry into joint ventures or strategic alliances; intellectual property; licensing and regulatory compliance; employee management; non-profit ventures; and start-up financing, and teaching the seminar;
• arranging the fieldwork component of the Clinic and supervising law student representation of clients, including transactional drafting, review, or negotiation, as appropriate, of organizational documents, founder 2 agreements, non- disclosure agreements, employment agreements and accompanying equity compensation agreements, independent contractor agreements, supplier or other vendor agreements, debt documents, and venture investment term sheets;
• building and maintaining relationships between the Clinic and the Yale student innovation programs; and
• participating in the intellectual life of Yale Law School, including interaction with academic and clinical faculty and Centers or Workshops that may touch upon substantive aspects of entrepreneurship.

Yale Law School is open to director candidates at varying stages of their career. If not currently a member, admission to the State Bar of Connecticut will be required before the end of the first year of full time appointment. Salary is commensurate with experience.

Applicants should have a J.D. degree and a minimum of three plus years of relevant transactional experience, concentrating on startups or venture capital, or transactional experience in related areas, such as mergers and acquisitions, private equity, capital markets (especially initial public offerings), or intellectual property. A strong candidate will have excellent supervisory and communication skills, the ability to work effectively with students and clients, and an interest in developing clinical experiences for students within a community that supports interdisciplinary collaboration and innovative, passionate teaching.

To apply, please submit a letter of interest, resume, and list of three references to Professor Roberta Romano, Chair, Entrepreneurship Clinic Appointments Committee, at [email protected]. Please write “Entrepreneurship Clinic Application” in the subject line of the email. Review of applications will begin on October 15, 2017 and will continue until the position is filled.

Information about clinical and experiential legal education at Yale Law School can be found at: https://law.yale.edu/studying-law-yale/clinical-and-experiential-learning; additional information about corporate and commercial Law at Yale Law School can be found at: https://law.yale.edu/studying-law-yale/areas-interest/corporate-commercial-law.

Yale University considers applicants for employment without regard to, and does not discriminate on the basis of, an individual's sex, race, color, religion, age, disability, status as a veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression.

Job Posting: Entrepreneurial Business Law Clinic

Clinical Faculty Position
The Ohio State University, Michael E. Moritz College of Law

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Description: The Moritz College of Law invites applications for the position of Assistant Clinical Professor of Law in its Entrepreneurial Business Law Clinic (EBLC), to start in late 2017. The EBLC professor has primary responsibility for directing and teaching the Entrepreneurial Business Law Clinic, which provides third-year law students with the opportunity to learn lawyering skills by representing entrepreneurs and their start-up businesses. EBLC students typically work with clients on all phases of starting a business, including client intake, entity formation, legal business planning, and contract drafting (including employment and independent contractor contracts). When relevant for the client, students also learn how to protect the intellectual property of a business. The EBLC’s clinical professor will have several areas of responsibility, including 1) supervising law students who represent clients under the Ohio Supreme Court's student practice rule 2) classroom teaching of lawyering skills, 3) engaging with the local and regional entrepreneurial community, and 4) participating in the life and governance of the College of Law.

We will consider all applicants; however, we prefer candidates with significant experience in representing entrepreneurs and early-stage companies. Candidates also should have an excellent academic record that demonstrates potential for clinical teaching and preparation of clinical educational materials. Candidates should be admitted to the Ohio Bar or eligible for admission in Ohio. The starting salary range will be $78,000 - $81,000 for a 12-month contract; full University fringe benefits are provided as well. The ideal starting date will be November 15, or as soon thereafter as possible. The successful candidate will begin teaching in January 2018.

Application Instructions: A resume, references, and cover letter should be submitted to Professor Paul Rose, Associate Dean for Academic Affairs, The Ohio State University Moritz College of Law, 55 West 12th Avenue, Columbus, Ohio 43210. Send e-mail applications to [email protected]. Applications will be reviewed immediately and will be accepted until the position is filled; preference will be given to applications received before September 1st.

The Ohio State University is committed to establishing a culturally and intellectually diverse environment, encouraging all members of our learning community to reach their full potential. The Ohio State University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, or protected veteran status.

About Columbus: The Ohio State University campus is located in Columbus, the capital city of Ohio. Columbus is the center of a rapidly growing and diverse metropolitan area with a population of over 1.5 million. The area offers a wide range of very affordable housing, many cultural and recreational opportunities, excellent schools, and a strong economy based on government as well as service, transportation, and technology industries (see http://columbusregion.com/). Columbus and its many suburbs have consistently been rated as one of the Top U.S. places for quality of life. Additional information about the Columbus area is available at http://www.columbus.org.

Law Teaching Positions and Questions to Ask Yourself

I recently updated my list of business law teaching positions. At this point, a number of the positions have probably been filled, but I put posted dates by the more recently posted positions. I still get asked, on a fairly regularly basis, about how one breaks into law teaching, and while I do have thoughts on that topic (basically, write, write, write), I think folks wanting to enter the legal academy should ask themselves a few questions first. 

1. Are you truly drawn to both teaching and research (or are you just tired of practicing)?
2. Are you geographically flexible? (You have to be both really good and really lucky to pick your geographic location in legal academia)
3. Do you have a few years to devote to pursuing a career in legal academia? (these days, it often takes a VAP or two, and/or a few years on the market to secure an academic job).
4. If you are in BigLaw, are you truly comfortable with a sizable pay cut?
5. Can you be patient with students, administrators, staff, etc.? (things typically move much more slowly in academia than in practice)

Once you have received one of more offers, I would ask the following questions.

1. What is my BATNA (best alternative to a negotiated agreement? (If you only have one academic offer, and don't like your alternatives in practice, you should be very careful in negotiating and should try to avoid offending the offering school).
2. Can I see myself living in this part of the country? (Accessibility to a major airport can be an important consideration as well, if you plan to travel for work or personal reasons)
3. What is the teaching package? Does it include night, weekend, or online courses?
4. What are the research expectations? When are reviews done? Roughly what percentage of faculty members achieve tenure?
5. How is the financial stability of the school? What is the reputation of the school? Does the school have strong distinctive? How is the local competition? What is the discount rate trend? What is the LSAT/UGPA trend?
6. How do you get along with the faculty members you met?
7. Is the surrounding town/city an area where it is easy or difficult to find an appropriate job for your significant other?
8. If you have young children or plan to have children, how are the schools in the area? Does the university have a tuition exchange and/or tuition payment program?

There are many more questions to ask, but again, it is important to start with your alternatives. If you have strong alternatives, you can be more picky, but you also don't want to start your academic career with an overly aggressive negotiation.

I still think teaching is the most rewarding job available, but there are definitely important questions to ask before pursing an academic career path and before committing to school.

Georgetown University Law Center – Graduate Teaching Fellowship, Social Enterprise & Nonprofit Law Clinic

Today, I received the position announcement below from my friend Alicia Plerhoples (Georgetown), who is doing exciting things in the social enterprise and nonprofit areas. This is an excellent opportunity, and I think anyone would be fortunate to work with her and her clinic. 

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Georgetown University Law Center –
Graduate Teaching Fellowship, Social Enterprise & Nonprofit Law Clinic

Description of the Clinic

The Social Enterprise & Nonprofit Law Clinic at Georgetown University Law Center offers pro bono corporate and transactional legal services to social enterprises, nonprofit organizations, and select small businesses headquartered in Washington, D.C. and working locally or internationally. Through the Clinic, law students learn to translate theory into practice by engaging in the supervised practice of law for educational credit. The Clinic’s goals are consistent with Georgetown University's long tradition of public service. The Clinic’s goals are to:

• Teach law students the materials, expectations, strategies, and methods of transactional lawyering, as well as an appreciation for how transactional law can be used in the public interest.

• Represent social enterprises and nonprofit organizations in corporate and transactional legal matters.

• Facilitate the growth of social enterprise in the D.C. area.

  The clinic’s local focus not only allows the Clinic to give back to the community it calls home, but also gives students an opportunity to explore and understand the challenges and strengths of the D.C. community beyond the Georgetown Law campus. As D.C. experiences increasing income inequality, it becomes increasingly important for the Clinic to provide legal assistance to organizations that serve and empower vulnerable D.C. communities. Students are taught how to become partners in enterprise for their clients with the understanding that innovative transactional lawyers understand both the legal and non-legal incentive structures that drive business organizations.

  Description of Fellowship

  The two-year fellowship is an ideal position for a transactional lawyer interested in developing teaching and supervisory abilities in a setting that emphasizes a dual commitment—clinical education of law students and transactional law employed in the public interest. The fellow will have several areas of responsibility, with an increasing role as the fellowship progresses. Over the course of the fellowship, the fellow will: (i) supervise students in representing nonprofit organizations and social enterprises on transactional, operational, and corporate governance matters, (ii) share responsibility for teaching seminar sessions, and (iii) share in the administrative and case handling responsibilities of the Clinic. Fellows also participate in a clinical pedagogy seminar and other activities designed to support an interest in clinical teaching and legal education. Successful completion of the fellowship results in the award of an L.L.M. in Advocacy from Georgetown University. The fellowship start date is August 1, 2017 and the fellowship is for two years, ending July 31, 2019.

  Qualifications

Applicants must have at least 3 years of post J.D. legal experience. Preference will be given to applicants with experience in a transactional area of practice such as nonprofit law and tax, community economic development law, corporate law, intellectual property, real estate, and finance. Applicants with a strong commitment to economic justice are encouraged to apply. Applicants must be admitted or willing to be admitted to the District of Columbia Bar.

Application Process

To apply, send a resume, an official or unofficial law school transcript, and a detailed letter of interest by December 15, 2016. The letter should be no longer than two pages and address a) why you are interested in this fellowship; b) what you can contribute to the Clinic; c) your experience with transactional matters and/or corporate law; and d) anything else that you consider pertinent. Please address your application to Professor Alicia Plerhoples, Georgetown Law, 600 New Jersey Ave., NW, Suite 434, Washington, D.C. 20001, and email it to [email protected]. Emailed applications are preferred. More information about the clinic can be found at www.socialenterprise-gulaw.org.

Teaching fellows receive an annual stipend of approximately $53,500 (estimated 2016 taxable salary), health and dental benefits, and all tuition and fees in the LL.M. program. As full-time students, teaching fellows qualify for deferment of their student loans. In addition, teaching fellows may be eligible for loan repayment assistance from their law schools.

Harvard Negotiation & Mediation Clinical Program Positions

Harvard Negotiation & Mediation Clinical Program is looking to fill two clinical instructor positions (one with a focus on facilitation and political dialogue) for July 2017.

Details about the positions are available here. 

Mandatory Attendance at Campus Talks?

A few weeks ago, I had the privilege of attending a luncheon talk by Anne Anderson, Ireland's Ambassador to the United States. Ambassador Anderson covered a range of topics, including Ireland's place in and commitment to the EU, the financial and political situation in the EU, and Ireland's success in attracting international businesses. 

At Belmont, we require our undergraduate students to attend 60 hours worth of campus talks/presentations/workshops over their four years. When I first heard about this requirement, I must admit that I thought it a bit paternalistic. But looking back on my college experience, I do wish I would have been nudged (or even required) to attend more of the wonderful talks that took place on campus. To be clear, our students get to choose which talks they attend and there are many options. 

While I have come around on these requirements for undergraduates, I am not sure if I would require campus talk attendance of law students -- to my knowledge we don't. Given that graduate students are, or should be, more mature, I don't think I would require them to attend campus talks, but I might give them some sort of certificate if they attended a certain number.

Somewhat similarly, when I was in law school, my school started a pro bono recognition program. Basically, you received one of three levels of "pro bono recognition" depending on the number of pro bono hours you worked for external public interest organizations. The results of this small recognition program were impressive; only 1 of my 10-15 closest friends was doing pro bono work before the program, but about 80% of us were doing pro bono work afterward. This is admittedly a small sample, but the program seemed to impact the entire school. 

That said, maybe by graduate school we should try to teach students to do things for their own sake, and not merely for recognition.  

Encouraging Student "Thriving" Through Group Simulations

Last week was the oral midterm examination week for students in my in Business Associations class.  I admit to exhaustion and jubilation at the end of that week every year.  I think the students feel about the same way . . . .

This year's examination related to an expulsion of members in a member-managed limited liability company (LLC).  The facts were based on an interesting Tennessee case with which many LLC aficionados are no doubt familiar: Anderson v. Wilder.  The exam questions related to the validity and effects of the expulsion under the Revised Uniform Limited Liability Company Act and the LLC's operating agreement, the potential breaches of fiduciary duty and failure to comply with the contractual obligation of good faith and fair dealing, and the possible resulting causes of action and remedies--including any effects of the members' dissociation.

In a blog post last weekend from Lou Sirico and our other friends at the Legal Skills Prof Blog, I divined support for all of us who engage in practice-focused legal education: these teaching/learning methods can help students to thrive, not merely survive.  It has been my (admittedly anecdotal) observation that students who engage in simulations (as well as those who participate in clinics and internships/externships) in law school are happier and more well-adjusted about their education and their post-graduation employment.  Last week's oral midterms--conducted in groups of three--gave me some windows on that world.  I will share a few here.

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