Engaging and Assessing Our Students
Miriam R. Albert is a Professor of Skills at Hofstra Law School, teaching contracts, business organizations, business planning and business drafting. Professor Albert joined Hofstra in the fall of 2004, with practice experience as a corporate and securities attorney and teaching experience at law and business schools. She was previously on the faculties of Fordham Business School and Widener Law School, teaching business law topics including corporate, agency and partnership law, mergers and acquisitions, securities law, and interviewing and counseling, as well as legal writing. Professor Albert's research interests focus on business organization and international and domestic securities law issues. Her articles have appeared in publications such as the Arizona Law Review, Rutgers Law Journal, and the American Business Law Journal, a peer-reviewed journal for which she is a reviewer. Before entering academia, she practiced corporate and securities law at Stroock & Stroock & Lavan in New York.
Professor Albert is co-presenting Introducing Ethical Skills Exercises in First-Year Courses.
Patti Alleva is the Rodney & Betty Webb Professor of Law and Faculty Development Fellow for Teaching and Learning at the University of North Dakota (UND) School of Law. Professor Alleva teaches Civil Procedure, Federal Courts, Advanced Civil Litigation, and an innovative capstone course that she designed to explore professional identity and judgment called Professional Visions: Law, Literature, and the Role of Lawyers in the Social Order. A two-time recipient of the University of North Dakota's Lydia & Arthur Saiki Prize for Graduate or Professional Teaching Excellence (1989, 2006) and a UND Bush Foundation Teaching Scholar (2003-04), Professor Alleva has presented regionally and nationally on the scholarship of teaching and learning as well as legal education reform. Professor Alleva is also a study subject for the What the Best Law Teachers Do project and was recognized by the Association of American Law Schools as a Teacher of the Year (2010).
Professor Alleva is co-presenting A Five-Lesson Framework for Reaping Dividends from Spontaneous Classroom Controversy.
Dionne Anthon joined the Widener University School of Law-Harrisburg faculty in 2008. Professor Anthon earned a B.S. in Economics, cum laude, from the Wharton School of the University of Pennsylvania, an M.B.A. from Georgetown University, and a J.D., cum laude, from the University of Pennsylvania Law School, where she was elected to the Order of the Coif. Prior to entering law school, Professor Anthon worked in the Information Technology Consulting field as an instructor and a manager at Price Waterhouse and Deloitte Consulting. Before joining Widener's faculty, Professor Anthon served as a judicial clerk to the Honorable Christopher C. Conner of the United States District Court for the Middle District of Pennsylvania. She is admitted to practice in Pennsylvania. Professor Anthon has a passion for assessment and technology. She has presented teaching ideas at several national conferences. Professor Anthon is currently developing an enhanced "electronic" rubric – an application that will allow professors, without manual effort, to provide faster feedback to students, to track students' overall performance, and to discover areas of strength and weakness of all students.
Jodi S. Balsam just concluded a two-and-a-half year stint teaching in New York University's Lawyering Program. She joins the New York Law School Legal Practice faculty on July 1, 2011. She also continues to serve as Counsel to the Clerk of the Second Circuit Court of Appeals, having spearheaded the court's recent project to comprehensively revise its local rules and internal operating procedures. Previously, Professor Balsam was the National Football League's Counsel for Operations and Litigation, where she managed litigation in all areas of law and administered the League's internal dispute resolution processes. She also had responsibility for a variety of policy and operational matters, including risk management and Super Bowl contract negotiations, and served as a compliance officer for the League and its business units. Prior to joining the NFL, Professor Balsam was associated with the New York law office of Simpson Thacher & Bartlett representing a wide range of clients in antitrust matters and complex commercial litigation. Professor Balsam has served as a law clerk for Chief Judge Dennis Jacobs of the U.S. Court of Appeals for the Second Circuit, and Judge Charles Brieant of the U.S. District Court for the Southern District of New York. A graduate of Yale College, Ms. Balsam received her law degree from New York University School of Law, where she was elected to the Annual Survey of American Law and to the Order of the Coif, and was the recipient of the George P. Foulk Award for Outstanding Sincerity and Distinguished Scholarship.
Professor Balsam is presenting Reflecting Well: Guided Journaling to Improve Transfer of Learning.
April Barton is the Assistant Dean for Academic Computing at Villanova University School of Law, a position she has held since 2001. She teaches Administrative Practice, a course that teaches students about administrative agencies and the regulatory process by requiring students to submit comments to federal agencies and to attend agency hearings. She has published articles including "Application of Cascade Theory to Online Systems: A Study of Email and Google Cascades" (10 Minnesota Journal of Law, Science and Technology) and "Norm Origin and Development in Cyberspace: Models of Cybernorm Evolution" (78 Washington University Law Quarterly 59). She is currently working on a book that will be published by the American Bar Association titled, Best Practices for Building a High Tech Law School. Dean Barton formerly served as an attorney with the Federal Trade Commission's Bureau of Consumer Protection. She received her Bachelor of Science degree cum laude in physics from Moravian College where she was a member of the National Physics Honor Society and was awarded the Young Alumni Achievement Award in 2003. She received her law degree from Villanova University School of Law and was the recipient of the Herman Mitchell Schwartz award upon graduation recognizing her contribution to women's equality.
Dean Barton is presenting The Law Classroom of the (Near) Future.
Beryl Blaustone, a tenured law professor, is a founding faculty member of City University of New York School of Law. She is the Founding Director of the Mediation Clinic of Main Street Legal Services, Inc. at CUNY. The Mediation Clinic operates an employment discrimination, disability and workplace conflict mediation project. The Mediation Clinic mediates these types of claims for the New York State Division of Human Rights, the Social Security Administration Equal Employment Opportunity Commission, and workplace conflicts including union grievances and management conflicts. Since the beginning of the School, she has contributed to the multi-disciplinary design of the curriculum. She teaches Mediation, Lawyering, and Evidence. She is internationally regarded as a leading expert in clinical legal education and clinical supervision. She is also serving as Visiting Professor of Teaching and Learning at Northumbria School of Law in England.
Professor Blaustone is co-presenting Autonomy, Mastery, & Purpose: Enhancing Critical Educational Goals.
Barbara Blumenfeld is the Director of the Legal Writing Program at the University of New Mexico School of Law. Prior to her move to New Mexico she practiced law in Michigan and taught Legal Writing at Wayne State University Law School. In addition to designing and preparing materials for first year Reasoning, Writing and Advocacy classes, she has also developed a unique upper level course on persuasion. She has developed curricula for UNM's Pre-Enrollment Preparatory Program and the American Indian Law Center's PLSI Advocacy courses as well as its new NA-Plus program for undergraduate Native students thinking about law school. A common thread running through all her courses and teaching materials is the use of classical rhetoric and logic along with innovative techniques to encourage students to develop their thinking skills, something which Professor Blumenfeld believes is an essential component of good writing and good lawyering. Professor Blumenfeld also encourages students to become self-critical writers and thinkers and to retain their own writing style and creativity within the confines and structure of legal argumentation. Professor Blumenfeld enjoys mentoring new writing teachers along with exploring various educational philosophies and ways to incorporate those philosophies into law teaching.
Professor Blumenfeld is presenting Engaging Students with Havruta Style Learning.
Susan Brooks is the Associate Dean for Experiential Learning and an Associate Professor of Law at Drexel University Earle Mack School of Law. She is a member of the Pennsylvania bar and maintains her social work certification. Professor Brooks previously spent many years as a Clinical Professor at Vanderbilt Law School, where she directed her own legal clinic and also served as a family mediator. She holds a BA and an MA in social work from the University of Chicago, and a JD from New York University.
Professor Brooks is presenting Student-Centered Assessment: How to Include Student Voices in Shaping Pedagogical and Curricular Choices.
Hillary Burgess joined the Charlotte School of Law as Assistant Professor. She teaches Property and her primary research area focuses on the intersection of environmental policy, social justice, and economics. Professor Burgess also researches and writes on teaching methods extensively. Professor Burgess presents nationally and internationally (most recently Mexico and Africa) on topics including collaborative learning, writing across the curriculum, using technology in and outside the classroom, and how culture impacts diverse students' experience of law school. She recently published "Deepening the Discourse Using the Legal Mind's Eye" in Quinnipiac Law Review. She maintains a national databank of academic success resources and is developing a similar online project for the Society of American Law Teachers (SALT). Professor Burgess is currently working on three projects: Hummers v. Heifers & Hamburgers: Modifying Meat & Dairy Subsidies to Reduce Global Warming; Property Problems: Differential Diagnostics to Take Students from Good to Great; and the Taxonomy of Legal Learning Objectives. She holds a J.D. from the North Carolina School of Law at Chapel Hill, an A.B. from the University of Chicago, The College, Chicago, Illinois and completed the Penn State Dickinson School of Law Study Abroad (Europe) program where she studied Constitutional History with Chief Justice William Rehnquist. As ever, she is grateful for the mentoring she receives from the legal academy and especially Ruth Ann McKinney and Michael Hunter Schwartz.
Professor Burgess is presenting Formative Madlibs Assessment Tools.
Bari Burke teaches Torts I and II, Gender and the Law, and Lawyers' Values at the University of Montana School of Law. Currently, she is preparing a study of women who were admitted to practice law in Montana between 1889-1969, the "Early Women of the Montana Bar." Professor Burke has served on many American Bar Association site evaluation teams. She was editor of the newsletter for the Women in Legal Education Section of the Association of American Law Schools. From June 1986 through July 1989 Professor Burke was the Deputy Director of the Association of American Law Schools in Washington, D.C. She served as co-chair of the Montana Gender Fairness Task Force. Professor Burke received her B.A. from the University of California, Los Angeles, in 1976, and her J.D. from the University of California, Davis, in 1979. Professor Burke is the author of "Afterword: Pulling for the Shore of Independence," 59 Tennessee Law Review 479 (1992); "Legal Writing (Groups) at The University of Montana: Professional Voice Lessons in a Communal Context," 52 Montana Law Review 373 (1991); "Honoring Emily E. Sloan: A Special Student," 52 Montana Law Review 429 (1991); and "Constitutional Initiative 30: What Constitutional Rights Did Montanans Surrender in Hopes of Securing Liability Insurance," 48 Montana Law Review 53 (1987).
Professor Burke is presenting Gaming in the Classroom.
Kirk Burkhalter is Associate Professor of Law at New York Law School, joining the school's faculty in 2010. He currently teaches Legal Practice. Previously, he was the Visiting Assistant Professor of Academic Support at Hofstra School of Law, where he taught Legal Methods. In addition, Professor Burkhalter helped Hofstra students adjust to the academic demands of law school and develop the skills to enable them to realize their full academic potential through workshops, seminars, and individual counseling. Professor Burkhalter was formerly the Associate Director of Academic Affairs and an adjunct professor at New York Law School, where he provided academic counseling and taught Principles of Legal Analysis. He has also taught at John Jay College of Criminal Justice. Professor Burkhalter was previously an associate at Pillsbury Winthrop Shaw Pittman LLP. Professor Burkhalter also served 20 years in the New York City Police Department, retiring as a detective first grade. Professor Burkhalter graduated from New York Law School in 2004.
Professor Burkhalter is co-presenting Electronic Card Game: An Innovative Method for Teaching Relevance and Weight of Legal Authorities.
Bruce Carolan is Head of the Department of Law at the Dublin Institute of Technology, Ireland. He has been a visiting professor at Washburn University School of Law, Stetson University College of Law, and the University of Florida, Warrington College of Business. He has more than ten years experience in study-abroad programs, and has designed, directed and/or delivered study-abroad programs for U.S. law and graduate business schools in Dublin, Ireland, London, England, Leuven, Belgium, Granada, Spain, Buenos Aires, Argentina and Geneva, Switzerland. He is currently pursuing an MSc in Applied eLearning, with a focus on using eLearning resources to enhance short-term study-abroad programs in law.
Mr. Carolan is presenting Long-Distance Engagement: Using eLearning to Enhance the Study Abroad Experience.
Susan Chesler is a Clinical Professor of Law at Sandra Day O'Connor College of Law, Arizona State University. She teaches first year and upper-level lawyering skills courses such as Legal Method and Writing, Contract Drafting and Negotiating, and Intensive Research and Writing. Prior to joining the faculty at ASU, Professor Chesler taught at Widener University School of Law in Pennsylvania and New York Law School. Before entering the teaching profession, she was a practicing attorney in New York City for over ten years, specializing in environmental law, insurance defense, and legal malpractice, and worked as in-house counsel at a non-profit child welfare agency focusing on employment law matters. Professor Chesler frequently publishes articles and regularly presents at national and regional conferences on teaching transactional skills, professionalism, and other legal writing topics.
Professor Chesler is presenting A Day-in-the-Life of a Transactional Lawyer: Negotiation, Ethics & Professionalism.
Marisa Cianciarulo is a specialist in immigration law with a human rights focus. She is the Director of Chapman's Family Violence Clinic, which she launched in 2007. Professor Cianciarulo taught in the Villanova Clinic for Asylum, Refugee and Emigrant Services for three years prior to joining the faculty at Chapman in 2006. She previously served as a Staff Attorney with the American Bar Association's Commission on Immigration in Washington, D.C., was a partner in a law firm specializing in immigration matters, and served as interim legal director of a non-profit immigration services provider in Arlington, Virginia. Professor Cianciarulo received her B.A. from the Catholic University of America, her J.D. from American University Washington College of Law, and her M.A. from American University School of International Service. She teaches Civil Procedure, Gender & the Law, Refugee Law and the Family Violence Clinic. She publishes on the intersection of gender and immigration with an emphasis on vulnerable immigrant populations.
Professor Cianciarulo is co-presenting Using Rubrics to Assess and Engage Students.
Jessica Clark became the Associate Director of the Legal Research and Writing Program in 2009, after two years as a visiting associate professor of legal research and writing at George Washington University Law School. Prior to joining the faculty, she spent three years at the Office of the General Counsel, Department of the Navy, as a law clerk and later as assistant counsel. She practiced federal procurement law and federal employment law. Professor Clark began teaching as an adjunct professor of legal writing in 2006, and that year received the Best Contribution to the Program Award in recognition of her lesson plans and teaching materials. While in law school at George Washington, she was a Dean's Fellow in the LRW Program, the senior managing editor of the Public Contract Law Journal, and a member of the winning team in the 2004 McKenna Long & Aldridge Gilbert A. Cuneo Government Contracts Moot Court Competition. She also received first prize in the 2004 Public Contract Law Journal Writing Competition. Professor Clark published her note in the Public Contract Law Journal and a paper in State Tax Notes. Before law school, she served on active duty in the United States Navy, and received an honorable discharge as a Cryptologic Technician (Collection) Second Class Petty Officer. Professor Clark's scholarship interests include legal research and writing, law school pedagogy, and federal procurement law and policy.
Professor Clark is co-presenting Adding Collaborative and Formative Feedback Opportunities to Your Classes: How Grading by Design and Working Together Save the Day.
Jason K. Cohen joined the Rutgers Law faculty in 2005. He is a former litigator with the law firm of Stradley Ronon in Philadelphia, where from 1998 to 2005, his practice focused on a range of complex commercial and employment matters, including cases involving discrimination, enforcement of restrictive covenants, retaliation and wrongful discharge claims at the administrative, state and federal levels. Professor Cohen is a 1994 Phi Beta Kappa graduate of the University of Florida, with honors, and a 1998 graduate of Rutgers Camden School of Law, with honors. Recently, he authored an article advocating client-centered legal writing, appearing in the Charlotte Law Review, and another article on assessing the rhetorical situation in speaking scenarios. He is also an Associate Editor for the Journal of the Association of Legal Writing Directors. Professor Cohen serves as the Director of Moot Court Programs, teaches legal analysis, writing and research, advanced writing and research for public interest organizations, as well as a rhetorical theory-based public speaking class for lawyers.
Professor Cohen is co-presenting Integrating Real Life Practice, Micro-Lawyering, and Simulations.
J. Scott Colesanti has taught at Hofstra Law School since 2002 and in 2006 was selected "Professor of the Year" by the Hofstra Law Review. His writings have been published by law reviews, securities industry journals, the New York Law Journal, the NYSBA Business Law Journal, and as expert commentaries on Lexis/Nexis. Previously, Professor Colesanti served as Trial Counsel for the New York Stock Exchange and within the NYSE Office of General Counsel. He has handled appeals before the Securities and Exchange Commission, the Social Security Administration, and the New York State Division of Human Rights. He has served appointments to the Corporate Law Committee of the Association of the Bar of the City of New York and is a regularly invited participant in the University of Pennsylvania School of Law Institute for Law and Economics Business Roundtable. Professor Colesanti, who previously taught at the Saint Louis University School of law, serves on the editorial board of the Journal of Securities Law, Regulation and Compliance and is a co-editor of the Business Law Professor Blog.
Professor Colesanti is co-presenting How Engaging Students Outside of the Classroom Will Engage Students Inside the Classroom.
Professor Colon-Navarro is co-presenting Formative Assessment Protocols: An Empirical Report from a Property Course.
Andi Curcio is a Full Professor at Georgia State University College of Law. She teaches Evidence, Civil Procedure, and co-directs the law school's externship program. In addition to doctrinal scholarship on issues of evidence, gender, punitive damages, and federal litigation, Professor Curcio has published numerous articles in the area of the scholarship of teaching and learning, including empirical studies that look at the effectiveness of formative assessments in first and second year law school courses. In 2002, and again in 2010, she was Georgia State University's nominee for the Georgia Board of Regents Teaching Excellence Award. In 2007, Professor Curcio was awarded a Fulbright grant to teach in China, where she was named an Honorary Professor at South China Normal University. In 2008, she was named the College of Law's Professor of the Year and received the University's Teaching Excellence Award. For the past five years, Professor Curcio has chaired the Society of American Law Teachers' Issues in Legal Education Committee. She also serves as an appointed member on the ABA's Committee on the Professional Continuum as well as to the GSU's Center for Teaching and Learning (CTL) Scholars' group, and the CTL's Advisory Board.
Professor Curcio is presenting Are My Innovations Improving Student Learning?.
Peggy Cooper Davis is the John S.R. Shad Professor of Lawyering and Ethics at New York University. She joined the NYU faculty in September 1983 after having served for three years as a judge of the Family Court of the State of New York and having engaged in the practice and administration of law during the preceding 10 years. Her scholarly work has been influential in the areas of child welfare, constitutional rights of family liberty, and interdisciplinary analysis of legal pedagogy and process. Davis's 1997 book, Neglected Stories: The Constitution and Family Values, illuminates the importance of anti-slavery traditions as interpretive guides to the meaning of the Fourteenth Amendment. Her recent book, Enacting Pleasure, is a collection of essays exploring the social, cultural, psychological, and political implications of Carol Gilligan's relational psychology. For more than 10 years, Davis directed the Lawyering Program, a widely acclaimed course of experiential learning that distinguishes the NYU Law School's first-year curriculum. She now directs the Experiential Learning Lab, through which she works to develop and test progressive learning strategies and to develop professional education courses that systematically address the interpretive, interactive, ethical, and social dimensions of practice.
Professor Cooper Davis is presenting the plenary session, Engaging Our Students – Allowing Relational, Social and Legal Issues to Intersect in Legal Education.
Christy DeSanctis oversees George Washington University Law School's legal writing curriculum, including the 1L Legal Research and Writing and Introduction to Advocacy Courses; its in-house Writing Center; and the upper-level Scholarly Writing Program for all journal participants. Prior to joining the Law School faculty, Professor DeSanctis practiced at two top Washington, D.C., law firms, where she focused on trial and appellate litigation, including in the U.S. Supreme Court, and worked on a variety of high-profile regulatory and legislative matters before federal agencies and Congress. Prior to that, she clerked for John W. Bissell in the U.S. District Court for the District of New Jersey. Professor DeSanctis began teaching as an adjunct faculty member in the Law School's legal research and writing program in 2002 and assumed the directorship in 2004. She has also taught several undergraduate English courses at the University of Maryland, including 19th and 20th century American Literature courses, Introduction to the Novel, and a persuasive writing course based on Aristotle's Rhetoric. In addition to her J.D., Professor DeSanctis holds a Master's degree in English language and literature, with a minor in rhetoric and composition, and is a Ph.D, candidate in American Literature. She recently published the second edition of a four-volume (interactive electronic) legal research and writing textbook with Foundation Press.
Professor DeSanctis is co-presenting Adding Collaborative and Formative Feedback Opportunities to Your Classes: How Grading by Design and Working Together Save the Day.
Alyssa DiRusso joined the faculty of Cumberland School of Law and the Birmingham community in 2005, after practicing as a trusts and estates attorney in Boston since 1999. Professor DiRusso teaches Wills, Trusts & Estates, Estate & Gift Tax, Estate and Trust Administration, and Property. In Boston, Professor DiRusso served as in-house counsel to Bank of America (and its predecessor Fleet National Bank), advising the bank's wealth management and charitable lines of business. Before accepting her post at the bank, Professor DiRusso was an associate attorney in the Trusts and Estates department of Choate, Hall, and Stewart, a large Boston law firm. Professor DiRusso earned her law degree from the University of Texas School of Law in Austin, Texas. She also holds a Bachelor of Science degree (Psychology, with an additional major in Professional Writing) from Carnegie Mellon University, in Pittsburgh, Pennsylvania. Professor DiRusso is the author of many law review articles and other publications. She is a frequent presenter of her research at national and international conferences. Her research interests include wills, trusts, intestacy, tax, and tax-exempt charitable organizations.
Professor DiRusso is co-presenting Integrating Real Life Practice, Micro-Lawyering, and Simulations.
Riëtte du Plessis has been teaching clinical law at the University of the Witwatersrand, Johannesburg since 1999 and is currently reading for a PhD in clinical law. She has presented papers in clinical legal education at a number of international conferences and has also published extensively in this field, as well as on consumer law. In addition to the above, she serves as a Judge in the Consumer Court.
Ms. du Plessis is presenting Assessment Challenges in Clinics: A South African Experience.
Olympia Duhart is a Professor of Law at the Shepard Broad Law Center at Nova Southeastern University. She teaches Constitutional Law, Women and the Law, and Lawyering Skills and Values. Professor Duhart is also a member of the Board of Governors for the Society of American Law Teachers. Before joining the academy, she worked as an attorney in the litigation department at Ruden McClosky. She also worked as a staff reporter for The Miami Herald, and as a high school English teacher. Professor Duhart's scholarship focuses on efforts to enhance government accountability for historically marginalized groups of people. She has also written in the areas of active learning, assessments, and teaching methods. She has conducted presentations on teaching to law professors at national conferences, including conferences hosted by the Legal Writing Institute and the National People of Color. She is also a member of the Board of Advisors for the Institute for Law Teaching and Learning.
Professor Duhart is co-presenting Self-Assessment, Metacognition and Portfolios.
David Epstein is Associate Professor of Law at New York Law School, where he has taught since 1991. He currently teaches Legal Practice and Drafting: Contracts. He has also been part of New York Law School's academic support program and has served as the school's Research Specialist. Professor Epstein is the author of the latest edition of Eckstrom's Licensing in Foreign and Domestic Operations, a five-volume treatise published by Thomson West. He is also co-author of the New York Evidence Courtroom Manual. Professor Epstein previously engaged in the practice of law as a solo practitioner, focusing on commercial, criminal, and appellate practice. Professor Epstein began his career as an editorial director at Matthew Bender & Company, Inc., where he developed a program to improve the writing and editing skills of the company's attorneys. Professor Epstein earned his B.A. from New York University in 1972 and his J.D. from Brooklyn Law School in 1975.
Professor Epstein is co-presenting Electronic Card Game: An Innovative Method for Teaching Relevance and Weight of Legal Authorities.
Rebecca Flanagan is the Director of Pre-Law Planning and Programming at the University of Connecticut. Professor Flanagan was an Assistant Professor and Assistant Director of the Institute of Student and Graduate Academic Support at Whittier Law School in Costa Mesa, California and the Director of Academic Support Programs at Arizona State University-Sandra Day O'Connor College of Law in Tempe, Arizona. She has been published in the Washburn Law Journal (Winter 2008) and is co-editor, with Dr. Amy Jarmon, of the Law School Academic Support Blog (a member of the Law School Professors Blog network). She has presented at numerous conferences, including the LSAC New Professors Workshop and LSAC Bar Passage Workshop, The Institute for Law Teaching and Learning Conference, and the inaugural Humanizing Legal Education Symposium. Professor Flanagan is on the executive board for the Association of American Law Schools Section on Academic Support, and is a founding member and member of the executive board of the New England Consortium of Academic Support Professionals. She received her JD from the University of North Carolina School of Law in 2005, and she is licensed to practice law in New York and Massachusetts.
Professor Flanagan is co-presenting Make Someone Happy! Developing Optimistic Learners and Learning Environments.
Kris Franklin is Professor of Law, Director of the Academic Skills Program, and Faculty Coordinator of the Dispute Resolution Team at New York Law School (NYLS). She teaches Torts, Negotiation, Counseling and Interviewing, and foundational courses in legal analysis. Before joining the NYLS faculty, Professor Franklin taught and coordinated faculty in New York University's Lawyering Program, where she participated in the Workways pedagogy colloquium, and worked to develop and shape the current curriculum in critical legal thinking. She is the founder and organizer of the semi-annual New York Academic Support Workshop series, and served as the 2008-2009 Chair of the Academic Support Section of the American Association of Law Schools. She is a long-time community activist, and spent her early years as a civil litigator in the Brooklyn office of The Legal Aid Society.
Professor Franklin is one of the conference planners for the 2011 Institute conference.
Paula Galowitz is a Clinical Professor of Law at New York University School of Law, who has concentrated her teaching and scholarship on improving legal services for the indigent. Professor Galowitz co-teaches in the Medical-Legal Advocacy Clinic, which employs a multidisciplinary and holistic approach to provide legal advocacy for clients referred by medical professionals. The law students represent individual clients in a wide variety of civil matters and also explore a systemic health care issue and present strategies to address it. In the seminar, there were some joint sessions with social pediatric residents. She also co-teaches a Community Development and Economic Justice Clinic. In her scholarship, Ms. Galowitz has co-authored an article on bioethics and medical-legal collaborations (Campbell, Sicklick, Galowitz, Retkin and Fleishman, "How Bioethics Can Enrich Medical-Legal Collaborations," 38 Journal of Law, Medicine & Ethics 847) and written about collaboration between lawyers and social workers ("Collaboration Between Lawyers and Social Workers: Reexamining the Nature and Potential of the Relationship," 67 Fordham Law Review 2123). She also has an MSW degree.
Professor Galowitz is co-presenting Lessons in Civic Engagement and Cross-Campus Collaboration from Interdisciplinary Clinical Programs.
Heather J. Garretson is Associate Professor of Law at Cooley Law School in Grand Rapids, Michigan, where she has taught in the area of contract law since 2006. She received her J.D. from Creighton University and her BA in political science from Calvin College. Prior to joining the Cooley faculty, she was a litigator in the area of criminal defense with Berkowtiz Oliver, a federal prosecutor, and practiced civil law with Bryan Cave, LLP in Kansas City, Missouri. Garretson started her legal career by clerking, first for Judge Stephen of the Nebraska Supreme Court, then as a federal law clerk for Judge Fenner in the Western District of Missouri. Since returning to her home state, she has been appointed a Fellow of the Michigan State Bar and a Trustee for the Loutit District Library. Garretson is published in the area of federal criminal forfeiture and sits on the Michigan State Bar's Committee on Criminal Initiatives. Although this is Garretson and Kinney's first scholarly collaboration, they are life long friends. They met in 1974 in a Head Start preschool program in Muskegon, Michigan.
Professor Garretson is co-presenting The Greeks Go Back to Law School: A Guide to Integrating Collaborative Learning.
Tom Gear has been teaching law at the Jack E. Singley Academy in Irving, Texas for ten years. During that time he has taught classes on legal research, criminal law, family law, torts, contracts, sports law, music law, and intellectual property. In his spare time he coaches the school mock trial team and cheers for the Texas Longhorns. He has published "The Nine Common Law Felonies and the Pirates of The Caribbean" and "Surfing For Contracts" in The Law Teacher. From 2004-2010 he sponsored the CALI program for the only secondary level participants in the computer assisted legal instruction online learning community. The iPad is used as part of a move from traditional books and papers to a video/audio curriculum for the study of law. Entire mock trials are conducted with iPads and iPad applications. He is writing a mock trial based on the theft of intellectual property by a social network. All of the documents for the case will be produced and stored on the iPad. For law professors, law students and lawyers, if you have been carrying a clipboard, toting a briefcase or hoisting a laptop, this workshop is for you.
Professor Gear is presenting The iPad Goes to Trial.
J. Lyn Entrikin Goering is Associate Professor of Law at Washburn Univeristy School of Law. She teaches Litigation and Legal Analysis, Research, and Writing. Professor Goering has also taught upper-level drafting courses. Her scholarship interests focus on legislation, rulemaking, and administratice law. She currently serves on the boards of directors of the Association of Legal Writing Directors and APPEAL, an organization of U.S. and African Legal educators.
Professor Goering is co-presenting Law Teaching in Three Dimensions: Integrating Doctrine, Procedure, and Skills through the Lens of Rule-Drafting.
Andrew S. Greenberg has a B.A. from Bates College and a J.D., summa cum laude, from Syracuse University College of Law. Since 2007, he has been on the faculty at Syracuse as a legal writing professor. He teaches in the area of writing in civil litigation. He has been in private law practice in Syracuse since 1990. Professor Greenberg has significant experience in civil rights Section 1983 actions, mostly involving matters of police misconduct. He has litigated cases in state and federal court throughout upstate New York and has done extensive work representing children as a law guardian. Professor Greenberg was also the associate director of the Lockerbie Trial Families Project at Syracuse.
Professor Greenberg is co-presenting The Sustainable Lawyer: Using Collaboration in the Law Classroom to Prepare Students for 21st Century Legal Practice.
Frikkie Grobler completed his B.Com (Law) and LLB degrees at the University of Pretoria during 2006 and 2008 respectively. He completed his articles of clerkship at the University of Pretoria Law Clinic and was admitted as an attorney of the High Court of South Africa during 2010. He is currently practicing as an attorney in the Student Section of the University of Pretoria Law Clinic.
Mr. Grobler is co-presenting Make It or Break It: Taking Assessment to the Next Level.
David Groshoff joined the Western State University College of Law faculty in August 2010, after previously serving as an Assistant Professor of Finance in the School of Business at Providence College. Professor Groshoff spent over a decade as a Vice President with J.P. Morgan Asset Management's high yield and distressed debt desk, working as an investment analyst, a discretionary special situations portfolio manager, and an advisor to high profile institutional and governmental clients. He was the Chief Legal/Chief Compliance officer for various J.P. Morgan-related entities, including a publicly held closed-end registered investment company and several registered investment advisers. Professor Groshoff served on the Boards of Directors and Audit Committees of multiple publicly traded and privately held corporations. He also advised a number of publicly held corporations' Official Unsecured Creditors' Committees in Chapter 11 bankruptcy proceedings. Prior to joining J.P. Morgan, he spent two years working with a sports management agency. Professor Groshoff earned a B.A. with Honors from Indiana University, double majoring in Spanish and History; an M.B.A. in Finance from Northern Kentucky University; a Certificate in international corporate social responsibility from El Instituto Panamericano de Alta Dirección de Empresa (IPADE); a Juris Doctor from The Ohio State University Moritz College of Law, where he was a member of the Ohio State Law Journal; and an Ed.M. from Harvard University's Graduate School of Education, completing one-third of his coursework at the Harvard Law and Business Schools. He is admitted to the Bar in New York, Massachusetts, Ohio, and the U.S. District Court for the Southern District of Ohio.
Professor Groshoff is co-presenting Almost Paradigm: Working to Define and Categorize Modern Approaches to Teaching Law School.
Jennifer Gundlach has recently finished a two-year term as Vice Dean for Academic Affairs and is a Professor of Skills at Hofstra Law School. Professor Gundlach teaches Civil Procedure, Lawyers' Ethics, and various lawyering skills courses. Before coming to Hofstra in 2007, Professor Gundlach was an Associate Clinical Professor of Law at Suffolk University Law School, where she directed the Disability Advocacy Clinic. She began her teaching career at American University's Washington College of Law in 2000, first as an adjunct professor in the legal writing program and then as a Practitioner in Residence in the Civil Practice Clinic. Professor Gundlach's previous scholarship and presentations have drawn on recent developments in social science and educational theory to inform and improve law school pedagogy and, consequently, the representation of clients. In addition, she has presented at workshops and conferences on issues involving professional responsibility and legal ethics, as well as disability law. She is Chair-Elect of the American Law Association's Section on Law and Mental Disability and has been actively involved in the Section on Clinical Legal Education. She has served as a member of the American Bar Association's accreditation site visit teams on multiple occasions and has also served as a consultant for schools that are preparing for accreditation reviews. She has been active in local bar associations and is a past chair of the Boston Bar Association Ethics Committee.
Professor Gundlach is co-presenting Introducing Ethical Skills Exercises in First-Year Courses.
Franciscus Haupt has been Director of the University of Pretoria Law Clinic and member of the Faculty of Law at the University of Pretoria since 2000. He was admitted as an attorney of the High Court of South Africa in 1980 and was in private practice for the next twenty years, specialising in High Court litigation. Mr. Haupt served on various professional bodies and regularly lectured (and still lectures) at courses and seminars presented by LEAD. He serves as convenor and member of the panel setting the Attorneys Admission Examination in High Court Practice. During 2002 the University of Pretoria Law Clinic was awarded the prestigious award for education innovation. The Clinic has also become one of the leading providers of legal aid in South Africa, assisting more than 3,000 clients per year for the past 3 years. Mr. Haupt was leader of the first DTI Pilot Project "Assisting over-indebted consumers" in 2001-2002 and headed the enquiry into "The Statutory Debt Counselling Process" for the National Credit Regulator in 2009 and again in 2010. He is co-presenter of the NCR accredited course for aspirant debt counsellors and is often consulted on issues related to the National Credit Act by credit providers and consumer bodies. Mr. Haupt has published and presented a number of papers on the National Credit Act both nationally and internationally.
Professor Introducing Ethical Skills Exercises in First-Year Courses is presenting How (Not) to Present the Most Boring Lecture in the Curriculum.
Anna Hemingway became the Director of the Legal Methods program in 2010, after serving for two years as the interim director at Widener University School of Law-Harrisburg. Professor Hemingway received a B.S. from Drexel University, an M.A. (Clinical Psychology) from West Chester University, and a J.D. from Temple University School of Law. Following graduation, she served as Assistant Corporate Counsel for the Palmer Corporations, including Fine Line Homes and Residential Warranty Corporation. Professor Hemingway joined the faculty at Widener in 1998. She is admitted to practice law in Pennsylvania and New Jersey. Professor Hemingway has a passion for legal writing, legal ethics, and academic support. She teaches and writes in the areas of Appellate Advocacy, Intensive Legal Analysis, Interviewing and Counseling, Legal Education, Legal Ethics, Legal Methods, Law and Psychology, Mediation, and Property. She has presented at several national and international conferences. Her recent publications include "Thurgood Marshall: The Writer," 47 Willamette Law Review 211 (2011) (co-authored), "Making Effective Use of Practitioner's Briefs in the Law School Curriculum," 22 St. Thomas Law Review 417 (2010), and "Editing Other Writers' Drafts," The Pennsylvania Lawyer (Jan./Feb. 2010) (co-authored).
Professor Hemingway is co-presenting Adding Collaborative and Formative Feedback Opportunities to Your Classes: How Grading by Design and Working Together Save the Day.
Gerry Hess is a co-director of the Institute for Law Teaching and Learning. He is a co-author and co-editor of four books on teaching and learning in law school: Techniques for Teaching Law (1990), Teaching The Law School Curriculum (2003), Teaching Law By Design: Engaging Students From The Syllabus To The Final Exam (2009), and Teaching Law By Design For Adjuncts (2010). He co-produced two videotapes and accompanying faculty development materials: Principles for Enhancing Legal Education and Teach to the Whole Class: Barriers and Pathways to Learning. He has published thirteen journal articles on faculty development, curriculum design, and teaching and learning in law school. Professor Hess founded the Institute for Law School teaching at Gonzaga University School of Law in 1991. He has served as a co-editor of The Law Teacher, as a member of the Advisory Committee for the Journal of Legal Education, and as an inaugural member of the editorial board of the Canadian Legal Education Annual Review. Professor Hess is a frequent speaker at national conferences about legal education. He conducts workshops on law teaching at law schools in the United States, Canada, and Japan. Professor Hess has been the chair of the AALS Teaching Methods Section and is a faculty member and educational consultant at the National Judicial College.
Professor Hess is one of the conference planners for the 2011 Institute conference.
Cassandra Hill is the Director of Legal Writing and an Assistant Professor of Law at Texas Southern University Thurgood Marshall School of Law. Professor Hill began her teaching career at UCLA School of Law and practiced in the areas of tax and employee benefits law at Baker Botts LLP. She also served as a federal law clerk for the Honorable Vanessa D. Gilmore, United States District Court Judge. Professor Hill's research interests include law school pedagogy, education theory, and employment law matters. She is currently under contract with LexisNexis Matthew Bender to co-author an innovative book on legal analysis. Her recent article, "Peer Editing: A Comprehensive Pedagogical Approach to Maximize Assessment Opportunities, Integrate Collaborative Learning, and Achieve Desired Outcomes," will be published in the Nevada Law Journal. In addition, her article (co-authored with Katherine Vukadin), "Now I See: Redefining the Post-Grade Conference as Process and Substance Assessment," was the lead article in volume 45 of the Howard Law Journal. Professor Hill also has written several essays on law school pedagogy. Her recent essay, "Collaboration Training with an Eye Toward Outcomes and Assessment," appeared in the fall 2010 issue of the Legal Writing Institute's Second Draft.
Professor Hill is co-presenting Using Outcomes Assessment to Develop and Measure Acquisition of Practical Lawyering Skills.
Kate Irwin-Smiler is a Reference Librarian at the Wake Forest University School of Law in Winston-Salem, North Carolina. She teaches first year legal research and works heavily with student journal staff. Prior to joining Wake Forest University, she was Senior Research Librarian at the Western New England College School of Law Library, and Librarian at the New York State Defenders Association. She has a JD from Western New England College School of Law, a Masters in Library Science from the University at Albany, and a Bachelor of Arts from the University of Dayton.
Professor Irwin Smiler is co-presenting Using Pop Culture to Teach Legal Research.
David Johnson is a graduate of Yale College (B.A. 1967) and Yale Law School (J.D. 1972). In addition, he completed a year of post graduate study at University College, Oxford (1968). Following graduation from law school, he clerked a year for Judge Malcolm R. Wilkey of the United States Court of Appeals for the District of Columbia Circuit. Mr. Johnson joined Wilmer, Cutler & Pickering in 1973, becoming a partner in 1980 and retiring in 2001. He is currently serving as Visiting Professor at New York Law School, where he is a member of the Institute for Information Law and Policy. Mr. Johnson served as founding director of the Aspen Institute Internet Policy Project and as founding president, CEO, and chairman of Counsel Connect, an online meeting place for the legal profession. Mr. Johnson has served on the boards of directors of the National Center for Automated Information Research and the Center for Computer Assisted Legal Instruction. He is a co founder of the Law Practice Technology Roundtable. He recently served for a year as a Senior Resident Fellow at the Center for Democracy and Technology. He currently serves on the Advisory Board of Legal OnRamp.
Mr. Johnson is co-presenting Electronic Card Game: An Innovative Method for Teaching Relevance and Weight of Legal Authorities.
Tau Kadhi is the Program Assessment Coordinator for the Thurgood Marshall School of Law. Dr. Kadhi designs programmatic assessments, analyzes data, and reports on outcome based assessment models implemented for the Law School. He has served as a visiting scholar at the Educational Testing Service (ETS) at Princeton, a military officer, a grant researcher, and an Assistant Professor of mathematics and curriculum and instruction at Prairie View A&M University. Kadhi received a Bachelor of Science degree in mathematics, a Master of Science degree in mathematics (ABT), and Master of Science degree in mathematics and curriculum and instruction from Prairie View A&M University. He received his Doctorate of Philosophy in mathematics curriculum and instruction from Texas A&M University.
Mr. Kadhi is co-presenting Using Outcomes Assessment to Develop and Measure Acquisition of Practical Lawyering Skills.
Harriet N. Katz is Clinical Professor of Law, Director of Externships, Rutgers-Camden. Professor Katz joined the Rutgers Law-Camden faculty in 1993, with responsibility for selecting, advising, and teaching in regard to a wide range of externship placements, primarily in the Camden/Philadelphia metropolitan area. Her publications are on subjects concerning externship pedagogy and skills education. Recent publications are "Toward A New World of Externships: Papers from Externships 4 and 5," (Clinical Law Review, 2010) (with Alexander Scherr); "Stories and Students: Mentoring Professional Development" (Journal of Legal Education, 2011); "Counseling Externship Students," (Clinical law Review 2009); and "Evaluating the Skills Curriculum: Challenges and Opportunities for Law Schools," (Mercer Law Review, 2008). Professor Katz previously taught in the clinical program at University of Pennsylvania Law School. She earned her B.A. at the University of Michigan in 1969 and her J.D. at Yale Law School in 1972.
Professor Katz is co-presenting Integrating Real Life Practice, Micro-Lawyering, and Simulations.
Katherine Silver Kelly is the Director of Academic Success Programs and an adjunct professor at the University of Akron School of Law. She teaches a first-year early intervention class, a bar exam preparation course, and serves as the coach of Akron's two-time national champion Family Law moot court team. Professor Kelly earned her B.A. in History from Berea College (KY), a Master of Arts in Education from the University of Kentucky, Special Education Certification from Converse College (SC), and her J.D. from the University of Akron School of Law (cum laude). She was admitted to the Ohio Bar in 2006. Before attending law school, Professor Kelly taught high school Economics and Government and prior to joining Akron Law, she was a judicial attorney for the Honorable Elinore Marsh Stormer at the Summit County Court of Common Pleas.
Professor Silver Kelly is presenting Early Intervention: Teaching Students How to Swim Instead of Throwing Them In and Hoping They Don't Sink.
Carika Keulder obtained her LLB degree at the University of Pretoria in 2008. She completed her articles of clerkship at the University of Pretoria Law Clinic and was admitted as an attorney of the High Court of South Africa in the beginning of 2010. Ms. Keulder is a supervising attorney at the University of Pretoria's Law Clinic and she is also currently completing her LLM degree (Mercantile Law). She has previously presented a paper on tax related matters.
Ms. Keulder is co-presenting Make It or Break It: Taking Assessment to the Next Level.
Kelly Kinney is Director of First-Year Writing and Assistant Professor of English and Rhetoric at the State University of New York at Binghamton. She holds a PhD in rhetoric and composition from Ohio University, an MA in rhetoric and composition from the University of Nebraska-Omaha, and a BA in political science and English from Purdue University. Prior to joining the Binghamton faculty, she worked as Coordinator of First-Year Writing at the University of Notre Dame. Kinney's publications have appeared in Composition Studies, Composition Forum, Kairos, and WPA Journal, and she is currently at work on a monograph focusing on writing program administration and the intersections of rhetoric, politics, and labor. Professor Kinney co-founded the Binghamton University Writing Initiative, which was awarded the 2010-11 Conference on College Composition and Communication's Certificate of Writing Program Excellence, the highest honor a writing program can receive in her field. Although this is Garretson and Kinney's first scholarly collaboration, they are life long friends. They met in 1974 in a Head Start preschool program in Muskegon, Michigan.
Professor Kinney is co-presenting The Greeks Go Back to Law School: A Guide to Integrating Collaborative Learning.
Catherine Klein is Professor of Law at Catholic University of America, Columbus School of Law, and Director of Columbus Community Legal Services, the umbrella organization for the law school's live-client clinical program. She is also Co-Director of the Families and the Law, one of the first law school clinical programs in the United States designed to address the issue of domestic violence through individual representation, community outreach, and education and legislative advocacy. In clinic, Professor Klein supervises law students in the representation of clients in a variety of family law cases including emergency domestic violence remedies and traditional domestic relations law. She teaches classes on substantive, procedural and ethical topics related to the clinic's practice. She also supervises students involved in community education projects, such as conducting workshops on teen domestic violence in local high schools, and conducting legal information sessions at local shelters, community organizations and the court. Professor Klein has written numerous articles on domestic violence, family law, and clinical education. She has helped create curricula for educating police officers and judges about domestic violence, as well as conducted numerous training sessions on domestic violence for police, judges, lawyers and other national and international groups.
Professor Klein is co-presenting Autonomy, Mastery, & Purpose: Enhancing Critical Educational Goals.
Diane Klein, A.B. Harvard College (1987), J.D. UCLA School of Law (1997), is Professor of Law at the University of La Verne College of Law in Ontario, California. She began teaching in 2000, and has taught Wills & Trusts under the law of four states -- Texas (at Thurgood Marshall School of Law, Texas Southern University), New York (Albany Law School), California (University of La Verne College of Law, UCLA School of Law, Golden Gate University School of Law), and most recently, Florida (Stetson University College of Law). Her work on legal pedagogy has been published in The Law Teacher and Perspectives.
Professor Klein is presenting Student Grading of In-Class Quizzes.
Jennifer Knighton, J.D., M.S. Ms. Knighton is a 2011 graduate of the Earle Mack School of Law at Drexel University, where she served as a lead editor for the Drexel Law Review. She received her M.S. in Psychology from Saint Joseph's University in 2001, focusing on biopsychology. Ms. Knighton has experience in human and animal behavioral research.
Ms. Knighton is co-presenting Student-Centered Assessment: How to Include Student Voices in Shaping Pedagogical and Curricular Choices.
Tonya Kowalski teaches in Washburn University School of Law's nationally-acclaimed first year Legal Analysis, Research, and Writing program, and will also soon add teaching responsibilities in Washburn's new Indigenous Legal Studies program. Before joining Washburn Law, she was both a visitor and a staff member in the Indian Legal Clinic at the Sandra Day O'Connor College of Law at Arizona State University. Before entering the academy, she graduated from Duke Law School and practiced commercial law, family law, and civil appeals in Oregon and Washington for several years. Her areas of scholarly interest and publication are legal education, tribal law, and tribal courts.
Professor Kowalski is presenting Engaging Students Through Culture.
Tonya Krause-Phelan teaches first-year courses in criminal law and procedure and third-year electives relating to those topics. Additionally, she coaches national mock trial and moot court teams. Before joining the Thomas M. Cooley Law School faculty, Professor Krause-Phelan worked as both a private criminal defense practitioner and as an assistant public defender, while also serving as adjunct faculty teaching criminal law and procedure. Professor Krause-Phelan lectures and presents outside of the classroom on a wide variety of criminal law topics, including junk science, sexting, domestic violence, racial profiling, and child abuse and neglect. She has served on the faculty for the premier Hillman Trial Advocacy Program. She also served as co-editor and editor of publications for the criminal-defense bar. Professor Krause-Phelan works with her law school's Center for Instructional Support to develop and present on teaching initiatives. She was also recently voted her campus' best law teacher.
Professor Krause-Phelan is presenting Connecting the Dots: Stimulating Law Students to Love the Law.
Julie Graves Krishnaswami is a Lawyer / Librarian and Law Professor at Vermont Law School where she teaches first-year legal research and administrative law legal research. She specializes in government documents librarianship, and her own research currently focuses on integrating critical thinking methodology into legal research instruction. Before coming to Vermont Law School, Ms. Krishnaswami was an Associate Law Library Professor at the City University of New York School of Law in Flushing, New York. Ms. Krishnaswami also worked as an attorney at the law firm of Lite DePalma, & Greenberg, LLC, where she handled class action and appellate litigation, including several nationwide securities and anti-trust class actions. In this position, Julie also represented non-profit organizations in commercial and municipal litigation. Prior to joining the firm, she clerked for Judge Susan L. Reisner of the Appellate Division of the Superior Court of New Jersey. Additionally, she represented public benefit recipients in administrative hearings before the New York City Department of Human Resources Administration. She has also worked for Planned Parenthood Federation of America in Washington, D.C. tracking and researching state legislation on abortion and women's health issues in the public policy/litigation and law department. Her publications include "Book Review: The Legal Landscape - A Review of John Copeland Nagle, Law's Environment: How the Law Shapes the Places We Live," 12 Vermont Journal of Environmental Law __ (2010) (forthcoming); "Nicholas Freudenberg: A Selected Bibliography to Accompany A Conversation on Health Law," 12 New York City Law Review 55 (2009); "Justice Sandra Day O'Connor: A Selected Annotated Bibliography," 57 Catholic University Law Review 1099 (2008); and "It's the Institution: Librarians Join the Revolution to Open the Judicial System to Self-Represented Litigants," Spectrum (American Association of Law Libraries), September 2009. Ms. Krishnaswami earned her J.D. from CUNY School of Law, where she was the Symposium and Articles Editor for the New York City Law Review. She received her Masters in Library and Information Science (M.L.I.S.) from Pratt Institute and her B.A. in history from Reed College.
Ms. Krishnaswami is co-presenting Using Pop Culture to Teach Legal Research.
Denise Platfoot Lacey teaches Externships at the University of Dayton School of Law. Professor Lacey joined the Dayton Law faculty in 2007, after having served for two years as the Secretary to the Supreme Court Commission on Professionalism for the Supreme Court of Ohio. There she directed all aspects of the Commission's responsibilities and developed policies and activities on its behalf, designed to promote professionalism among Ohio's attorneys and judges. In her capacity as Secretary, she served as the spokesperson and representative for the Commission, fostering relationships with Ohio courts, bar associations, law schools and similar Commissions in other jurisdictions to collaborate with, make recommendations to, and assist them in professionalism efforts in the legal profession. She regularly developed and taught ethics and professionalism continuing legal education courses in Ohio and designed the curriculum for the Supreme Court of Ohio's statewide mentoring program pilot (Lawyer to Lawyer Mentoring Program) which launched in 2006 and is currently offered as a permanent program for newly admitted lawyers. Prior to that, Professor Lacey was Assistant Counsel of the Cleveland Bar Association, now the Cleveland Metropolitan Bar Association, where she investigated allegations of professional misconduct by local attorneys and judges and prosecuted disciplinary cases on behalf of the bar association.
Professor Lacey is co-presenting Self-Assessment, Millennials, & Learning Portfolios.
Rogelio Lasso has been teaching for twenty years, currently at the John Marshall Law School in Chicago where he teaches Torts, Complex Litigation, and Comparative Products Liability. Professor Lasso writes in the areas of tort law, legal education, and Race in America. He is currently writing books on products liability and the future of affirmative action. He has been using multiple assessments to improve class and bar exam performance and his most recent article, "Is Our Students Learning?: Using Assessments to Measure and Improve Law School Learning," was published at 15 Barry Law Review 73 (2010). Professor Lasso is a graduate of the University of Minnesota Law School. He practiced law in Chicago before going into teaching, first at Washburn University School of Law, and later at the University of Missouri-Kansas City School of Law. He has been a visiting professor at DePaul University in Chicago, and Santa Clara University.
Professor Lasso is presenting Training Teaching Assistants to Provide Assessment Feedback.
Arthur S. Leonard a graduate of Cornell's New York State School of Industrial and Labor Relations (1974) and Harvard Law School (1977), joined the New York Law School faculty in 1982 after practicing labor relations law in New York City. He has taught Labor Relations Law, Employment Law, Employment Discrimination Law, Legal Profession, Contracts, Torts, and Sexuality & the Law. He has taught Contracts using the case file method for many years, and began teaching Employment Law using the case file method a few years ago. In addition to his professional obligations at New York Law School, he edits a newsletter, Lesbian/Gay Law Notes, on behalf of the LGBT Law Association of Greater New York, contributes articles on new court decisions for Gay City News (a biweekly community newspaper), and serves as a trustee of the Jewish Board of Family and Children's Services of New York, where he chairs the board Human Resources Committee. Professor Leonard has published widely on sexuality and the law, and is co-author of the casebooks Sexuality Law (with Patricia Cain, Carolina Academic Press) and AIDS Law (with numerous co-authors, Carolina Academic Press). He blogs on law and other matters at http://newyorklawschool.typepad.com/leonardlink/
Professor Leonard is presenting Teaching First-Year Contracts with Case Files.
Patrick Longan holds the William Augustus Bootle Chair in Ethics and Professionalism in the Practice of Law and is the Director of the Mercer Center for Legal Ethics and Professionalism at the Walter F. George School of Law of Mercer University in Macon, Georgia. Before joining Mercer in 2000, Professor Longan taught at Stetson University College of Law for nine years and practiced law in Dallas, Texas for seven years, primarily with the firm of Andrews & Kurth. Professor Longan holds degrees from Washington University, the University of Sussex, and the University of Chicago Law School. He has also taught at Georgia State University School of Law, Charleston School of Law, John Marshall Law School, the University of Florida School of Law, and Southern Methodist University School of Law. In 2005, Professor Longan received the National Award for Innovation and Excellence in Teaching Professionalism from the American Bar Association Standing Committee on Professionalism, the Conference of Chief Justices, and the Burge Endowment for Legal Ethics.
Professor Longan is co-presenting A Day-in-the-Life of a Transactional Lawyer: Negotiation, Ethics & Professionalism.
John C. Lore is an Associate Clinical Professor of Law and founding Co-Director of the Children's Justice Clinic. In 2008, Professor Lore created a new and innovative investigator program in collaboration with the Rutgers University Department of Sociology, Anthropology, and Criminal Justice. This program is unique in law school clinical and undergraduate education in that it provides to the Rutgers School of Law-Camden Clinical Program and its clients investigative services performed by upper-level undergraduate students under the supervision of an experienced faculty member who is a highly trained investigator. Professor Lore currently directs the Rutgers-Camden Center for Public Interest Training and teaches advocacy skills to lawyers and law students throughout the country. Professor Lore's primary areas of interest are children's rights and trial advocacy.
Professor Lore is co-presenting Lessons in Civic Engagement and Cross-Campus Collaboration from Interdisciplinary Clinical Programs.
Mary A. Lynch currently serves as Director of the Albany Law Center for Excellence in Law Teaching (CELT) and Editor of the Best Practices for Legal Education Blog. From 2001-2009, she served as Director or co-Director of the Albany Law Clinic & Justice Center. She has also directed, taught and supervised students in various clinical programs while at Albany Law School, including the Domestic Violence Prosecution Hybrid Clinic, the Field Placement Program, the Disabilities Law Clinic, and the Post-Convictions Remedies Clinic. In 1997, while serving as director of the school's Domestic Violence Law Project, Professor Lynch and seven Albany Law School students won a groundbreaking clemency case for an incarcerated battered woman who killed her abuser. Professor Lynch has also taught courses on Disabilities, Domestic Violence, Pre-trial and Trial Practice (Civil and Criminal), Litigation Planning and Skills, and clinical seminars. She has written articles in the areas of disabilities, domestic violence, and legal education. Her most recent co-authored article, "Revision Quest: A Law School Guide to Designing Experiential Courses Involving Real Lawyering," is forthcoming in the New York Law School Law Review. She has recently discovered a passion for Community Theater, just this year starring as "Mary" Drummond (Clarence Darrow) in Inherit the Wind.
Professor Lynch is co-presenting Using Rubrics to Assess and Engage Students.
Beth Lyon is a Professor of Law at Villanova University School of Law. She directs Villanova's Farmworker Legal Aid Clinic and co-directs the Community Interpreter Internship Program. Professor Lyon received her B.A. from the University of North Carolina, Chapel Hill, her M.S. from Georgetown University School of Foreign Service, and her J.D. from Georgetown University Law Center. Prior to joining the Villanova faculty, Professor Lyon was a staff attorney for Human Rights First, and a Practitioner-in-Residence with the International Human Rights Clinic at Washington College of Law, American University. Professor Lyon currently serves on the Advisory Group of the American Bar Association Language Access Standards Project, the Society of American Law Teachers Board of Directors, the Steering Committee of the Board of Directors of Latina & Latino Critical Theory, Inc., the Board of Directors of Friends of Farmworkers, the Board of Directors for the Global Workers Justice Alliance, and the Pennsylvania Bar Association Civil and Equal Rights Committee. Professor Lyon's scholarship focuses on the rights of immigrant and farm workers.
Professor Lyon is co-presenting Lessons in Civic Engagement and Cross-Campus Collaboration from Interdisciplinary Clinical Programs.
Dana M. Malkus is an attorney and assistant clinical professor at St. Louis University School of Law where her duties include supervising students in the Community & Economic Development Clinic and teaching a transactional drafting course. Prior to her current position, she was an associate at Lewis, Rice & Fingersh in St. Louis where she focused her practice in the areas of commercial real estate and general business law. Before beginning her private practice at Lewis Rice, she served as a law clerk for the Honorable E. Richard Webber in the United States District Court for the Eastern District of Missouri.
Professor Malkus is co-presenting Engaging Students for Transactional Practice.
Paula J. Manning is an Associate Professor at Western State College of Law, where she currently teaches Torts and directs the law school's Academic Support Program. Professor Manning has a passion for helping students to succeed in law school, on the bar exam and in the practice of law. She is also dedicated to finding new ways to integrate academic support and law practice skills into the traditional law school curriculum and is a frequent presenter on such topics. For nearly a decade she has designed programs, developed curricula and provided instruction in academic support and bar preparation courses. She has lectured locally and nationally on preparing students for law school, the bar examination and the practice of law. She has served on the executive board of the AALS Academic Support Section and with the LSAC. Prior to her academic career, she served as the Director of Litigation for the Fair Housing Foundation and was in private practice specializing in housing discrimination litigation. She is admitted to the bars of California, the United States Supreme Court, Ninth Circuit, and the U.S. District Court for the Central District of California. Her forthcoming torts casebook (Carolina Academic Press) will incorporate academic support and law practice components.
Professor Manning is co-presenting Make Someone Happy! Developing Optimistic Learners and Learning Environments and Almost Paradigm: Working to Define and Categorize Modern Approaches to Teaching Law School.
Kenneth Margolis has been on the clinical faculty at Case Western Reserve University School of Law since 1984. He has taught in a variety of real client clinics, supervising both litigation and transactional matters. He currently co-directs the clinical program, teaches and supervises students in the Community Development Clinic, and is the faculty liaison for several externships. Professor Margolis helped design and currently directs the innovative CaseArc Integrated Lawyering Skills Program, a mandatory skills training curriculum. In addition to a variety of other activities, he recently served on the Ohio State Bar Association's Task Force on Legal Education which recommended mandatory clinical training for all Ohio bar licensees.
Professor Margolis is co-presenting Teaching Lawyer Effectiveness Across the Curriculum.
Connie Mayer is a Clinical Professor of Law and currently the Associate Dean for Academic Affairs at Albany Law School in Albany, New York. Dean Mayer practiced law with East Texas Legal Services and subsequently worked in a private criminal and civil law practice for seven years prior to joining the faculty at Albany Law School. She joined the law faculty in 1986 as the Director of the Disabilities Law Clinic and continued in that capacity until 1992. In 1992, Dean Mayer became the Director of the Albany Law School Clinical Program and expanded the clinic, adding the AIDS/HIV Law Clinic which she directed from 1992-1996, the Domestic Violence Clinic, and the Low Income Taxpayer Clinic. She continued as the Director of the Clinical Legal Studies Program through 2001 while also serving as the Associate Dean for Student Affairs from 1999 through 2005. In 2005, she became the Associate Dean for Academic Affairs and currently serves in that capacity. Dean Mayer has taught various courses including the Disabilities Law Seminar, the AIDS/HIV Law Seminar, Negotiating for Lawyers, Trial Practice I, Trial Practice II and she currently teaches Federal Civil Procedure and Legal Ethics. She serves on the New York State Bar Association Committee on Legal Education & Admission to the Bar. Dean Mayer has published in the areas of disability law and criminal procedure. Works in progress include an article using empirical data to analyze the impact of non-academic variables on bar passage.
Dean Mayer is co-presenting Using Rubrics to Assess and Engage Students.
Russell McClain is an Assistant Professor and Director of the Academic Achievement Program at the University of Maryland School of Law where he has taught Sales and Payment Systems. He previously served on the faculty of Howard University as a legal writing instructor. Prior to that, he was a civil litigator in Los Angeles, California. His practice areas included commercial, entertainment, consumer, and bankruptcy litigation. He was recently honored by the University of Maryland Chapter of the Black Law Students Association as the 2006-2007 Alumnus of the Year. He was born in Kailua, Hawaii, and he has also lived in Nebraska, Guam, Maryland, and California. In addition to his scholarly interests, he also enjoys singing and songwriting.
Professor McClain is co-presenting Make Someone Happy! Developing Optimistic Learners and Learning Environments.
Adriana Merino is an Assistant Professor in the Department of Romance Languages and Literatures, at Villanova University. She holds a Masters of Arts degree in Linguistics with a specialization in Discourse Studies. Her doctorate degree from UNED, Madrid, Spain is in Applied Linguistics. She has extensive and varied experience of language teaching at college level, and Spanish as a foreign language at all levels of proficiency and languages with Special Purposes. Her career includes in-service training, curriculum development, and instructional material design for English (TESOL) and Spanish courses. Dr. Merino's research areas include second and foreign language assessment, the effectiveness of particular teaching techniques in various contexts, the role of pragmatics and sociocultural factors on language teaching and learning, issues related to second language comprehension and written production, and cross-cultural pragmatics.
Dr. Merino is cp-presenting Lessons in Civic Engagement and Cross-Campus Collaboration from Interdisciplinary Clinical Programs.
Aliza Milner is a Professor of Legal Writing at Syracuse University College of Law. She teaches first-year courses, as well as a clerking course for upper-level students that introduces them to the reasoning and writing of judicial chambers. Previously, she clerked in Maryland for Alan M. Wilner, Andrew L. Sonner, and Patrick L. Woodward. She also served as assistant legal counsel to Governor Parris N. Glendenning. Aliza is the author of Judicial Clerkships: Legal Methods in Motion, recently published by LexisNexis.
Professor Milner is co-presenting The Sustainable Lawyer: Using Collaboration in the Law Classroom to Prepare Students for 21st Century Legal Practice.
Kim Novak Morse joined Saint Louis University School of Law in 2005 after ten years of teaching critical reasoning, writing, and research to undergraduates and graduates. Morse draws on her undergraduate and graduate studies in philosophy and writing pedagogy to make legal analysis and writing more accessible for the budding law student. Morse is committed to developing student excellence in legal writing. Besides offering legal writing workshops throughout the academic year, she advises students on both class and non-class writing projects. In 2006, she founded the country's first Student Legal Writers' Association at the School of Law. In addition to offering writing events, the writers' forum allows students to work on independent projects to develop their legal writing and research outside of class with the aim of publishing their scholarship. She has also filled the gap for regional law students wishing to sharpen their presentation and scholarship skills by establishing a successful Annual Law Student Symposium. Professor Morse's research interests include legal writing pedagogy, curriculum development, history of legal education, and law in higher education.
Professor Morse is presenting Redirecting Laptop Users' Attention: Lessons from the Field.
John F. Murphy teaches legal research, analysis, and writing at Texas Wesleyan School of Law in Fort Worth. He frequently uses short teaching videos to enhance student learning opportunities outside the classroom.
Professor Murphy is presenting YouTube Pedagogy: A Practical Guide.
Kevin Murphy, Chief Investigator, Office of the Federal Public Defender for the District of New Jersey.
Mr. Murphy is co-presenting Lessons in Civic Engagement and Cross-Campus Collaboration from Interdisciplinary Clinical Programs.
Michael B. Mushlin is a Professor of Law at Pace University Law School where he teaches Civil Procedure, Evidence, and Prisoners' Rights. He is the author of law review articles on a variety of subjects involving evidence, federal jurisdiction, civil procedure, children's rights, and prisoners' rights that have appeared in journals such as the Yale Law and Policy Review, UCLA Law Review, Harvard Civil Rights Civil Liberties Law Review, Brooklyn Law Review, and the Fordham Urban Law Journal. He is the author of Rights of Prisoners (4th ed. 2009) published by West, a four volume treatise. He also is the co-author of New York Evidence with Objections (NITA 2008) (with Jo Ann Harris) and chapters in books and encyclopedias. Professor Mushlin was elected and currently serves as a member of the Executive Committee of the New York City Bar, and Vice Chair of the Correctional Association of New York. He is a member of the Task Force on the Legal Status of Prisoners of the American Bar Association, and is co-chair (with Michele Deitch) of the Subcommittee on Implementation of the ABA Resolution on Prison Oversight. Professor Mushlin is the former Associate Dean for Academic Affairs at Pace Law School, Chair of the Committee on Corrections of the New York City Bar, and former Chair of the Board of the Correctional Association and the Osborne Association. He is a member of the Editorial Board of the Correctional Law Reporter. Professor Mushlin was appointed Charles A. Frueauff Research Professor of Law during the 1991-1992 academic year, and James D. Hopkins Chair in Law during the 2005-2007 academic years at Pace Law School. He received his J.D. cum laude, from Northwestern University School of Law. Professor Mushlin practiced as a public interest and civil rights lawyer for 15 years as staff attorney with Harlem Assertion of Rights, Inc., as staff attorney and Project Director of the Prisoners' Rights Project of the Legal Aid Society, and as Associate Director of the Children's Rights Project of the American Civil Liberties Union.
Professor Mushlin is co-presenting Capturing the Interest of Civil Procedure Students Through Real-World Exercises.
Ira Nathenson is an Associate Professor of Law, at St. Thomas University School of Law. Professor Nathenson teaches Intellectual Property and Civil Procedure. He also teaches Cyberlaw using live online simulations that emphasize the intersection of doctrine, theory, skills, and professional values. He earned his law degree at the University of Pittsburgh School of Law, graduating summa cum laude and serving as Editor-in-Chief of the University of Pittsburgh Law Review. Prior to teaching, Professor Nathenson served as a law clerk to the Honorable D. Michael Fisher and the Honorable Joseph F. Weis, Jr. of the United States Court of Appeals for the Third Circuit. Professor Nathenson's writings have appeared in the Harvard Journal of Law & Technology, the University of Pittsburgh Law Review, the University of Louisville Law Review, and the Akron IP Journal. His scholarship focuses on Cyberlaw, copyright enforcement, procedural justice, and legal education.
Professor Nathenson is presenting Teaching Law with Online Role-Playing Simulations.
Richard K. Neumann is Professor of Law at Hofstra University School of Law. He has taught Contracts, Civil Proedure, and several legal writing, skills, and clinical courses. Professor Neumann is the author or co-author of three textbooks and an aditiorial advisor to Aspen Publishers, and he has served on the boards of directors of the Legal Writing Institute and the Association of Legal Writing Directors.
Professor Neumann is co-presenting Law Teaching in Three Dimensions: Integrating Doctrine, Procedure, and Skills through the Lens of Rule-Drafting.
Anthony Niedwiecki is Director of Lawyering Skills and Associate Professor of Law at The John Marshall Law School, where he oversees the nationally-recognized Lawyering Skills Program and supervises and trains over 60 adjuncts who teach in it. He joined the faculty after serving as Director of Lawyering Skills and Values at Nova Southeastern, Shepard Broad Law Center in Fort Lauderdale, Florida. Professor Niedwiecki also taught at the Beasley School of Law at Temple University and Arizona State University Law School. Professor Niedwiecki teaches courses in lawyering skills, labor and employment law, law and sexuality, and rhetoric. Professor Niedwiecki's scholarly interests include integrating educational assessment and learning theory into the law school curriculum. He also writes in areas of rhetoric, politics and the law. Professor Niedwiecki was recently elected to be the next President of the Association of Legal Writing Directors. He also served as Vice Mayor of Oakland Park, Florida before moving to Chicago.
Professor Niedwiecki is presenting Self-Assessment, Metacognition and Portfolios.
Jennifer North joined the Charleston School of Law faculty in 2004 as a Legal Writing Professor. Prior to joining Charleston, North was in private practice litigating business and maritime matters. She earned an LL.M. in Admiralty from Tulane Law School and served as an editor on the Maritime Law Journal. North received her J.D. from Texas Wesleyan School of Law where she was the managing editor of the Law Review. Before that, North served as a communications officer in the U.S. Marine Corps. While on active duty, she served in Okinawa, Japan., and trained recruits at MPRD Parris Island, S.C., where she was promoted to captain. Prior to being commissioned, North received a B.A. in anthropology from Tulane University. She teaches Legal Research, Analysis, and Writing, and Military Law.
Professor North is presenting The Conscious Teaching Assistant.
Anthony Palasota is a Professor of Law at Texas Southern University Thurgood Marshall School of Law. He teaches Legal Writing Skill and is the director for Center for Legal Pedagogy. Professor Palasota received his Ph.D From Rice University.
Professor Palasota is co-presenting Formative Assessment Protocols: An Empirical Report from a Property Course.
Michele R. Pistone is a Professor at Villanova Law School. She is also the Founding Director of the Clinic for Asylum, Refugee, and Emigrant Services (CARES), in which she and her students provide free legal representation to asylum seekers fleeing persecution in their home countries. Her work on behalf of asylum seekers was publically recognized in a Proclamation by the Major of the City of Philadelphia in 2005, and by Senator Patrick Leahy (VT) and former Senator Arlen Specter (PA) in the U.S. Senate in 2007. Professor Pistone was awarded a Fulbright scholarship to lecture at the University of Malta on refugee law and to help to create a refugee law clinic during the spring 2006 semester. She also served as a Visiting Professor at American University's Washington College of Law during the 2008-09 academic year. On a national level, Professor Pistone is active in the Association of American Law Schools and American Bar Association. From 2006 to 2010, she served as Co-Chair of the ABA Section on Legal Education and Admission to the Bar's Clinical Skills Committee, where she spearheaded the committee's work commenting on revisions to the accreditation standards by the Standard Review Committee. She is also on the AALS Clinical Section's Nominations Committee and has served as Chair of the AALS International Human Rights Law Section. Professor Pistone's scholarly interests include asylum and refugee law, legal and clinical education, migration, and Catholic social thought. She is co-author of the book Stepping Out of the Brain Drain: Applying Catholic Social Teaching in a New Era of Migration (Lexington Books 2007), which looks at migration of skilled and educated workers from the perspective of Catholic social thought. Her articles have appeared in the Columbia Human Rights Law Review, Harvard Human Rights Journal, Georgetown Immigration Law Journal, Georgetown Journal of Law and Public Policy, the Journal of Catholic Social Thought, and the Fordham Urban Law Journal, among others.
Professor Pistone is co-presenting Using Rubrics to Assess and Engage Students.
Mary Largent Purvis is the Director of the Academic Success Program at Mississippi College School of Law, where she teaches Principles of Legal Analysis, Advanced Legal Analysis, and Secured Transactions. She graduated magna cum laude from Millsaps College in 1998 with a Bachelor of Science in Biology. She graduated summa cum laude from Mississippi College School of Law in 2001, where she was a member of the Law Review. Mary is a member of Jackson Young Lawyers, Hinds County Bar Association and the Mississippi Women Lawyers Association. She also serves on the Bar Admissions Ceremony Committee of the Young Lawyers Division of the Mississippi Bar and is a volunteer attorney for Mission First Legal Aid Clinic.
Professor Purvis is co-presenting Self-Assessment, Millennials, & Learning Portfolios.
Cori Rosen is Professor of Academic Theory, Lecturer in Law, and Director of the Academic Support Program at Arizona State University's Sandra Day O'Connor College of Law. She teaches courses in legal analysis and introductory legal reasoning. Her research interests include Learning Theory, Cognitive Psychology, Law and Literature, and Media Law. Her recent article, "Creating the Optimistic Classroom," is available in the latest issue of the McGeorge Law Review. Her follow-up piece, "The Method and the Message," is forthcoming from the law journal at UNLV.
Professor Rosen is c-presenting Make Someone Happy! Developing Optimistic Learners and Learning Environments.
Laura Rovner is the Interim Director of Clinical Programs at the University of Denver College of Law. At DU, she also teaches in the Civil Rights Clinic, where she supervises law students representing clients in complex federal litigation involving prisoners' rights and other civil rights matters. Prior to joining the faculty at University of Denver, Professor Rovner was a clinical teaching fellow in the Institute for Public Representation at Georgetown University Law Center, and has also taught in civil rights clinics at Syracuse University College of Law and the University of North Dakota School of Law and was a staff attorney/Equal Justice Works Fellow at the National Association of the Deaf. She is the co-chair of the Political Interference Group of the AALS Section on Clinical Education, and has served as a past-chair of the AALS Standing Committee on Clinical Legal Education and as a member of the Board of Directors of the Clinical Legal Education Association. Her scholarly work focuses on civil rights issues and legal education.
Professor Rovner is co-presenting A Five-Lesson Framework for Reaping Dividends from Spontaneous Classroom Controversy.
Docia L. Rudley is currently the Interim Director of Assessment for Thurgood Marshall School of Law where she works with the faculty and administration to design, implement, and monitor assessment protocols for the Law School. For the past twenty five years, she has been an educator and teacher, and has most recently served as a member of the Thurgood Marshall Law school faculty, teaching courses in Consumer Law and Professional Responsibility. Dr. Rudley was selected by the Center for Inquiry at Wabash College as a Teagle Foundation Assessment Development Scholar where she works with the Center to assist faculty, staff, and students at colleges and universities across the country in their assessment efforts. She is a graduate of the University of Washington School of Law.
Dr. Rudley is co-presenting Using Outcomes Assessment to Develop and Measure Acquisition of Practical Lawyering Skills.
Deborah Schander is a Reference/Student Services Librarian at Georgia State University College of Law in Atlanta. She teaches Legal Bibliography each fall and is currently planning a new International and Foreign Legal Research course for next spring. In addition to working with the student moot court teams, clinics and law review, Ms. Schander maintains the library's blog and the college's digital archive. Prior to Georgia State, she was the Reference and Electronic Services Librarian at the University of La Verne College of Law in southern California. She received both her J.D. and M.L.I.S. from Florida State University in 2007. Ms. Schander holds a B.A. in English from Washington Adventist University in Maryland.
Ms. Schander is presenting Using Pop Culture to Teach Legal Research.
Michael Hunter Schwartz is a co-director of the Institute for Law Teaching and Learning and the Associate Dean for Faculty and Academic Development at Washburn University School of Law. Professor Schwartz is the author of five books (including Teaching Law By Design: Engaging Students From The Syllabus To The Final Exam, Carolina Academic Press, 2009), two law review articles, and four shorter works addressing a wide variety of teaching and learning topics, and he was a named contributing author to Best Practices For Legal Education (CLEA, 2007). He is under contract to publish two additional books addressing teaching and learning topics: Techniques for Teaching Law II (forthcoming 2010, Carolina Academic Press), and What The Best Law Teachers Do (2010, Harvard University Press). Professor Schwartz is also the designer and editor of a series of casebooks (for which he already has published a contracts text and will be publishing a remedies text) designed to implement instructional design principles and the recommendations of the recent Carnegie and Best Practices studies of legal education. Professor Schwartz has presented on a wide variety of law teaching, learning, and curriculum design topics on approximately 100 occasions as a conference presenter and as an invited speaker at various law schools.
Professor Schwartz is one of the conference planners for the 2011 Institute conference.
Robert F. Seibel is a visiting professor at California Western School of Law. He has been a clinical teacher for over 30 years. His first teaching position was at Chicago-Kent, and though there have been a few exceptions, most of his teaching has been at schools whose names begin with "C" (Cornell, CUNY, California Western). He has taught in a variety of in house and field placement programs. His current position, held for 6 years, involves teaching in the field placement program and serving on the committee that planned and oversees the new "STEPPS" program (Skills Training for Ethical and Preventive Practice and career Satisfaction) which is a simulation based sequence of 2 courses for second year students that incorporates Professional Responsibility, advanced legal writing, introduction to interviewing, counseling, and negotiation, and creative problem solving. The program incorporates clinical methodology and will be required of all students beginning next year. Professor Seibel was also a founding Board Member and is a past President of CLEA (Clinical Legal Education Association). He is also known for being "father" to a small herd of llamas.
Professor Seibel is co-presenting Teaching Lawyer Effectiveness Across the Curriculum.
Sandra Simpson joined the Gonzaga University School of Law faculty as an assistant professor of Legal Research and Writing in August 2007. Prior to joining Gonzaga Law, she spent three years teaching various classes, including American National Politics, Constitutional Law, Modern Congress, and Introduction to Law, at Whitworth College in Spokane, Washington. Before entering the teaching field, Professor Simpson spent two years in general practice in Iowa City, Iowa, and five years as an employment defense litigator for Workland and Witherspoon, P.L.L.C., in Spokane, Washington. In addition to teaching, Professor Simpson is actively pursuing her passion and commitment to respecting all human life from conception to natural death. To this end, she is doing research in the area of the death penalty and abortion. Professor Simpson is the author of "Everyone Else is Doing It, Why Can't We? A New Look at the Use of Statistical Data in Death Penalty Cases," Iowa Journal of Gender, Race & Justice, 2008. Professor Simpson also researches in the area of teaching pedagogy and assessment. Her most recent article, "Riding the Carousel: Making Assessment a Learning Loop through the Continuous Use of Grading Rubrics" will be published in the upcoming volume of the Canadian Law Education Annual Review.
Professor Simpson is one of the conference planners for the 2011 Institute conference.
Robin Wellford Slocum is a Professor of Law at Chapman University School of Law, where she teaches lawyering skills and professionalism. Prior to joining the faculty at Chapman University, she taught in and directed the legal writing program at Washington University School of Law. Professor Wellford Slocum received her B.A. from Northwestern University, and her Juris Doctor from Washington University, graduating Order of the Coif. Her research is interdisciplinary in nature, exploring how neuroscience and psychology can both help improve our teaching and better prepare our students to become effective lawyers. Her courses include: Client Interviewing & Counseling; Legal Reasoning & Writing; Mediation; Negotiations; Professional Responsibility; and Psychology of Conflict.
Professor Welford Slocum is presenting Rethinking "Thinking Like a Lawyer": Towards a New Paradigm.
William Slomanson in 1997 taught Thomas Jefferson School of Law's first paperless course, via his personal web page. In 2008, he was appointed to serve on the original Oversight Committee of the AALS Teaching Methods Section. He is listed in the Directory of American Scholars, Who's Who in American Law, and Who's Who in American Education. He has won ten teaching awards. He has published extensively in the fields of state-federal civil procedure and international law. Slomanson has written sixteen books. His books and articles have been cited nearly 1,000 times.
Professor Slomanson is presenting Pouring Skills Content into Doctrinal Bottles.
Amanda Smith joined the Widener University School of Law-Harrisburg faculty in 2006. Professor Smith earned a B.A. in English from Grove City College and a J.D., magna cum laude, from the Pennsylvania State University Dickinson School of Law. She is currently seeking an M.S. in Education from Widener University. Before joining Widener's faculty, Professor Smith served as a Deputy Attorney General in the Civil Litigation division of the Pennsylvania Office of Attorney General. She also served as a law clerk to Justice Sandra Schultz Newman on the Pennsylvania Supreme Court. She is admitted to practice in Pennsylvania. Professor Smith has a passion for teaching. She has presented teaching ideas and assessment methods at several national conferences. Recently, Professor Smith developed and taught a course on judicial opinion writing. The Legal Writing Institute awarded her a 2010 research grant to explore her theories into the pedagogical advantages to teaching judicial opinion writing in place of the office memorandum.
Professor Smith is co-presenting Adding Collaborative and Formative Feedback Opportunities to Your Classes: How Grading by Design and Working Together Save the Day .
Lisa Margaret Smith is a United States Magistrate Judge for the Southern District of New York. She was first appointed in 1995 and she is now serving her third term. From 2006-2008 Judge Smith served a two year term as the Chief United States Magistrate Judge for the Southern District. Judge Smith has also served as an Adjunct Professor at Pace Law School for the last six years, teaching Evidence, and for the last four years, co-teaching Civil Procedure with Professor Michael Mushlin. Before being appointed to the bench, Judge Smith was an Assistant United States Attorney in the Criminal Division of the United States Attorney's Office for the Southern District of New York. She was responsible to investigate and prosecute myriad types of federal crimes, from postal theft and tax fraud to international money laundering, narcotics offenses, extortion, and loan-sharking. Prior to her appointment as an Assistant United States Attorney, Judge Smith was a Supervising Senior Assistant District Attorney in the Appeals Bureau of the Kings County (Brooklyn) Office of the District Attorney. She also served for a year as an Assistant Attorney General in the Appeals and Opinions Division of the New York State Law Department in Albany. Judge Smith began her legal career as an Assistant District Attorney for the Kings County District Attorney's Office. She is a graduate of Duke University School of Law and Earlham College. In addition to her other pursuits, Judge Smith is on the Boards of Editors of both the Federal Courts Law Review and the Federal Bar Council Quarterly, she is on the Board of the Westchester Women's Bar Association, and she is active in the Federal Magistrate Judges Association.
Judge Smith is co-presenting Capturing the Interest of Civil Procedure Students Through Real-World Exercises.
Karen J. Sneddon is an Associate Professor at Mercer Law School where she teaches in the areas of legal writing, client counseling, and trusts and estates. She graduated summa cum laude from Tulane Law School. Professor Sneddon practiced law in the area of trusts and estates at Schulte Roth & Zabel LLP in New York City, and she was a Forrester Fellow at Tulane Law School before joining the Mercer Faculty in 2006. Her scholarly agenda draws from composition theory, rhetoric, and linguistics in works such as "Speaking for the Dead: Voice in Last Wills and Testaments" and "In The Name of God, Amen: Language in Last Wills and Testaments." Also, Professor Sneddon co-authors a regular column entitled "Writing Matters" in the Georgia Bar Journal, has presented at a number of conferences, and is active in ALWD and LWI.
Professor Sneddon is co-presenting A Day-in-the-Life of a Transactional Lawyer: Negotiation, Ethics & Professionalism.
Sophie Sparrow, Co-Organizer, Institute for Law Teaching and Learning Consultant, and Professor of Law, University of New Hampshire School of Law, is the co-author of Teaching Law By Design (2009), Teaching Law By Design for Adjuncts (2010), and Techniques for Teaching Law 2 (forthcoming, 2011). She has conducted more than 70 workshops and presentations on teaching, professionalism, assessment, and writing to professors, judges, and lawyers. In 2004 she won the Inaugural Award for Innovation and Excellence in Teaching Professionalism, became an approved candidate on the Fulbright Specialists Roster in 2008, and was recently selected to be a Fulbright Scholar; she will spend the spring 2012 semester teaching in Jodhpur, India. Professor Sparrow previously directed UNH Law's legal writing program, helped design New Hampshire's alternative to the bar exam, and served as one of the founding members of Phoenix School of Law. She was introduced to the transformative strategy of team-based learning a few years ago, and continues to learn about how to use it effectively in Torts, Remedies, Legal Writing, and Writing for Practice courses.
Professor Sparrow is one of the conference planners for the 2011 Institute conference.
Amy R. Stein has been teaching Legal Research and Writing at Hofstra Law School since 2000. She also teaches Civil Procedure, Deposition Practice, and Written Discovery. Professor Stein has presented frequently on topics relating to legal writing at national and regional conferences. She has written articles for various legal writing journals, including The Second Draft and Perspectives on Legal Research and Writing. She has authored two legal research guides, published by Hein, one on illegal sex discrimination under Title VII and the other on reassignment under the ADA. Prior to joining the Hofstra Law faculty, Professor Stein served as the Director of Continuing Legal Education at Touro Law Center. Professor Stein is a graduate of Fordham University School of Law, where she was an articles and book reviews editor of the Fordham International Law Journal. She was previously associated with the New York City law firms of Lord, Day & Lord, Barrett, Smith and Schoeman, Updike & Kaufman, and the Syosset law firm of Goldstein & Avrutine.
Professor Stein is co-presenting How Engaging Students Outside of the Classroom Will Engage Students Inside the Classroom.
Scott Stevenson, before joining the Lewis & Clark faculty in 2009, was Senior Corporate Counsel with Automatic Data Processing, Inc. (ADP), where he structured and negotiated long term business process outsourcing contracts with ADP's largest clients. Prior to joining ADP, Scott was in private practice, representing clients in a wide variety of corporate and transactional matters, including mergers & acquisitions, venture capital transactions, and technology licensing.
Professor Stevenson is co-presenting Engaging Students for Transactional Practice.
David Thomson is LP Professor and Director of the Lawyering Process Program at the University of Denver's Sturm College of Law. He also teaches a Discovery Practicum, and has taught Administrative Law. In September 2009, Professor Thomson was the co-chair (with Michael Hunter Schwartz) of Legal Education at the Crossroads, v. 3: The Assessment Conference, as well as host of the conference at the University of Denver. He serves on the University's Distance Learning Council, as well as its Technology Futures Committee. Professor Thomson is the author of Law School 2.0: Legal Education for a Digital Age (LexisNexis/Matthew Bender 2009), and recently published the hybrid law text Skills & Values: Discovery Practice (LexisNexis/Matthew Bender 2010).
Professor Thomson is presenting Teaching an Integrated Course with a Hybrid Text.
Tracy Turner is a Professor of Legal Analysis, Writing and Skills at Southwestern Law School. She began teaching legal writing for Southwestern in 2004 and has served as the Director of its legal writing program since 2007. She has previously presented on legal writing topics at the Rocky Mountain Legal Writing Conference, the Empire State Legal Writing Conference, the Biennial LWI Conference, and the LWI teaching workshops. Prior to teaching, Professor Turner worked as an appellate attorney in the Los Angeles area for the law firm of Horvitz & Levy LLP.
Professor Turner is presenting Motivating Students to Succeed.
Charlotte van Sittert completed her BIuris and LLB degrees at the Potchefstroom University for Christian Higher Education (now North West University). She completed her articles of clerkship and was admitted as an attorney of the High Court of South Africa in 2001. She is also an admitted conveyancer and notary public and practiced in the fields of civil litigation and transfer of property. Ms. van Sittert left private practice in 2009 and became involved with UNISA where she lectured various modules to first and second year law students. In 2010 she joined the University of Pretoria's Law Clinic in the Research and Short Courses Department. She is a member of the research team who did an enquiry into "The Statutory Debt Counseling Process" for the National Credit Regulator in 2010. Ms. van Sittert is also a co-presenter of the National Credit Regulator's accredited course for aspirant debt counselors.
Barbara Walvoord consulted or led workshops at more than 400 institutions of higher education throughout the U.S. on topics of assessment, teaching and learning, and writing across the curriculum. These have included schools that were required to meet professional accreditors' standards for assessment— schools such as engineering and business, which are ahead of the law profession in requiring assessment of learning. In addition, she has reached hundreds of additional faculty as she presents at national conferences 2-3 times each year. Ms. Walvoord coordinated the University of Notre Dame's reaccreditation self study in 2004, She was named the Maryland English Teacher of the Year for Higher Education, 1987. Her book, Assessment Clear and Simple (2nd ed., 2010) is a best-seller for publisher Jossey-Bass, as is Effective Grading: A Tool for Learning and Assessment in College (2nd ed., 2010). She has published many other books and articles on assessment, teaching, and writing.
Ms. Walvoord is presenting the plenary session Assessing Our Students – Assessment is Coming! What the New ABA Accreditation Requirements Mean for Your Classes and Your Law School.
Hillary A. Wandler is an Assistant Professor at the University of Montana School of Law. She teaches Legal Analysis and Legal Writing, and taught the School of Law's inaugural course offering on veterans' benefits law during the summer of 2009. She joined the School of Law after clerking for both The Honorable James R. Browning of the United States Court of Appeals for the Ninth Circuit and Chief Judge Donald Molloy of the United States District Court for the District of Montana, and practicing civil litigation with the Missoula law firm Garlington, Lohn & Robinson. Professor Wandler is admitted to practice before the state and federal courts in Montana and the United States Court of Appeals for Veterans Claims, and she is accredited to practice before the Department of Veterans Affairs. She received her B.A. cum laude from Concordia College and her J.D. with high honors from The University of Montana School of Law.
Professor Wandler is presenting Gaming in the Classroom.
Mark Weisberg has been teaching at the Queen's University Law Faculty for 41 years. He is interested in ethics and professionalism, how people learn and develop as professionals, as well as in all forms of writing. Mr. Weisberg is cross-appointed to the Faculty of Education, and for 16 years was Instructional Development Faculty Associate at the Queen's Centre for Teaching and Learning, where he worked with faculty members to improve teaching and learning across the campus. Recently he co-taught a graduate course on teaching and learning for doctoral students interested in a teaching career, and he developed a similar course designed specifically for graduate law students. Mr. Weisberg has written extensively on teaching and learning and has offered scores of faculty development workshops across North America. For his work with students and teachers he has received provincial, national, and university-wide teaching awards. With Yale colleague Jean Koh Peters, he has co-authored the forthcoming book A Teacher's Reflection Book: Exercises, Stories, Invitations.
Professor Weisberg is presenting Feeling and Facing Our Fears: A Roundtable Discussion.
Paulette J. Williams is an Associate Professor at the University of Tennessee College of Law, where she has taught the Business Clinic since 2002. She taught in the Advocacy Clinic at Tennessee from 1999 to 2002. Professor Williams scholarly interests include clinical teaching, affordable housing and community development law. Her previous career was as an attorney for The Legal Aid Society in New York City.
Professor Williams is co-presenting Engaging Students for Transactional Practice.
Paula Marie Young, winner of the Distinguished Mediator Award given by the Virginia Mediation Network, is a tenured Associate Professor at the Appalachian School of Law. She teaches negotiation, mediation, arbitration, dispute resolution system design, and insurance practice. Professor Young's undergraduate and graduate degrees are from Washington University in St. Louis (B.A.1978, J.D.1982). She received a master of laws (LL.M.) in dispute resolution at the University of Missouri School of Law in August 2003. She serves, or has served, as a member of the Virginia Mediator Review Committee, the Virginia Ethics Committee, the Virginia ADR Advisory Council, and the ABA DR Section's Standing Committee on Ethical Guidance. She served as the co-chair of the ABA DR Section's Ethics Advisory Opinions Database Subcommittee and as chair of one of the committees of the ABA's Task Force on Legal Education, ADR, and Problem-Solving (LEAPS). Professor Young's scholarly work focuses on mediator ethics and high-quality practice by mediators.
Professor Young is presenting Integrating the Three Apprenticeships in an Insurance Practice Course.
Emily Zimmerman is an Associate Professor of Law at Drexel University Earle Mack School of Law. At Drexel, she teaches courses in Legal Methods and Criminal Procedure, and she has also taught Interviewing, Counseling, and Negotiation. Professor Zimmerman's scholarship focuses on legal education and her empirical research with law students regarding legal education. She has given presentations around the world regarding legal education and pedagogy. Before joining the inaugural faculty at Drexel in 2006, she taught at Villanova University School of Law. During the fall semester of 2002, Professor Zimmerman helped to design and was the Course Leader for a new Legal Writing and Drafting course at the School of Law of the City University of Hong Kong. Before becoming a professor, she worked at the Philadelphia District Attorney's Office. She is a graduate of Bryn Mawr College and Yale Law School.
Professor Zimmerman is co-presenting Student-Centered Assessment: How to Include Student Voices in Shaping Pedagogical and Curricular Choices.
David M. Zlotnick is a Professor of Law at Roger Williams University School of Law. A graduate of Harvard Law School, Professor Zlotnick clerked for a federal appellate judge, worked as a white collar defense attorney, and served as a federal prosecutor in Washington, D.C. He took time out from academia to become the first Litigation Director for Families Against Mandatory Minimums and to pursue sentencing research as a Soros Senior Justice Fellow. Professor Zlotnick teaches Criminal Law, Criminal Procedure, and Trial Advocacy. In 2008, he was awarded a Contemplative Practice Fellowship by the Center for Contemplative Mind in Society to develop a course in trial advocacy that integrates mindfulness theory and practices. He served as Associate Dean for Academic Affairs from 2008 to 2010. Professor Zlotnick has been a visiting scholar At GW Law School and a visiting professor at the Washington College of Law.
Professor Zlotnick is presenting Integrating Mindfulness Theory & Practice into Trial Advocacy.