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Class of 2020
HARVARD LAW SCHOOL CLASS OF 2020 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW, SERVING THE WORLD COMMENCEMENT NEWSLETTER MAY 2020 LEARNING THE LAW SERVING THE WORLD “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean for Clinical and Pro Bono Programs 1 CLASS OF 2020: BY THE NUMBERS IN-HOUSE CLINICS • Animal Law and Policy Clinic • Center for Health Law and Policy Innovation • Food Law and Policy Clinic 72% 52% • Health Law and Policy Clinic OF THE J.D. CLASS DID TWO OR PARTICIPATED IN MORE CLINICS • Criminal Justice Institute CLINICAL WORK • Crimmigration Clinic • Cyberlaw Clinic • Education Law Clinic • Emmett Environmental Law and Policy Clinic • Harvard Immigration and Refugee Clinical Program • Harvard Legal Aid Bureau 364,637 640 AVERAGE # OF PRO • Harvard Dispute Systems Design PRO BONO HOURS Clinic COMPLETED BY THE BONO HOURS • Impact Defense Initiative J.D. CLASS OF 2020 PER STUDENT • International Human Rights Clinic • Making Rights Real: The Ghana Project Clinic • Transactional Law Clinics • WilmerHale Legal Services Center • Domestic Violence and Family 50 1035 Law Clinic PRO BONO HOURS CLINICAL • Federal Tax Clinic REQUIRED OF J.D. -
Professor Sarah Robbins
Sarah Ruffing Robbins Current Position: Lorraine Sherley Professor of Literature, English Department, TCU Year tenured/TCU: 2010 Year appointed: 2009 English Department, Texas Christian University TCU Box 297270; 2800 S. University Drive Fort Worth, TX 76129 [email protected]; [email protected] Additional university affiliation: Kennesaw State University Professor Emerita—named 2010 Faculty Executive Assistant to the President; Coordinator of American Studies and Gender and Women Studies Programs (2006-2009); Lead Coordinator, Interdisciplinary Studies Programs, 2008-09; Founding Director, local National Writing Project site; see additional leadership below Professor, Department of English (1993-2009) Year promoted to full professor, English Department, KSU: 2002 Year tenured and promoted to associate professor (early review), KSU: 1997 (early promotion) Year appointed assistant professor, KSU: 1993 Education: Institution Degree U of Michigan, Ann Arbor Ph.D., Interdisciplinary Program in English and Enrolled fall 1990-summer 1993 English Education, American Studies focus U of N Carolina, Chapel Hill M. A. in English, 1975 U of N Carolina, Chapel Hill B. A. in English, 1974 U of Maryland, European extension N/a—focus of study: Italian Agnes Scott College N/a—focus of study: English, French, history ACADEMIC AWARDS AND RECOGNITION AddRan College of Liberal Arts, TCU, Award for Distinguished Achievement as a 2020 Teacher and Scholar, Humanities Winner Award from TCU Student Affairs for Leadership of GlobalEx Co-curricular Program, 2019 “Inspiring students, empowering future leaders, promoting intercultural learning” “Global Women’s Literary Networks,” a TCU Discovering Global Citizenship Grant 2018-19 English Department Graduate Faculty Member of the Year (student-selected) 2018 Instructional Development Grant and Visiting Scholar Grant, TCU, to support visit by 2016 Dr. -
In This Issue
April, 2014 | Issue IV Newsletter Clinical and Pro Bono Programs LEARNING THE LAW | SERVING THE WORLD IN THIS ISSUE: Center for Health Law & Policy Innovation Judicial Process in Community Courts Clinic Clinical Spotlight Law Student Ethics Award Cyberlaw Clinic Project No One Leaves Family and Domestic Violence Law Clinic Semester in Washington Gary Bellow Public Service Award Shareholder Rights Project Harvard Legal Aid Bureau Sports Law Clinic Harvard Immigration & Refugee Clinic Tenant Advocacy Project Harvard Negotiation & Mediation Clinical Program Teaching Excellence Award Housing Law Clinic CLINICAL AND PRO BONO PROGRAMS PAGE 1 HARVARD LEGAL AID BUREAU HLAB Students Win a Quarter of a Million Dollars By Carolina Kupferman, J.D. ’15 My legs were shaking under me as I stood up in front of office until the early hours of the morning for days in a the judge to give my opening statement. My speech in row looking through documents, searching for front of me, an assortment of possible objections jotted inconsistencies, conceptualizing the financial fraud, and down on post-it notes, and a 3-inch binder of documents I picturing every instance of abuse. scoured for days were my only available weapons. On the day of trial, we argued that the house and bank After just a few weeks at the Harvard Legal Aid Bureau, I account were marital assets and our client deserved 50% had my first trial. I had only three weeks of Evidence class of the equity in the house and the 401K, and the money under my belt, plus one motion hearing I argued in front of removed from their bank account. -
CLEA Newsltr0910.Pub
CLINICAL LEGAL EDUCATION ASSOCIATION Volume 14 No. 1 September, 2010 CLEA Newsletter PRESIDENT’S MESSAGE ON MAKING SAUSAGE, LEGISLATION & ACCREDITATION STANDARDS As the famous New York Yankee philosopher Yogi Berra Bob Kuehn once said, “you can observe a lot by watching.” There is always Washington University much to watch at the beginning of a school year – yourself as you in St. Louis shake off the sand and sunscreen of summer and start another (or your first!) year of teaching, 1Ls as they become acclimatized [email protected] to law school, your clinic students as they begin their metamor- phosis into student attorneys, and the faculty as it steps back Inside this issue: into its governance role for the law school. There is also much to watch this time of year at the ABA, and some of it not pretty. Committee Reports 3 ABA Advocacy Notices 5 It been said (though by Chancellor Otto von Bismarck , not Yogi Berra) that there are two things you should never watch be- Conferences 10 ing made – sausage and legislation. Sadly, we can now list a New Clinicians 13 third – the making of ABA Accreditation Standards dealing with 17 law school faculty. Transitions In July, the ABA’s Standards Review Committee began its Promotions, Honors & 20 public discussion of the proposed deletion, advanced by the Awards Chair of the Committee (Don Polden, Dean of Santa Clara School of Law), of Standards 405(b) (addressing tenure) and 405(c) News from Clinical Pro- 24 (addressing security of position for full-time clinical faculty). The grams American Law Deans Association (ALDA) has long sought to Books & Publications 54 eliminate security of position for clinical faculty, and some think that the ABA’s apparent interest in expanding its accreditation Job Announcements 60 reach to foreign law schools (particularly the new Peking Univer- CLEA Writing Contest 74 sity School of Transnational Law in China) is further fueling the effort inside the ABA to eliminate tenure. -
How Porous Are the Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, and the Unsettled Self
Bucknell University Bucknell Digital Commons Faculty Journal Articles Faculty Scholarship 2012 How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self Coralynn V. Davis Bucknell University, [email protected] Follow this and additional works at: https://digitalcommons.bucknell.edu/fac_journ Part of the Bilingual, Multilingual, and Multicultural Education Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Criminology Commons, Criminology and Criminal Justice Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Epistemology Commons, Ethics and Political Philosophy Commons, Feminist Philosophy Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Race and Ethnicity Commons, Race, Ethnicity and Post-Colonial Studies Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Control, Law, Crime, and Deviance Commons, Social Psychology and Interaction Commons, and the Women's Studies Commons Recommended Citation Davis, Coralynn V., and Carol Wayne White. 2012. "How Porous are the Walls that Separate Us? Feminist Pedagogy, Incarceration, and Disseminating Knowledge." Humboldt Journal of Social Relations (special issue on Social Justice Action, Teaching and Research) 34:85-104. This Article is brought to you for free and open access by the Faculty Scholarship at Bucknell Digital Commons. It has been accepted for inclusion in Faculty Journal Articles by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Humboldt Journal of Social Relations Issue 34 - Social Justice Action, Teaching, and Research Co-Editors: Jennifer L. Eichstedt Mary Virnoche Co-Managing Editors: Laura Dawson Jennifer Miles Michael P. Weiss Humboldt Journal Of Social Relations Issue 34 ■ 2012 Social Justice Action, Teaching, and Research Contents 1 Introduction Jennifer Miles and Michael P. -
Our National Parks -- Overcrowded, Underfunded, and Besieged with a Myriad of Vexing Problems: How Can We Best Fund Our Imperiled National Park System?
NATIONAL PARKS OUR NATIONAL PARKS -- OVERCROWDED, UNDERFUNDED, AND BESIEGED WITH A MYRIAD OF VEXING PROBLEMS: HOW CAN WE BEST FUND OUR IMPERILED NATIONAL PARK SYSTEM? RICHARD J. ANSSON, JR.[*] Copyright © 1996 Journal of Land Use & Environmental Law I. INTRODUCTION One hundred and twenty-six years ago, Congress established Yellowstone as this country's first national park.[1] By 1916, thirty-seven national parks had been established, and in that same year, Congress created the National Park Service to supervise and maintain these parks.[2] Congress mandated that the Park Service preserve each park's scenery, natural and historic objects, and wildlife for both present and future generations.[3] Since 1916, the national park system has grown to include over 376 units.[4] The National Park Service's holdings are remarkably diverse and include wilderness preserves, wild rivers, seashores, archaeological ruins, and historic sites.[5] Throughout this century, our national parks have come to embody and symbolize our country's rich cultural heritage. Our park system protects and preserves our historic and natural treasures. These parks encompass historic battlefields such as Gettysburg National Military Park and archaeological treasures such as Mesa Verde National Park. They encompass wild rivers such as the Buffalo National River and pristine seashores such as Gulf Islands National Seashore. In essence, our national parks have come to represent who we are as a nation and whence we came. Indeed, from the grandeur of El Capitan in Yosemite to the vastness of the Grand Canyon to the splendor of the Grand Tetons, our national parks epitomize the character of our nation and have come to embody the raw, unencumbered spirit of our youthful nation. -
Office of Clinical & Pro Bono Programs
Office of Clinical & Pro Bono Programs Information for LL.M. Students Harvard Law School Harvard Law School 2021-2022 Clinical Learning at HLS Harvard Law School’s approach to clinical legal education has three basic components: 1. Clinical work providing direct student responsibility for clients and/or cases in a real practice setting. 2. Supervision, mentorship and feedback by experienced practitioners. 3. A companion academic course in which the students bring their clinical experience into the classroom while also bringing their classroom training back into their clinical work. Students receive “clinical credit” for the clinical work and “classroom credit” for the related course component. All credits count towards the credit requirements for the LL.M. degree. Fall, Clinical Credits • Minimum (usually 3) 3 clinical credits 12 hours/week Spring • Typically 2 credits Classroom Credits Fall, 4 clinical credits 16 hours/week Spring Fall, 5 clinical credits 20 hours/week Spring You can learn more about the individual clinics offered at HLS by visiting the link below. LL.M. students in F-1 student status are eligible to participate in our In-House Clinics: https://hls.harvard.edu/dept/clinical/clinics/in-house-clinics/ Note on Externship Clinics: International students on F-1 student visas are required to have Curricular Practical Training (CPT) authorization in order to participate in an externship clinic at HLS; LL.M. students are not eligible for CPT. If you are not on an F-1 student visa and would like to speak with us about your potential eligibility for externship opportunities, please reach out! 3 Clinical Terminology What is an In-House clinic? In-House clinics are fully functioning law offices at HLS, directed by HLS Clinical Professors and Instructors. -
Harvard Law School Class of 2016
HARVARD LAW SCHOOL CLASS OF 2016 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW | SERVING THE WORLD COMMENCEMENT NEWSLETTER “Through the Harvard Law School Clinical and Pro Bono Programs, students provide high-quality, free legal services to thousands of people each year and to innovative law reform efforts in the United States and around the globe. Working alongside gifted and creative Clinical Professors, Instructors, and lawyers in legal institutions around the world, students find the extraordinary rewards of serving others while gaining invaluable learning experiences and advancing justice and fairness. Part laboratory, part teaching hospital, our clinics and pro bono programs reflect our commitment to public service that animates this school.” Dean Harvard Law School Martha Minow “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean Clinical and Pro Bono -
Harvard Law School Class of 2017
HARVARD LAW SCHOOL CLASS OF 2017 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW | SERVING THE WORLD COMMENCEMENT NEWSLETTER “Through the Harvard Law School Clinical and Pro Bono Programs, students provide high-quality, free legal services to thousands of people each year and to innovative law reform efforts in the United States and around the globe. Working alongside gifted and creative Clinical Professors, Instructors, and lawyers in legal institutions around the world, students find the extraordinary rewards of serving others while gaining invaluable learning experiences and advancing justice and fairness. Part laboratory, part teaching hospital, our clinics and pro bono programs reflect our commitment to public service that animates this school.” Dean Harvard Law School Martha Minow “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean Clinical and Pro Bono -
MARYLAND EDUCATION COALITION 104 East 25Th Street, 2Nd Floor Baltimore, Maryland 21218 (410) 467-9560
MARYLAND EDUCATION COALITION 104 East 25th Street, 2nd Floor Baltimore, Maryland 21218 (410) 467-9560 October 3, 1992 Conference Report The conference on "Schools, Families, Communities Working as a Team" drew about 220 people (about 195 paid) from 20 counties, and included parents, teachers, administrators, and people from civic groups and business. Income Projected Actual Co-Sponsorship 0 550.00 Program Book 3,000 3,645.00 Food 0 500.00 Registration 5,250 5,040.00 Grants 14,650 14,650.00 Total Income 22,900 24,385.00 Expenses Advance Flyer 500 435.24 (printing & postage) Conf. Brochure 1,000 1478.94 (printing & postage) Other Mailings 1,000 411.13 Handouts 500 21.00 Program Book 2,000 1,310.00 Supplies 0 251.31 Place 1,000 100.00 Food 3,000 2,281.50 Speaker Fees/Travel 1,000 0 Staff Time 5,400 4,998.22 Office Support 7,500 6,910.57 Total Expenses 22,900 18,197.91 Total Income Over Expenses 0 6,187.09 Expenses per paid registrant: $93 conf2. lst C9/1O.23.92 BALANCE SHI:::ET f;S (:I f '3/30/'32 MEC92-All Accounts Page 1 10/14/'32 '3/~)O/'32 A,:ct Balance ASSI:::TS Cash and Bank Accc,unts MECCHECKING-Checking Account 7, '355.13 MECSAVINGS-Gensral Savings 21,313.5'3 MECSAVINT-Interest Tracking Say 0.00 Total I:ash and Bank AI:counts 2'3,278.72 TOT AL ASSET~3 2'3,278.72 =;;;:;;;:~=;;:;;=;;;:;==== LI AB I1_ IT IES ~, F_UND BALANCE LIABILITIES Ot~,er Liabilities 3050-FEDERAL WITHHOLDING '=)03.00 3051-FICA WITHHOLDING 5L3.23 3052~MEDICA~('WITHHOLDING 120aOO 3053-MAPYLAND WITHHOLDING 4'::J5. -
Legal Services Guide
LEGAL SERVICES GUIDE A GUIDE TO PURSUING WORK IN LEGAL SERVICES/LEGAL AID KIM SCHROER, SUMMER FELLOW 2013 ALEXA SHABECOFF, OPIA DIRECTOR EARLIER EDITIONS: KAREN MARCHIANO, SUMMER FELLOW KRISTEN NELSON, SUMMER FELLOW Harvard Law School Bernard Koteen Office of Public Interest Advising Wasserstein Hall 4039 Cambridge, MA 02138 (617) 495-3108 http://www.law.harvard.edu/current/careers/opia/ © 2013 by the President and Fellows of Harvard College Legal Services Career Guide | 1 Table of Contents Acknowledgments…………………………………………………………………….…...Page 3 Section 1: Introduction to Legal Services………………………………….…….Page 4 Section 2: What’s It Like to Be a Legal Services Lawyer?....................Page 6 Section 3: Recent Funding History of Legal Aid……………………………....Page 9 Section 4: Salary and Hiring Trends………………………………………….……..Page 12 Section 5: Preparing for a Legal Services Job……………………….………….Page 13 Section 6: Finding a Position…………………………………………….……………..Page 16 Section 7: Personal Narratives……………………….………………………………..Page 20 Section 8: Legal Services Websites.………………………………………………….Page 31 Section 9: Extracurricular Activities at HLS……………………………………...Page 32 Section 10: Academic Paths at HLS……………………………………………….…Page 35 Legal Services Career Guide | 2 Acknowledgments This guide is structured to give readers an overview of legal services and directions for how to get from the halls of Harvard Law School and other law schools to the “trenches” of legal services. It contains personal narratives from HLS alumni enthusiastically working in legal services. It lists -
Beyond Fields and Factories: Black Relationships to Land and Place in Flint
Beyond Fields and Factories: Black Relationships to Land and Place in Flint The Black/Land Project August 2012 This report can be redistributed as long as it is passed along unchanged and in whole, with credit to The Black/Land Project. Table of Contents Introduction .....................................................................................3 What is The Black/Land Project .....................................................4 Executive Summary ........................................................................6 Who is this report for? ....................................................................6 Chapter I: Up South: Origin Stories that Shape the Present ...........7 Chapter II: Land Loss and Civic Voice ...........................................13 Chapter III: Vision and Leadership: Toward a Future Flint ............22 Chapter IV : Ten Recommendations ...............................................32 Appendix A: Land Use Workshop Maps ........................................39 Appendix B : Participant Evaluations .............................................44 2 Introduction When asked “What is your relationship to land and place in your city?” black Flintonians first answered: • “I’m from Flint. I don’t have a relationship to any land.” • “My relationship to land? Do I have one?” • “My people used to have some land down South...” • “I don’t know why you want to talk to me, I don’t own any property!” Although Flint’s very existence was formed by black settlers, black migration, black labor, and the es- tablishment of long-standing, resilient black communities, many Flintonians have never reflected on this question. Some people would say that black people’s relationship to land and place is a story about culture, not a story about land. But wherever people do not sail upon water, they live on land, no matter whether that earth is covered in hardpan soil, prairie tallgrass, asphalt or wheelchair curb-cuts in concrete.