Sunday, November 18, 2018
Here are the details:
ASSISTANT PROFESSOR OF CLINICAL LEGAL EDUCATION
Apply To: apply.interfolio.com/57532
Duquesne University School of Law invites applications for the position of Assistant Professor of Clinical Legal Education for the 2019 – 2020 academic year. The successful candidate will be appointed to a 12-month, renewable, 405(c), non-tenure-track, assistant clinical professor position. It is anticipated that the successful candidate will create, direct, teach, and serve as the supervising attorney with respect to two law school clinics, one in the day and one in the evening; however, this is subject to negotiation if other administrative tasks are assumed. The clinic(s) must be eligible for IOLTA funding, i.e., must concern civil, rather than criminal, law (see https://www.paiolta.org/grants/eligibility-applications/), and at least one clinic must be transactional.
Minimum requirements include a J.D. degree and admission to the practice of law in Pennsylvania. The selected candidate must have superior academic credentials, excellent written, verbal, and interpersonal skills, strong organizational skills, and the ability to work with a wide range of constituents. Previous teaching experience is required with previous clinical
teaching and scholarship related to clinical teaching desired. The position will begin in August 2019.
Duquesne University is committed to attracting, retaining, and developing a diverse faculty that reflects contemporary society, serves our academic mission and enriches our campus community. As a charter member of the Ohio, Western PA and West Virginia Higher Education Recruitment Consortium (HERC), we encourage applications from members of underrepresented groups and support dual-career couples. Motivated by its Catholic and Spiritan identity, Duquesne values equality of opportunity both as an educational institution and as an employer.
Founded in 1878 by its sponsoring religious community, the Congregation of the Holy Spirit, Duquesne University is Catholic in mission and ecumenical in spirit. Its Mission Statement commits the University to “serving God by serving students.” Applicants for this position should describe how they might support and contribute to this mission. We especially encourage applications from racial minorities, women, and others who would enrich the diversity of our academic community.
Duquesne University uses Interfolio to collect all Division of Academic Affairs faculty and administrative job applications electronically. The application should consist of a detailed letter of interest, a complete current curriculum vitae, and contact information for three references. References will not be contacted until the final stages of the selection process. Review of applicants will begin immediately and continue until the position is filled. Please submit your application documents to: apply.interfolio.com/57532. Please direct any questions about this opportunity to Associate Dean Steven Baicker McKee, Chair, Faculty Recruiting Committee, at email@example.com.
Duquesne University was founded in 1878 by its sponsoring religious community, the Congregation of the Holy Spirit. Duquesne University is Catholic in mission and ecumenical in spirit. Motivated by its Catholic identity, Duquesne values equality of opportunity both as an educational institution and as an employer.
The position will stay open until filled; however, the application period will close no later than January 1, 2019.
Silencing Discipline in Legal Education by Lucy A. Jewel.
"In current times, the production of critical legal knowledge has become constrained by a neoliberal education mindset that emphasizes economic performance and measured outcomes over critical thought. In this essay, I argue that academic freedom, in the sense of being free to speak, write, and teach critical knowledge, both in the intellectual sense and in the law practice sense, is being eroded. And, I urge my critically minded colleagues that are traditional law scholars (tenure-track or tenured) to consider the circumstances of law teachers who currently do not have the protections of tenure but who generate valuable knowledge, particularly in the realm of teaching critical common-law analysis and lawyering skills. Together, we should oppose further encroachments of neoliberal rationality into legal education. This is a matter of reform, but it is also a matter of protecting our voice."
Saturday, November 17, 2018
Many law schools actively recruit international students seeking a J.D. and some of those matriculants have helped to fill the seats left vacant by the great law school recession of 2011-2016. However, this report from NBC News finds that for the second year in a row, the number of foreign students enrolling at U.S. universities is down 6.6% compared to last year, and the 2016-17 academic year represented a 3.3% drop from the previous year as well. I bet you can guess why.
Here are more details courtesy of NBCnews.com:
New enrollments for the 2017-18 school year slumped 6.6 percent compared with the previous year.
WASHINGTON — The number of international students entering U.S. colleges and universities has fallen for the second year in a row, a nonprofit group said on Tuesday, amid efforts by the Trump administration to tighten restrictions on foreigners studying in the United States.
New enrollments for the 2017-18 school year slumped 6.6 percent compared with the previous year, according to an annual survey released by the Institute of International Education. That follows a 3.3 percent decline in new international students tallied in the 2016-17 academic year.
A strong dollar has made U.S. college tuition relatively more expensive, Canadian and European universities are competing fiercely for the same students and headlines about mass shootings also may have deterred some students, said Allan Goodman, president of IIE.
"Everything matters from safety, to cost, to perhaps perceptions of visa policy," Goodman said. "We're not hearing that students feel they can't come here. We're hearing that they have choices. We're hearing that there's competition from other countries."
. . . .
Continue reading here.
Thursday, November 15, 2018
Here's an interesting, as well as counterintuitive, study from three research psychologists who found that contrary to the popular belief that collaborating with other groups enhances performance, it may instead lower it. The study is called Silence is Golden: The Effect of Verbalization on Group Performance and can be found at Journal of Experimental Psychology: General, 147(6), 939 (2018). Here's the abstract:
Contrary to the popular belief that collaboration brings better problem solutions, empirical studies have revealed that interacting groups often performed worse than noninteracting “nominal” groups. Past studies mainly examined how overhearing others’ ideas impacts group performance. This study investigated the impact of another essential but overlooked group communicative process—verbalizing ideas to others—on group performance. Participants (N = 156) solved 20 verbal puzzles either alone quietly, alone thinking-aloud, or in verbalizing pairs. Participants in the same working-alone condition were randomly paired to form nominal pairs and their pooled performance was treated as nominal group performance. Relative to the quiet nominal group, the performance of the thinking-aloud nominal and interacting groups were impaired to similar extents. These two groups also demonstrated a similar limited capacity to expand the search scope. The equivalency of the interacting and thinking-aloud nominal group results suggest that verbalization is a key factor in groups’ inferior performance.
"The Risks of Technology in the Law Classroom: Why the Next Great Development in Legal Education Might be Going Low-Tech"
This is a new article by Professor Nikos Harris of the Peter A. Allard School of Law in British Columbia in which he argues, as the title suggests, that research on learning science supports a low-tech approach to classroom teaching in law school. I was very pleased to discover that Professor Harris cites my Digital Caveman article several times in support of his premise (thank you!). You can find Professor Harris' article at 51:3 UBC L REV 773 (2018) and on SSRN here. From the abstract;
It is often assumed that technology improves every facet of our lives, including learning in the university classroom. However, there is mounting evidence that traditional lecturing and note-taking techniques may provide the optimal learning environment. Student use of laptops, and professor use of electronic course slides, may actually impair learning in a manner which has particular significance for legal education. This emerging evidence suggests that law professors can make a justifiable decision to bring about a "low tech revolution" in their classrooms. Achieving that revolution is more complicated when it comes to student use of laptops, but there are a number of techniques which can be used to encourage students to consider dusting off a pen and pad of paper.
Hat tip to Professor Sue Liemer.
Wednesday, November 14, 2018
The Princeton Review has released its 2019 list of the best law schools and the Business Insider has compiled from that list the Top 10 schools for career prospects based on student surveys and law school reported data including median starting salaries and bar pass rates. Below is the list starting with the No. 1 ranked school for landing a top paying legal job:
- New York University
- Columbia University
- University of Chicago
- University of Virginia
- U. Penn.
- Northwestern Pritzker School of Law
- University of Michigan
- U. California, Berkeley
Check out the accompanying story from BI here.
Tuesday, November 13, 2018
Survey of U.K. and International law firms finds lawyers are lacking in key IT and technology skills
The poll identifies the need to improve skills training at all levels within law firms.
Law firms are failing to make the most of new technology and need to improve information technology skills across the board in order to do so, according to a survey conducted by Legal Week Intelligence.
Sixty-eight percent of respondents to the poll of 50 senior lawyers and IT directors at U.K. and international firms said firms were falling short when it came to exploiting new technology, while 85 percent said IT skills needed improving.
Less than half of the respondents, 44 percent, said their firms were deploying artificial intelligence.
The findings are contained in a report commissioned by legal technology company Fulcrum GT from the research arm of Law.com’s U.K. affiliate Legal Week.
“Being tech-savvy rather than being an expert is the key point,” Allen & Overy managing partner Andrew Ballheimer states in the report, which is written by freelance journalist and writer Dominic Carman.
“Firms that do well invest a lot of time in training these systems,” adds professor Richard Susskind, a leading author and consultant. “Firms that are disappointed just take them out of the box and expect immediate competitive advantage.”
The findings come as leading in-house legal departments are placing more pressure on law firms to improve their technology.
Monday, November 12, 2018
The Rise of the Creative Law School by Gregory W. Bowman (Dean, West Virginia). Abstract:
"U.S. legal education is currently experiencing rapid and massive change that is both destabilizing and disconcerting. Across the nation, law schools face enormous challenges and a future filled with programmatic and financial uncertainty. This essay uses the work of urbanist Richard Florida to discuss these challenges and suggest ways to develop paths forward that best benefit law students, the public, and law schools themselves. "
"In short, the law professor who time-travels across the very short distance from the year 2000 to today is in for a fairly jarring market shock—in many ways much more so than the law professor who time-travels from the 1950s to the year 2000."
"When I think of the world of law teaching in 2004—when I proudly entered the legal academy—and I compare that world to today, I find the contrast stunning. Moreover, my journey is not unique: it is a journey many of us in legal education have made. While we made the journey one day and one year at a time, I nonetheless wager that to many of us it sometimes feels like an uneasily sudden shift. It often does to me."
"Law schools that wish to remain highly relevant in the future need to become more innovative in both the substance and delivery of their programming."
Saturday, November 10, 2018
Harvard Law School has been assiduously scanning millions of judicial opinions for the past 5 years in preparation for opening a free-to-the-public, massive online database of more than 6.5 million cases spanning 360 years of U.S. caselaw. The endeavor is known as the Caselaw Access Project and it's goal is to expand public access to U.S. law by making available for free all published U.S. court decisions in a digitized, consistent format. The CAP includes an application program interface, called CAPAPI, which allows users to access the database's metadata (as the website explains, this is primarily intended for software developers to access caselaw programmatically, whether to run their own analysis or build tools for other users), conduct full-text searches, or search for individual cases.
- CAP includes all official, book-published United States case law — every volume designated as an official report of decisions by a court within the United States.
- Our scope includes all state courts, federal courts, and territorial courts for American Samoa, Dakota Territory, Guam, Native American Courts, Navajo Nation, and the Northern Mariana Islands. Our earliest case is from 1658, and our most recent cases are from 2018.
- Each volume has been converted into structured, case-level data broken out by majority and dissenting opinion, with human-checked metadata for party names, docket number, citation, and date.
- We also plan to share (but have not yet published) page images and page-level OCR data for all volumes.
- New cases as they are published. We currently include volumes published through June, 2018, and may or may not include additional volumes in the future.
- Cases not designated as officially published, such as most lower court decisions.
- Non-published trial documents such as party filings, orders, and exhibits.
- Parallel versions of cases from regional reporters, unless those cases were designated by a court as official.
- Cases officially published in digital form, such as recent cases from Illinois and Arkansas.
- Cases published after 1922 do not include headnotes.
Check out the CAP website an all its features here.
Friday, November 9, 2018
Once again the ABA stands up for social justice. Thank you, ABA. From the media release:
WASHINGTON, Nov. 7, 2018 — American Bar Association President Bob Carlson sent a letter
Tuesday to U.S. Immigration and Customs Enforcement, opposing proposed changes to the Flores Settlement Agreement, or FSA. The settlement restricts the time children can be held in immigration detention and sets minimum standards for their care while in custody.
“The proposed regulations would essentially authorize the indefinite detention of children and codify the practice of family separation,” Carlson wrote. “As such, they are antithetical to the purpose of the FSA.”
To read the letter (comment), please click here.
The Florida International University Law Review has just published a special issue devoted to the Decanal view of legal education featuring articles by at least four law school deans offering opinions on everything from the current state of legal skills training to the future of legal education. Below is the table of contents for this special issue including links to pdfs of the full articles.
- Tawia B. Ansah, Introduction, 13 FIU L. Rev. 195, 195 (2018), https://ecollections.law.fiu.edu/lawreview/vol13/iss2/4/.
- Daniel B. Rodriguez, Legal Education and Its Innovations, 13 FIU L. Rev. 195, 199 (2018), https://ecollections.law.fiu.edu/lawreview/vol13/iss2/5/.
- Erwin Chemerinsky, Reflections on the Future of Legal Education, 13 FIU L. Rev. 195, 215 (2018), https://ecollections.law.fiu.edu/lawreview/vol13/iss2/6/.
- Eduard M. Peñalver, The Role of Skills Instruction in Legal Education, 13 FIU L. Rev. 195, 229 (2018), https://ecollections.law.fiu.edu/lawreview/vol13/iss2/7/.
- Dane Stuhlsatz, Comment, Florida’s Certificate of Need: A Prescription for Government-Private Collusion and Antitrust Violation, 13 FIU L. Rev. 195, 241 (2018),https://ecollections.law.fiu.edu/lawreview/vol13/iss2/8/.
- Michael Pego, Comment, The Delusion of Amateurism in College Sports: Why Scholarship Student Athletes Are Destined to Be Considered “Employees” under the NLRA, 13 FIU L. Rev. 195, 277 (2018), https://ecollections.law.fiu.edu/lawreview/vol13/iss2/9/.
Thursday, November 8, 2018
Shameless Promotion Department: The blog of the U.S. Supreme Court (SCOTUSblog)
has cited several of my articles. (piece by Adam Feldman)
An area that has not received as much attention is the justices’ citations to academic journals. This is not to say that such scholarship does not exist. Louis Sirico has a series of empirical articles looking at the Supreme Court’s citations to law reviews, including one from 1986 with Jeffrey Marguiles and one solo authored piece from 2000, among others (here).
My articles on the subject include:
“The Citing of Law Reviews by the Supreme Court: 1971-1999,” 75 Indiana Law Journal 1009 (2000).
"The Citing of Law Reviews by the United States Courts of Appeals: An Empirical Analysis," 45 University of Miami Law Review 1051 (1991) (coauthored with Beth Drew).
"The Citing of Law Reviews by the Supreme Court: An Empirical Study," 34 UCLA Law Review 131 (1986) (coauthored with Jeffrey Margulies).
Justice Scalia once said that law review articles have a life span of five years. His generalization seems a bit broad, at least in this case. You never know when your past will pop up again.
Wednesday, November 7, 2018
At the Chronicle of Higher Education, Rebecca Schurman identifies the worst writing advice in the world:
You must rise at some ungodly hour — 5 a.m., better yet make it 4 or 4:30 — and then force yourself to write for two or three hours. Maybe even four.
Her assessment of this advice:
It’s ridiculous advice. Academics who tell you with a straight face that they wake up every morning at 4, sit at their desk in scholarly rhapsody for hours, and then go do a full day’s work are not being truthful. And even if they are, they probably spend most of that time staring off into space and yawning. At any rate, they shouldn’t be bragging about tragically mismanaging their time and doing long-term damage to their health.
Her own advice:
Summon 25 minutes of laser focus on your work, one to three times during your work day.
Figure out what method works best for you and then employ it. We are all different, and what works for one person doesn’t necessarily work for another.
You can read more here.
Tuesday, November 6, 2018
The most recent Bureau of Labor Statistics report (scroll down to "Professional and business services") shows the legal sector, which is a relatively broad category that includes jobs like legal secretaries, paralegals and licensed legal practitioners, added 600 jobs last month. That makes the second month in a row the legal sector has shown job growth which should not be a surprise given the very strong economy overall. The American Lawyer has more details about the BLS report for October here.
At Attorney at Work, we find lots of suggestions. The best: call Uber and go somewhere else, or join an airline club and sleep in its lounge. But you can find lots of other tips on this posting, for example, what should you include in an overnight emergency kit?
- Post-it notes (Write “WAKE ME UP AT 5 A.M.!” and stick them everywhere. It’s surprisingly effective.)
- Space blanket
- Candy bars
- Appropriate doses of your meds
- Dental kit
- Spare undergarments
- Inflatable pillow
- Travel deodorant
- Noise-canceling headphones
- Sleep mask (great place for a Post-it)
For more valuable advice, please click here.
First there's this story from Law.com that Northwestern University Pritzker School of Law will be reducing staff, clinical, and non-tenure lecture positions through attrition and the non-renewal of some contracts to deal with a university wide budgetary shortfall that the law school's dean has characterized as a "challenging financial position." Law.com reports that Northwestern Dean Kimberly Yuracko has declined to disclose the size of the budgetary shortfall but confirmed that tenure and tenure track positions will not be impacted by the budget cuts. You can read the full story here.
Juxtaposed with that story is this job posting I saw tonight on the clinical listserv announcing that Northwestern is seeking to hire clinical law prof. Here are the details for that available job:
Northwestern Pritzker School of Law invites applications for the position of Clinical Assistant Professor of Law in its Communication and Legal Reasoning (CLR) program. Northwestern Pritzker is an innovative, top-ranked institution that teaches students to meet the challenges of the complex, competitive, and changing legal and business worlds. Our students are academically exceptional and have strong interpersonal skills. Many students have substantial work experience.
Faculty in CLR generally teach Communication and Legal Reasoning, the first-year legal analysis, writing, and research course for JD students. On occasion, faculty members teach Common Law Reasoning, which is a required legal analysis and writing course for international LLM students, and other writing courses in the upper division of the JD program and in the Master of Science in Law program. Faculty members teaching CLR in the JD program teach approximately 30 students in one section for a full academic year.
We seek applications from candidates with excellent academic records, outstanding writing and editing skills, and experiences that demonstrate their potential for excellence in classroom teaching. A successful applicant must have a JD degree and strong experience as an attorney; we prefer those applicants who have at least three years of practice experience, as well as those who have prior teaching experience. We welcome applications from those who would add to the diversity of our faculty.
The initial appointment is for a one-year contract expected to begin in August 2019, with the potential for renewal to successive three-year contract terms that become renewable upon promotion to Clinical Associate Professor of Law. The search committee will begin reviewing applications immediately and will continue to consider them through December 1 or until the position is filled. Applicants should submit a cover letter and resume or CV via the link below.
Please read ALL instructions and make preparations before proceeding to the application page:
- Applications will only be accepted via online submission (see link below).
- Please prepare all documents in advance as Adobe PDF files, and please be sure all information is entered correctly and accurately (especially names and email addresses), as there will be no opportunity for online revision after your application has been submitted.
- All required fields in the application form are marked with an asterisk and must be filled before clicking the “Submit” button.
- Be aware that incomplete applications cannot be saved.
Applications accepted here: https://facultyrecruiting.northwestern.edu/apply/MzM5
Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes, including veterans and individuals with disabilities. Women, racial and ethnic minorities, individuals with disabilities, and veterans are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.
Monday, November 5, 2018
From EdWeek MarketBrief:
YouTube is ramping up the educational resources available through its site by creating a $20 million pool of funding designed partly to support the creation of new content by individuals and organizations.
The massive video-sharing platform this summer announced an effort called YouTube Learning, which YouTube CEO Susan Wojcicki said would provide grants and promotion from companies and others who go through an application process.
YouTube is ramping up the educational resources available through its site by creating a $20 million pool of funding designed partly to support the creation of new content by individuals and organizations.
You can read more here.
Sunday, November 4, 2018
Here, CNBC presents the stories of three American graduates who found their post-school lives financially impossible and moved to India, the Ukraine, and Japan, respectively. Their debt continues to grow, but the government doesn’t pursue them. I don’t know how common this course of escape is. Still the burden of student debt is oppressive:
Outstanding student debt in the U.S. has tripled over the last decade and is projected to swell to $2 trillion by 2022. Average debt at graduation is currently around $30,000, up from an inflation-adjusted $16,000 in the early 1990s. Meanwhile, salaries for new bachelor degree recipients, also accounting for inflation, have remained almost flat over the last few decades.
Half of student loan borrowers haven't paid even $1 toward their debt's principal five years into repayment, according to the U.S. Department of Education. Forty percent of student loan borrowers are expected to default by 2023, according to the Brookings Institution.
Although there is no national data on how many people have left the United States because of student debt, borrowers tell their stories of doing so in Facebook groups and Reddit channels. How-to advice is offered on personal finance websites.
Saturday, November 3, 2018
The deadline is November 15. Here are the details:
Faculty Position In Criminal Justice Clinic and Criminal Defense and Prisoner Advocacy Clinic
Georgetown Law invites applications for one tenure-track faculty position in the Criminal Justice and the Criminal Defense and Prisoner Advocacy Clinics, which are both part of Georgetown’s top-ranked clinical program.
Georgetown Law is fortunate to have two criminal clinics that serve many third-year law students and six E. Barrett Prettyman fellows each year. Because of the size of the two programs, in addition to the directors of the respective clinics, an additional full-time faculty member is shared between the two year-long clinics, teaching in the seminar and supervising students in both clinics on their criminal cases.
The faculty member in this position plays a vital role in supervising the E. Barrett Prettyman program (a 57 year-long Georgetown institution). As the Co-Director of the Prettyman program, the faculty member runs a six-week training program for the fellows at the beginning of their fellowship and supervises the fellows in their misdemeanor and felony caseloads through the year. With teaching responsibilities in two different clinics and the supervision of students and fellows in multiple criminal cases, this position requires an energetic, thoughtful, and experienced practitioner and scholar. Since this appointment is on the tenure track, the faculty member will be expected to produce high-quality scholarship and to engage in the academic life of the law school. Interested candidates should submit a cover letter, curriculum vitae, three references and a scholarly agenda to Emily N. Smith at .
Georgetown Law has operated its highly regarded in-house clinical program for more than 50 years. Through this program, students learn the practical art of lawyering while providing quality legal representation to under-represented individuals and organizations. We offer 17 different clinics, and more than 300 students participate in this program every year.
Georgetown Law has a strong commitment to diversity among its faculty and encourages applications from women, racial and ethnic minorities, individuals with disabilities and veterans.