aalsnews A publication of the Association of American Law Schools Winter 2020

Presidential Address – 2020 AALS Annual Meeting The Power of Words The Meeting of the AALS House of Representatives

By AALS President Darby Dickerson, Dean, UIC John Report of the AALS Marshall Law School 6 Executive Director am incredibly honored to serve to the House of I as the 2020 President of the Representatives Association of American Law Schools. The AALS was founded in 1900—120 years ago—and serves as both the membership associ- ation and the learned society for legal education.

This dual responsibility of serving law schools and their deans as the insti- tutional membership organization and serving individual faculty members and administrators as their learned society is unique among higher educa- tion organizations. And that unique duality requires unique and visionary leadership.

We are most fortunate to have Judy Areen, a true legend in legal education, AALS Law Student as our Executive Director. She has recruited and cultivated a talented, ded- 9 Pro Bono Hours icated team that works tirelessly to serve law schools and law professors Survey Results so that the AALS is a strong and effective voice for legal education; a forum for knowledge sharing and professional development; and more recently, a center for important research about legal education and law school leader- ship. Judy, under your leadership, the AALS has matured in so many ways. Continued on page 3

2020 Annual Meeting Highlights 2020 Conference 20 on Clinical Legal Page10 Education in Orlando, Florida

1 Association of American Law Schools AALS Executive Committee In This Issue President Darby Dickerson University of Illinois at Chicago 1 2020 AALS Presidential Address: The Power of Words President-Elect Vincent D. Rougeau 6 Report of the AALS Executive Director Boston College to the House of Representatives Serving Through 2020 AALS Survey: Law Class of 2019 Mark C. Alexander 9 Villanova University Contributed More Than $111 Million Worth Gillian Lester of Pro Bono Legal Services Columbia University 10 Highlights from the 2020 Annual Meeting Serving Through 2021 D. Benjamin Barros 15 Spotlight on Sections Q&A: University of Toledo Legal Writing, Reasoning, and Research L. Song Richardson University of California, Irvine 18 2020 Section Chairs and Chairs-Elect

Serving Through 2022 20 AALS Conference on Clinical Austen L. Parrish Legal Education in Orlando, FL Indiana University Melanie D. Wilson 22 Propose a Program for the University of Tennessee 2021 AALS Annual Meeting

Executive Director 23 Nominations Sought for AALS President- Judith Areen Elect, Executive Committee Positions AALS Editorial Staff 23 Seeking Recommendations for AALS Committee Appointments Editor, AALS News Director of Communications James Greif [email protected]

Senior Manager, Publications & Engagement Barbra Elenbaas [email protected]

Published in Winter, Spring, Summer, and Fall by: Association of American Law Schools 10 1614 20th Street, NW Washington, D.C. 20009-1001 Issue 2020-1 ©2020, Association of American Law Schools All rights reserved. ISSN 0519-1025

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2 AALSNews The Power of Words

Continued from cover I know that many of the AALS staff I treasure your support and hope Words are powerful tools. They can members are currently working in that I have earned your trust and inspire social movements, evoke other parts of the hotel to facilitate a emotions, and create allegiances. smooth conference, but Judy, I’d ask They can help, and they can heal. But that you and any AALS staff present confidence.The theme I’ve selected for my presi- like many tools, words can be wielded stand so that we might thank you for dential year, and for the 2021 annual as weapons to hurt and hinder, and to your service and leadership. meeting, is “The Power of Words.” I mislead and manipulate. chose this theme for many reasons. Over the past six years, I’ve also had First, lawyers and legal educators are Words translate our imagination. the privilege to serve with amaz- professional communicators. Words They can form bridges to connect us ing AALS presidents, each of whom are the instrument with which we and walls that divide us. Words can has brought incredible strengths, practice our craft. Second, I am a legal comfort and isolate, empower and creativity, and passion to that role: writing professor, so the theme pays belittle. Dan Rodriguez, Blake Morant, Kellye Testy, Paul Marcus, Wendy Perdue, and Vicki Jackson. I’ve learned a great homageThird, words to my and specific language field. make us deal from each and aspire to build on human. Indeed, many believe com- Words translate our their foundation of excellence. munication is the most important skill a person can master. And for imagination. They can I want to extend a special thanks to good reason: it is estimated that an outgoing president Vicki Jackson: average person speaks about 16,000 form bridges to connect Vicki, you are among the smartest, words per day,1 and reads hundreds, most thoughtful individuals I’ve ever if not thousands, of sentences each us and walls that divide met. You are careful and caring. You day. us. Words can comfort think things through completely. You listen. You are inclusive. You take all And fourth, I was excited about the and isolate, empower perspectives seriously. You commu- interesting program possibilities. As I nicate with respect. You have hon- prepared this presentation, I enjoyed and belittle. ored us all with your service. Please brainstorming potential sessions, join me in congratulating Vicki for a such as: job well done! • The language of effective Words are ephemeral yet can have leadership; lasting impact. Consider the Yiddish I also want to thank: proverb, “A blow passes, but a word • The impact of technology on remains.”3 And think about the con- • those of you who have agreed to language; assume committee leadership - roles for the year; • The power of storytelling in ing documents like the Declaration of both legal proceedings and legal Independence,tinuing influence the of Constitution, our great found and • all members of the House of scholarship; the Bill of Rights—and the inspiring Representatives for serving your speeches of Dr. Martin Luther King, Jr. schools; • Words and trauma; and Abraham Lincoln. • my current colleagues at the • The impact of law and literature University of Illinois at Chicago— on social change; Among the U.S. presidents, Lincoln including Provost Susan Poser, • The rule of law in a post-truth understood that words were a pow- who is here today; era; and erful tool of persuasion.4 He toiled • my former colleagues from • How linguistic misunderstand- over his speeches, considering and Stetson and Texas Tech; ings can lead to exclusion and reconsidering each word he used. injustice.2 His Gettysburg Address, at only • all of the members of the AALS 278 words, “is viewed as a singular Executive Committee with whom I look forward to the creative pro- moment in repairing a disjointed I’ve had the pleasure of serving; gramming developed by the sections union.”5 And the Emancipation • and members of the legal writing and by individual faculty members Proclamation, with only 703 words— community who, many, many through submissions for Hot Topics, including 505 with only one sylla- years ago, nominated me for AALS Open Source, and other calls for ble6—ultimately freed 3.5 million committee service. proposals. enslaved Americans and led Frederick

Winter2020 3 The Power of Words

Douglass to declare it as “perhaps the The power of words to shape percep- I’m sure many of you can think of greatest document of social reform in tion has been proven by researchers words that hold power or special American history.”7 in controlled experiments. In one meaning for you. They might be “yes,” study, psychologists Elizabeth Loftus Words can create nations, literally. and John Palmer showed subjects a explore the power of three words rel- On a recent trip abroad, I learned evant“love,” to or legal “justice.” education I’d like and to my briefly year that Iceland gained its independence subjects were asked how fast the cars as president. Each includes a chal- through peaceful protest and a series goingfilm of when two cars they colliding. “bumped” Later, into some each lenge to the legal academy. of persuasive letters to the King of other, while others were asked how Denmark. fast the cars were going when they Caste “smashed” into each other. As you Even small words can have great might imagine, those who received Last month, Brandeis University power. Consider, for example, an the “smashed” question indicated announced that it has added apology: with three short words, “I that the cars were going faster than “caste”—a social hierarchy that exists am sorry,” a past harmful act can be those who received the “bumped” in some South Asian communities— forgiven.8 question.15 As Dr. Deborah Tannen to its nondiscrimination policy.19 But observed, “This is how language we in the legal academy also have a power. For centuries, many cultures works. It invisibly molds our way of caste system. haveWords believed can also in have the neuroscientificspiritual force thinking about people, actions, and 16 In 2002, then-Dean Kent Syverud of language: consider prayer, con- the world around us.” And the for- published “The Caste System and fessions, hexes, and curses.9 Over mer litigators among us recall the Best Practices in Legal Education.”20 time, “these ideas have moved from subtle word choices we considered Syverud explained that most the realm of magic and mythology” when developing our cross-examina- American law schools include seven 10 Just tions and closing arguments. castes, from highest to lowest: as exercise can change our bodies, Words in the form of laws give to that of scientific inquiry. • Tenured and tenure-track faculty “mental activity, such as learning and rights and impose responsibilities. using language, can change the phys- Those words can separate children • Deans ical structure of our brain.”11 Fearful from parents; unite two people in • Clinical faculty words, like “poverty” and “death,” can matrimony; imprison people for • Legal writing faculty 12 crimes; and condemn individuals to the amygdala, and negative words, death.17 As Professor Emily Hartigan • Law librarians liketrigger “no,” fight-or-flight can release stress-produc responses in- explained in her article “The Power of • Adjunct faculty ing hormones and neuroreceptors Language Beyond Words,” law is “the that can interrupt normal brain func- • Staff 13 medium through which we intention- tion. Fortunately, the power of pos- ally dispense pain, advantage, free- itive thinking has also been validated dom and death.”18 for legal education. Given time con- clinically.14 straints,He also I’ll identified share just 10 three: best practices

Best practices encourage student-fac- ulty contact, inside and outside class, to facilitate feedback, encourage- ment, and inculcation of skills and values.

Best practices encourage active learning. Students must talk about what they are learning, write about it, and apply it to their own lives and work.

Best practices give prompt and fre- quent feedback.21

4 AALSNews The Power of Words

ishing the caste system is both a real- One of the most powerful examples istic call for action and one that will of someone using words to bolster change came from 16-year-old Greta profession. Thunberg, who, at a recent U.N. benefit our students and the legal Climate Action Summit, exhorted:

Candor You have stolen my dreams and Some have postulated that we are liv- my childhood with your empty ing in a post-truth era. While I under- words. And yet I’m one of the stand that “truth” is hardly absolute, lucky ones. People are suffer- - ing. People are dying. Entire ers, especially those trained in the ecosystems are collapsing. We law,I find more it disturbing readily embrace that some spin leadthan are in the beginning of a mass candor. extinction, and all you can talk about is money and fairy tales The Model Rules of Professional of eternal economic growth. Syverud observed that because some Conduct call for lawyers to “ren- How dare you!30 der candid advice,”24 exhibit candor with some of the lower castes, those toward the tribunal,25 avoid making We can use our words to create inof thehigher best castespractices were were reluctant identified to false statements of material fact or change. We can use our scholarship to adopt them, which in turn inhibited law to a third person;26 and, if serving inspire policymakers and others who student learning.22 He also observed as prosecutors, disclose exculpatory hold power to enact changes that will that those in the lower castes often evidence.27 create a more just and equitable soci- suffer from lower salaries, lack of ety. We can write op-eds and blogs to security of position, and lack of But while the role of candor has tradi- help citizens understand the value of 23 respect. tionally been central to the legal pro- civic education and the rule of law. fession, it seems to be eroding, espe- We can design our curricula and use Over the past 17 years, the academy cially in the face of ubiquitous—and our classroom time to help ensure has made progress. I stand here as frequently misleading—spin control. that our students become life-long evidence of that. In addition, we learners equipped to adapt in a rap- have a few other deans—and doz- As legal educators, we can help idly changing world. ens of associate deans—from the reverse this trend by using the power legal writing, clinical, and academic of our words to teach rigorous analy- sis, help students distinguish appro- challenge: The presidential themes law librarians are gaining improved priate advocacy from dissembling ofAnd my with two that, immediate I leave you withpredecessors this final support fields. Some non-director status and security. More faculty in and half-truths, and model profes- were Wendy Perdue’s “Building podium courses are incorporating sional conduct that transcends the Bridges” and Vicki Jackson’s “Pillars more formative assessments into minimum standards required by the of Democracy: Law, Representation, their courses. model rules. and Knowledge.” Let us use our best, most powerful words to model for our But more work needs to be done. We As a profession that embraces candor students—our world’s future leaders need to strive to eliminate “caste”—a above spin, we can regain the respect and problem-solvers—how to build system meant to divide—from legal and public trust we need to advance bridges to protect those most valuable education. We need to recognize and enhance democratic institutions pillars of democracy. the similarities in the work we all and the rule of law. perform and to appreciate, not den- Thank you again for extending me the igrate, the differences. Raising some honor of serving as AALS President. I up does not diminish the work of oth- Change wish you all the best for 2020! ers. Instead, it improves the whole of I’ve been a law dean for almost 17 legal education. Because I’ve worked years. And one of my favorite and at three schools that have made sig- most frequently-used sayings is, “The only constant is change.”28 Another for legal writing professionals, clini- favorite is Gandhi’s “Be the change nificant progress in improving status See endnotes cians, academic support specialists, you wish to see in the world.”29 on page 23 librarians, and staff, I know that abol-

Winter2020 5 Report of the AALS Executive Director to the House of Representatives January 4, 2020

By Judith Areen

wo thousand and nineteen was a challenging year for Tlegal education and for the rule of law. In December, the House of Representatives impeached the President of the United States. Over the next week or so we will learn whether the Senate will subpoena documents or hear wit- nesses as it tries the impeachment. Never has it been more important to prepare our students for the professional challenges they may face, or to keep our communities and the nation informed about the principles of justice embed- ded in our constitution and system of law.

1. Serving as a More Effective Voice for Legal Education

AALS continues to showcase the innovations and accom- plishments of member and fee-paid law schools for pol- In October, AALS debuted a new page on its website that icymakers, leaders of the bar and bench, the media, pro- lists recent books by law faculty. The page contains brief spective law students, and the public. The homepage descriptions of each book published as well as directions of the AALS website is designed to celebrate the accom- on how faculty can submit books for consideration to be plishments of colleagues such as those at the University included on the website. The new page can be found at of Kansas School of Law who are strengthening the legal www.aals.org/faculty-books. profession by teaching future lawyers to understand sta- AALS also now hosts a regularly updated page with memo- rials of law professors at www.aals.org/memorials. We tistics,We rely data on youranalysis, schools and (andartificial your intelligence. communication direc- will also make a printed list of memorials available at the tors) to submit material to be featured on the website. Most Meeting of the AALS House of Representatives at the AALS national reporters do not follow all 200 ABA accredited Annual Meeting. law schools, but most follow our website—so it is a way to share your accomplishments with a national audience. Finally, AALS is working to make its news archive more functional for users. New search categories include advice In addition to showcasing the accomplishments of law for prospective students, pre-law pipeline programs, and schools, the AALS website homepage has a calendar of 3+3 accelerated JD/bachelor’s degree programs. The new upcoming symposia at law schools around the nation that categories can be found at www.aals.org/news. is updated regularly. Last year, AALS began to email the calendar on a regular basis to all law faculty as part of our 2. Support and Services for Deans effort to share new ideas and scholarly insights through- out the legal academy. As part of our mission, AALS is committed to providing law school deans with opportunities to work together. Six Two new communications team members have made it years ago, AALS established a Deans Forum that enables possible to provide several new services to members this deans of all member and fee-paid schools to come together year. In addition to a weekly AALS Legal Education News to work on issues of mutual importance at a day-long pro- Digest, interested faculty can now subscribe to a Legal gram for deans-only at the Annual Meeting. Approximately Education Blogs Digest, a compilation of articles about law 140 deans registered to attend this year’s meeting. schools from blogs. An archive of blog posts and subscrip- tion information can be found at www.aals.org/blogs. AALS has also established a Deans Steering Committee to work on matters of interest to deans throughout the year.

6 AALSNews AALS Executive Director's Report

3. Improving Services to Sections ble due to innovations in our systems. We no longer pro- duce e-brochures. Instead the website group collaborates Sections are the primary point of contact most faculty with the communications and meetings groups to develop have with AALS. Our 103 sections have more than 9,000 websites for the meetings (Annual Meeting, Clinical Legal law faculty and professional staff as members. Sections Education, or New Law Teachers). All pages are printable are intended to increase excellence in both teaching and and shareable, making e-brochures unnecessary. All event scholarship across the legal academy, although we know pages include Frequently Asked Questions, Speaker lists, that some sections have been more effective than others. and Session materials including recordings, and much more. This year, AALS made a number of improvements to the online commu- In the fall we completed the pro- nities and resources available to sec- duction of the 2019-2020 Directory tions. First, section webpages have of Law Teachers and conducted been redesigned to make content such I am pleased to report another greening campaign. We as newsletters, upcoming events, and reduced the print production by 36 announcements available to all faculty. that the responsibility percent from last year. The volumes The design of the resulting webpages for leading sections is will arrive in the new year. The is both more inviting and more useful. search functions of the online direc- The “Join a Section” page is another widely shared among tory, useful to individual faculty important innovation. Where before looking for colleagues and scholars faculty had to email AALS to ask to our membership. This and appointment committees con- join a section, requests are now sent ducting lateral searches, now sup- automatically through an interactive past year, for example, port title searches. The search also form. Finally, staff continue to identify 105 section chairs allows to sort faculty members by faculty members using the Directory subjects taught, currently teaching, of Law Teachers who do not belong came from 77 different years teaching, and seminar offer- to a section that corresponded to the ings, among other categories. It sup- subjects they teach and invite them to member schools. ports the ability to cross-search for consider joining. Some four hundred multiple faculty and multiple sub- additional faculty joined sections this ject areas at the same time. year in response. We developed a mobile app for the Conference on Clinical I am particularly pleased to report that the responsibility for leading sections is widely shared among our member- new 20-minute sessions modeled on Ted Talks and 50 per- ship. This past year, for example, 105 section chairs came centLegal more Education concurrent for the programs first time. than The the conference previous year.had 17 from seventy-seven different member schools. We also implemented two key Annual Meeting projects We invite you to support this new focus on sections by in response to feedback from our surveys: (1) to better reaching out to new faculty at your schools to explain AALS explain how to submit an Annual Meeting proposal; and to them, and the value of joining a section. We also ask you (2) to improve the online presence of Sections and access to encourage your most productive faculty scholars to to Section material and resources. Section leaders now become more active in the AALS Section (or Sections) in have more control over the materials they post, and their - members have easier access to their materials. ship of a Section. their field(s) of interest by volunteering to join the leader Both the AALS News and the Journal of Legal Education 4. Digital Strategies and Publications are available electronically on our website. The 2019 Proceedings, the 2019 Handbook, and the 2020 Annual For the past two years, AALS has undertaken a “green- Meeting Prospectus were printed and distributed this past ing” campaign to reduce print production quantities and spring. in some cases eliminating print publications altogether. The Faculty Recruitment Services working group and the year Placement Bulletin were made available to candi- website group updated materials for law schools and can- dates,For the law first schools, time, the and four subscribers issues of thein digital 2018-19 form academic only. In didates in preparation for the new cycle. In the summer the case of meeting events, all content is developed with a we launched a new section of our website, Becoming a - Law Teacher (BALT), to host resources related to enter- digital-first philosophy. This in part has been made possi Winter2020 7 AALS Executive Director's Report ing the legal academy. The goal is to bring transparency 6. The 2019 Survey of Pro Bono Legal Services and provide a better understanding of the law school hir- ing process for candidates. The site includes multi-media For the fourth consecutive year, AALS measured how much components including video of a mock job talk, interviews law schools contribute to the delivery of much needed with recent faculty hires, discussions with directors of legal service through clinics, other experiential courses, VAP, fellowship, and doctoral degree programs, and two and pro bono activities of graduating law students. For the webinars. class of 2019, it turns out that law students contributed more than 4.38 million hours, an average of about 220 Based on feedback from candidates and interviewers, hours per student. Using the Independent Sector’s recom- we are working on a new Faculty Appointments Register mended value of such volunteer time as worth $25.43 an application interface developed by Interfolio, with hour, this means the law class of 2019 contributed more enhanced functionality including an improved ranking than $111.5 million worth of pro bono legal services. system to evaluate candidates. This number is based on responses from more than half of the ABA accredited law schools. If your school was not Finally, we have revised our website to better explain included, we encourage you to urge them to participate in the suite of AALS Faculty Recruitment Services available the next annual survey so it will be an even more accurate to member and fee-paid schools, as well as faculty can- report on this important national contribution from the didates and added a new item to the navigation bar on legal academy. the main website to improve the user-experience and to make it easier to locate high-demand material. The new * * * * “Faculty Jobs” dropdown menu includes a new microsite with resources and information for aspiring faculty along I want to close by thanking the talented and hard-working with listings of interest to current faculty. staff of the AALS. It is a small group (only 25 plus a few stu- dents), yet they handle not only the Annual Meeting, but 5. Faculty Recruitment Conference all the day-to-day challenges of operating an association with an expanded mission that now includes professional This fall, 132 schools conducted interviews at the Faculty development programs, publications, a website and social Recruitment Conference (FRC). This compares to 105 media presence, support for deans and for sections and schools that conducted interviews in 2018. research.

Instead of a panel presentation at the Candidates It continues to be a privilege and honor for me to work Workshop, the workshop was held at round tables with with all of you and the more than 1,000 volunteer faculty, a facilitator to encourage questions in a smaller group deans, and administrators who plan the AALS professional environment. This was a positive change with much development programs, speak at those programs, serve as engagement at each table. Sixty candidates attended the - Workshop. tiatives. Without your support and hard work, and that of yourSection faculty officers, colleagues and work and onstaff, our AALS other could projects not function. and ini Sean Scott welcomed the candidates to the FRC workshop On behalf of the entire AALS staff, I extend our thanks for program and Darby Dickerson welcomed them to the all that you do. conference.

Want to learn more about legal education or AALS? The AALS website homepage, www.aals.org, showcases innovative and outstanding law school programs and faculty as well as current issues facing the legal academy.

It also provides coverage of news and blogs about legal education and the legal profession, a calendar of upcoming symposia at law schools, and a listing of new books by law faculty.

In addition, the site features details on the association’s professional development offerings, its publications including an online version of AALS News, the Journal of Legal Education, and other services such as faculty recruitment services and sections.

8 AALSNews AALS Survey: Law Class of 2019 Contributed More Than $111 Million Worth of Pro Bono Legal Services or the fourth consecutive year, AALS measured how much law schools contribute to the delivery of much-needed legal Fservices through clinics, other experiential courses, and pro bono activities of graduating law students. In November, 105 law schools reported that 19,885 law students in the class of 2019 contributed more than 4.38 million hours in legal services as part of their legal education, an average of about 221 hours per student. Independent Sector, a value of the students’ time at these schools is estimated to be in excess of $111.5 million. The schools represent more thannonprofit half of organization the students coalition, in American estimates Bar Association the value of accredited volunteer law time schools to be $25.43 in the classan hour. of 2019. Using this number, the total

The project also did not include hours contributed by students in master’s degree programs. Many schools reported that some hours go uncounted or are difficult to track so actual contributions were likely higher. “Access to justice is a cornerstone of legal education and the legal profession,” said Darby Dickerson, 2020 AALS President and Dean at UIC John Marshall Law School. “The pro bono opportu- nities represented in this project provide valuable and unique experiences for students as they prepare for their careers while helping to meet the legal needs in often-underserved communi- ties across the country. The AALS applauds these graduates for their dedication to serving those in need.”

Law students contributed hours to hundreds of efforts serving thousands of clients, including the following projects and clinics:

• Albany Law School – Elder Rights Project • The University of Kansas School of Law – Legal Aid • Brigham Young University Clark Law School – Clinic Community Legal Clinic • Marquette University Law School – Estate Planning • The Catholic University Columbus School of Law – Tax Clinic Clinic • University of Miami School of Law – Legal Writing • University of California, Irvine School of Law – Class at Correctional Institution Domestic Violence Clinic • University of Montana Alexander Blewett III School of • University of Chicago, The Law School – Pro Bono Law – Veterans Advocacy Clinic Board • Northwestern University Pritzker School of Law – • University of Cincinnati College of Law – Bluhm Legal Clinic Entrepreneurship and Community Development Clinic • University of Oregon School of Law – Service Project • Fordham University – Legislative and Policy Advocacy for Asylum Seekers Clinic • St. Mary’s University School of Law – Center for Legal • Georgetown University – Health Justice Alliance Law and Social Justice Clinic • The University of Tulsa College of Law – Project • University of Georgia School of Law – Family Justice Commutation Clinic • Vanderbilt University Law School – Property Rights & • Harvard University Law School – Spring Break Pro Lending Reform Project Bono Projects • Villanova University Widger School of Law – • UIC John Marshall Law School – Pro Bono Litigation Farmworker Legal Aid Clinic Clinic

A full report on the survey is available on the AALS website.

Winter2020 9 Law Faculty Convene in the Nation’s Capital to Explore and Strengthen the Pillars of Democracy By Janessa Sambola-Harris

ore than 2,400 law school faculty, deans, professional panel discussion featured Ronald J. Daniels (President, Mstaff, and exhibitors gathered in Washington, D.C., Johns Hopkins University), Risa L. Goluboff (Dean, January 2-5 at the 2020 AALS Annual Meeting. University of Virginia Law), Larry D. Kramer (President, William and Flora Hewlett Foundation), and Vincent D. The theme of the meeting was “Pillars of Democracy: Rougeau (Dean, Boston College Law). Law, Representation, and Knowledge,” selected by 2019 AALS President Vicki C. Jackson, Thurgood Marshall Daniels noted that since America’s founding, academics Professor of Constitutional Law at Harvard Law School. and universities have played a unique role in elevating the Over four days, the meeting included moderated panels, democratic experiment. “The university as it has devel- interactive discussions, and networking events where oped in this country over the past two centuries enriches attendees gathered to discuss pressing legal issues and and is enriched by democracy,” he said. “[I]t has at its best emerging perspectives on the law and legal education. stood in support of this project, responding to the exigen- cies of the world with vigor and vision. Now is the time Moderated by Professor Jackson, the Opening Plenary when [universities] ought to lean into its capacities to Session on Friday, January 3 covered the role of univer- strengthen liberal democracy and not resile from them.” sities and law schools in constitutional democracies. The The Annual Meeting also had a number of notable speakers and presenters, including U.S. Supreme Court Justice Ruth Bader Ginsburg who joined Professor Jackson in conversation on Saturday evening before a packed ball- room. During the conversation, Justice Ginsburg discussed the limited opportunities she had as a woman gradu- ating from law school in 1959. Relaying a conversation she once had with Justice Sandra Day O’Connor, she said that in a world with no discrimination, they both would

wasn’t open to us, we ended up being on the United States Supremelikely be retired Court,” partners which garnered at large lawlaughs firms and “but cheers since from that the audience. Attendees at the Opening Plenary, "The Role of Universities and Law Schools in Constitutional Democracy." On her groundbreaking work as a law professor estab- lishing nondiscrimination policies within AALS, Justice Ginsburg detailed the numerous projects the committee, now the Section on Women in Legal Education took on. Among those accomplishments, the committee worked to ensure that every legal course included women’s issues within the curriculum, rather than isolating them into their own academic area.

The third Presidential Program, “Representation, Voting, and Sustainable Constitutional Democracy,” was moder- ated by Thomas Ginsburg (University of Chicago Law) and included Guy-Uriel Charles (Duke Law), Pamela S. Karlan (Stanford Law), Michael T. Morley (Florida State U.S. Supreme Court Justice Ruth Bader Ginsburg during the AALS Presidential Program. University Law), and Kim Lane Scheppele (Princeton

10 AALSNews University). The panel explored the factors that could undermine our democracy including voter suppression, gerrymandering and changes in how Congress operates.

The meeting also served as an opportunity to honor out- standing law faculty in support of legal education.

The third annual Section of the Year award was presented to the Section on Environmental Law and the Section on Legal Writing, Reasoning, and Research. The annual award honors excellence in member support and other section activities that promote AALS core values. Jeremy Paul (Northeastern Law) with colleagues in the Exhibit Hall. The AALS Scholarly Papers Competition winners were recognized at the AALS House of Representatives meeting on Saturday. Meghan M. Boone (University of Alabama Law) won for her paper “Reproductive Due Process” and Jonathan S. Gould (UC Berkeley Law) for his paper “Law Within Congress.”

More than 20 awards from AALS sections were presented throughout the program at meal events and section pro- gramming including: • The Section on Women in Legal Education’s Ruth Bader Ginsburg Lifetime Achievement Award was pre- sented to Robin West (Georgetown Law). Nancy Soonpaa (Texas Tech Law) during the Discussion Group "The Multi-Generational Teaching of Legal Writing." • The Section on Minority Groups‘ Clyde Ferguson Award was presented to Jerry Kang (UCLA Law) and the Derrick A. Bell Jr. Award was presented to Jennifer Lee (Temple Law). Law faculty attended several different types of program- ming including: • The AALS Symposium on 21st Century policing. • Arc of Career programs such as “So You Want to Publish a Book” and “Becoming an Associate Dean.” • Hot Topic programs addressing pressing issues in law and legal education including gerrymandering, impeachment, scholarship rankings, and addressing AALS Hot Topic Program, "The Second Amendment at the Supreme Courts and the Future of Heller."

• A roundtable discussion “How Does a Law School the financial challenges of law students. Successfully Recruit and Retain a Diverse Faculty?” from the AALS Committee on Recruitment and Retention of Minority Law Teachers and Students. • Authors meet reader sessions including: “Unequal Profession: Race and Gender in Legal Academia” by Meera E. Deo (Thomas Jefferson Law) “Constitutional Amendments: Making, Breaking and Changing Constitutions” by Richard Albert Exhibit Hall attendees: (L-R) Sharmila Murthy (University of Texas Law), and (Suffolk Law), Jennifer Oliva (Seton Hall Law), “Law and Macroeconomics: Legal Responses to Heather Payne (Seton Hall Law), Heidi Gorovitz Recessions” by Yair Listokin (Yale Law). Robertson (CSU Cleveland-Marshall Law).

Winter2020 11 Programs from the association’s 104 sections made up most of the conference schedule, including sessions on civil rights, criminal justice, free speech, health care, immigration, leadership, legal technology, voting, and the centennial of the Nineteenth Amendment.

The AALS House of Representatives met on Saturday, January 4, where Darby Dickerson, Dean and Professor of Law at UIC John Marshall Law School, delivered her inaugural address and took over as 2020 AALS President at the end of the meeting. She has selected “The Power of Words” as the theme for her presidential year and for the 2021 AALS Annual Meeting.

“We can use our words to create change,” Dean Dickerson said during her Gregory Mitchell (University address. “We can use our scholarship to inspire policymakers and others who of Virginia Law) at the hold power to enact changes that will create a more just and equitable society. Section on Law Libraries and Legal Information program We can write … to help citizens understand the value of a civic education and "Measuring Scholarly Impact." the rule of law.”

The Meeting of AALS House of Representatives also included the fol- lowing activities: • Vicki Jackson thanked colleagues for support during her ten- ure as AALS President and presided over the meeting, welcom- ing Dean Darby Dickerson as the 2020 AALS President. • The Order of The Coif Book Award winner, Richard Rothstein, was recognized for his book, “The Color of Law: A Forgotten History of How Our Government Segregated America.” • Vincent D. Rougeau (Boston College Law School) began his Section on Women in Legal Education program "Gender Equity at Work." term as President-Elect. • Deans Austen L. Parrish (University of Indiana Maurer Law) and Melanie D. Wilson (University of Tennessee Law) started their three-year terms as members of the AALS Executive Committee. • Deans Erwin Chemerinsky (UC Berkeley Law), Camille A. Nelson (American University Washington College of Law), and Wendy Perdue (University of Richmond Law) completed their three-year tenure as members of the Executive Committee.

Several other groups met alongside or during the AALS Annual Meeting, including: AALS Open Source Program "En/Countering Race, Racism, and Racial Distinctions in Tax Law." • The Section on Institutional Advancement held its annual two-day meeting. This year’s session included a series of panels on crisis communications, doing big things with a small staff, and strategizing how to use digital media in promotion and fundraising. • The Workshop for Pretenured Law School Teachers of Color provided guidance, networking, and support through panels on teaching, scholarship and paths to tenure and promotion. • The Deans Forum, a one-day event designed for law school Participants in the Discussion deans to convene and network with their peers began with an Group "Time-Turning, Invisibility, interview with John Sexton, President Emeritus and former law and Other Magic Mentoring Tricks." school dean at New York University by Garry W. Jenkins, Dean of University of Minnesota Law. 12 AALSNews Roundtable discussion "How Does a Law School Successfully Recruit and Retain a Diverse Faculty?”

The Annual Meeting also provided many opportunities Planning is already in progress for the 2021 AALS Annual for attendees to network. The Exhibit Hall was open Meeting in San Francisco, California. each day of the meeting where attendees connected with vendors and publishers. Eighteen AALS Sections held Thank you to all AALS sections, chairs, panel moderators breakfast or lunch events supporting and recognizing and speakers, and planning committees for your contribu- their members. In addition, several law school and related tions to the planning, programming, and support of a very organization receptions and events were held outside reg- successful Annual Meeting. ular programming.

AALS Section on Animal Law Robin West (Georgetown Chair Courtney G. Lee (Pacific Law) receives the Section on McGeorge Law) presents Women in Legal Education Paul Marcus (William & Mary Law) award to Kathy Hessler Ruth Bader Ginsburg presents the nominations for the (Lewis and Clark Law). Lifetime Achievement Award. AALS Executive Committee.

Bar and Bench Coffee Reception: (L-R) Faisal Sheikh (National Association of Attorneys General - NAAG), Garry W. Jenkins (University of Minnesota Law), Allison Gilmore (NAAG), and Ari Telisman (NAAG). Annual Meeting attendees in the Exhibit Hall.

Winter2020 13 2019 AALS President Barbra Elenbaas, Sr. AALS Section on Minority Groups Vicki Jackson (Harvard Manager of Publications 2020 Chair Christian Brook Law) presides over the and Engagement, at the Sundquist (Albany Law) presents Meeting of the AALS Discover AALS Booth in Jerry Kang (UCLA Law) with the House of Representatives. the Exhibit Hall. section's Clyde Ferguson Award.

AALS Arc of Career Program on Teaching AALS Presidential Program "Representation, Voting, Abroad: (L-R) Diane Penneys Edelman (Villanova and Sustainable Constitutional Democracy" (L to Law), John Smagula (Temple Law), Carol R) Guy-Uriel Charles (Duke Law), Pamela Karlan Goforth (University of Arkansas Law), Ronnie R. (Stanford Law), Thomas Ginsburg (University of Gipson, Jr. (La Verne Law), Julie Taylor (Fulbright Chicago Law), Michael Morley (Florida State University Scholar Program), Elisabeth Baraka (American Law), Kim Lane Scheppele (Princeton University). Bar Association), Clayton Steele (Brooklyn Law).

Maggie Gardner, assistant professor at Cornell Law (left) receives Best Article Award from the AALS Section on Federal Courts.

14 AALSNews Spotlight on Sections Legal Writing, Reasoning, and Research By Barbra Elenbaas AALS sections provide opportunities for law school faculty and staff to connect on issues of shared interest. Each of the full list of sections and information on how to join, please visit www.aals.org/sections. association's 103 sections is focused on a different academic discipline, affinity group, or administrative area. For a The AALS Section on Legal Writing, Reasoning, and Research was named Section of the Year by the AALS Committee on Sections in November. As part of the ongoing “Spotlight on Sections” series, AALS sat down with the leadership of the sectionChair: Wendy-Adele at the AALS Annual Humphrey, Meeting Texas to Techdiscuss University the state School of the offield Law and activities for the coming year.

Chair-Elect: Mary Adkins, University of Florida, Levin College of Law

What can you tell me about the members of your section?

Wendy-Adele Humphrey: According to our section bylaws, our section “promotes the discipline of legal writ- ing, reasoning, and research through the education and communication of ideas, interests, and activities, among the members of the section, and supports the professionals in legal writing programs in their academic endeavors.” To accomplish this broad Wendy-Adele Humphrey, Texas Tech University Mary Adkins, University of purpose, we have several committees School of Law Florida, Levin College of Law Photo courtesy of Texas Tech Photo courtesy of University of and execute a wide variety of activi- University Florida, Levin College of Law tiesthat and effectively initiatives. and efficiently plan

Our section has evolved over the years they need to apply to what they’re Mary E. Adkins: Only in their writing due to structural changes in legal learning in their other classes. We’re and research class do students have writing programs, many of which on the front line, teaching them fun- used to rely heavily on adjuncts. Most damental skills and preparing them relate to an actual legal problem. programs have evolved to include for the legal profession. A recent We’rethe chance the ones to figure giving out them how a hypo cases- full-time professors, but not with legal writing award recipient said thetical scenario: “Somebody was equal status. The positive trend now “We don’t teach our students how to injured by avoiding a dog. The dog is to convert legal writing positions think like a lawyer. We teach our stu- didn’t bite them, they just avoided the into tenure-track positions. dents how to be a lawyer.” I love this! dog, and they swerved into a wall. Is Legal writing is a required course, We are also very fortunate because, the dog owner liable?” They discover so our section has a large member- given the nature of what we teach, we pretty quickly that there is no sin- ship that continues to grow—in part tend to form very close, mentoring gle case that answers the question. because we genuinely love teach- relationships with our students. It’s Their “a-ha” moment happens in our ing legal writing. And professors in very rewarding. That’s probably one classes. That’s why clients pay law- reason why we all stick around. yers the big bucks: because they will around. We teach our students the practicalthe legal skills writing and field knowledge tend to stickthat tofind legal all analysis.the cases that partially apply and figure out the answer. Welcome Winter2020 15 Spotlight on Sections | Legal Writing, Reasoning, and Research

How do you go about ure-track positions will likely never MA: Our students have several assign- mentoring and navigating happen. In addition, there would ments over the course of the semes- politics when there's such need to be a full faculty vote. It’s a col- ter—between that and meeting with a wide variety of ways an lective decision that requires buy-in them, we have more opportunities individual may be defined at from all the various stakeholders. to know if something’s going on with their school? them. I think we probably get tearful MA: Then the rest of the university, students more often than other pro- MA: While some legal writing pro- and possibly a governing board, fessors because they feel like they grams have evolved by converting would have to agree. know us a little better. It seems to their legal writing positions to full happen about once a semester in my WAH: Plus, there are different rea- parity, tenure-track positions, most life. Sometimes we’re the ones who sons why our colleagues may not be programs still have full-time faculty see the pressures on students before fully supportive of the shift to ten- who lack equal status. We’re looking other professors do. ure-track positions. For some, it is to change that, but we realize that our section can’t single-handedly trig- WAH: Another hot topic is incorpo- it’s more fundamental. I really think ger the change. That’s up to individ- rating social justice issues into what mostpurely deans a financial and professors issue. For in others, legal ual law schools. But equipping each we’re teaching so that we’re not only education today understand the other with resources and support is getting at the underlying skills neces- importance of legal writing programs a starting place to help us all perform sary to be a lawyer, but also helping and equity. Conversion is just a long, well professionally. our students learn to be aware and slow process at some law schools. empathetic.

How you would define MA: Even something as simple as excellent legal writing giving a historically under-respected The legal writing teaching? Are legal writing person a respected role in your hypo- field in general is and research classes the thetical situation is more common same across law schools? today. I had a hypothetical situation very innovative and once years ago in which a social WAH: The fundamental research and worker brought a family into court creative, not only with writing skills our future lawyers need on an emergency basis for neglect. I are essentially the same across the gave the social worker a name that the subjects we cover board. In other words, legal writing you might associate with a minority but also because of the courses might be labeled differently, because the social worker was the but they typically cover the same hero, and I gave the bad parents very evolution of program practical skills. It varies from school bland names that you wouldn’t asso- to school how much the legal writing ciate with anything. Even little things structures changing professors teach research. In some like that help promote social justice. programs, the legal writing profes- over the years. sors are very collaborative with the law library faculty. There are differ- – Wendy-Adele ent approaches, but we’re all striv- ing to reach the same basic student Humphrey learning outcomes. AALS on WAH: Law schools continue to exam- What is on the cutting edge YouTube ine conversion and what is best for right now in legal writing? their particular legal writing pro- Visit the AALS YouTube channel There's a trend in legal educa- gram. Not every program wants to WAH: to check out hundreds of videos tion to be more focused on well-being have tenure-track positions; some on law school programs, clinics, and self-care. Because of the nature professors do not desire to produce teaching, lectures and advice for of our course and the close relation- scholarship. In general, having the prospective students. The chan- ships that we form with our students, dean’s support is a vital part of nav- nel also hosts a selection of videos we're in a very good position to igating the waters. If the dean is not from AALS meetings. Subscribe address some of those topics. supportive, then converting to ten- to the AALS YouTube channel at www.aals.org/youtube.

16 AALSNews Spotlight on Sections | Legal Writing, Reasoning, and Research

WAH: This gets to cultural compe- tency, even beyond social justice issues. Professors in the legal writing fieldMA: Statusare very for innovative professors and is creative!always a hot topic.

How do you approach assessment in your classes? Section on Legal Writing, Reasoning, and Research WAH: Formative assessment is session at the 2020 AALS Annual Meeting. an inherent part of a legal writing course. We see the growth in stu- and no chance at doing scholarship— WAH: We also think about what we dents because we engage in forma- when, of course, doing scholarship can do within the larger legal com- tive assessment on a regular basis, and publishing is what you need to munity to promote diversity and giving them meaningful feedback so become tenured or considered for inclusion. One way is with makeup that they can improve. We meet with tenure. We help and encourage our of panels: is there diversity not only them multiple times one on one to go members start researching, writing, with gender, race, and ethnicity, but over assignments, which is how we and publishing. also diversity in thought? The con- get to know them on another level. In cept is broad. We are looking at ways some program structures, professors WAH: During the section’s new schol- to get the message across to others, may have the same students in class ars showcase at the Annual Meeting, not just within the section, but out- for the entire academic year. for example, none of the professors side as well. presented scholarship on the topic MA: We get to see a student’s prog- of legal writing. While scholarship What are your future goals ress during the course of a semester addressing legal writing topics is are for the section? or year. Of course, giving meaningful valuable, we often write about other feedback as part of formative assess- substantive areas that interest us. MA: I would like to start a new, per- ment is a lot of work. Not only do we I primarily focus on issues related manent committee on mentoring have to come up with good legal writ- to reproductive justice and gender that goes beyond outreach to our ing assignments, but we must grade equity. Mary focuses on the state con- new members. We could help people multiple drafts. It’s worth all the hard stitutional law and history. as they face challenges throughout work! their career, whether it’s going up How do you promote for tenure or becoming a director of How do your section inclusion and leadership their program. Maybe it’s that their members interact throughout opportunities, both in the program went director-free. We’ve all the year, outside of the AALS field and in your section, found it helpful, as we navigate our Annual Meeting? since you are so large? careers, to have someone who is not at your institution to give you some MA: Legal writing professors are MA: It’s a challenge. I think Wendy- perspective. A lot of our people are Adele and I probably look like the shy. At this conference alone, I’ve had organizations. Between AALS and average legal writing professor: many conversations in which people lucky to have a few field-specific those other organizations, we get to white women. We have worked hard have said, “Really, I’m an introvert.” see each other a few times a year. This to be inclusive. In our section, we’re Maybe those people could just sign allows us to foster good relationships getting there! It takes not only say- up to get a mentor. and strong mentoring across the ing “join our group,” but, beyond - that, “wouldn’t you like to chair this WAH: That goal also nicely aligns ing became a requirement relatively committee?” People need to know with one of the core values of AALS. latefield inyear-round. the history Because of legal legaleducation writ that they’re valued. It hasn’t always in the United States, teachers have been easy, and there have been some not been treated like the teachers of rough spots with people feeling left other courses. Historically, there has out on the fringes, but I think we’ve been low pay, no chance at tenure, made a lot of progress.

Winter2020 17 2020 Section Chairs and Chairs-Elect

Academic Sections Civil Procedure Economic Globalization and Indian Nations and Indigenous Brooke D. Coleman, Seattle University Governance Peoples Administrative Law Jeff Schwartz, University of Utah, S. J. Addie C. Rolnick, University of Nevada, Kent H. Barnett, University of Georgia School of Law, Chair Elizabeth Porter, University of Quinney College of Law, Chair Las Vegas, William S. Boyd School of School of Law, Chair Miriam Cherry, Saint Louis University Law, Chair Kathryn E Kovacs, Rutgers Law School, Washington School of Law, School of Law, Chair-Elect Angelique W. EagleWoman, Mitchell Chair-Elect Chair-Elect Education Law Hamline School of Law, Chair-Elect Africa Civil Rights Maryam Ahranjani, University of New Intellectual Property Joel H. Samuels, University of South Elizabeth M. Iglesias, University of Miami School of Law, Mexico School of Law, Chair Saurabh Vishnubhakat, Texas A&M Carolina School of Law, Chair Chair Rochelle Newton, Duke University University School of Law, Chair Seema Mohapatra, Indiana University Michael Pinard, University of Maryland School of Law, Chair-Elect Christopher Newman, Antonin Scalia Robert H. McKinney School of Law, Francis King Carey School of Law, Law School, at George Mason Chair-Elect Chair-Elect Election Law Eugene D. Mazo, Rutgers Law School, UniversityChair-Elect Agency, Partnership, LLC's and Clinical Legal Education Unincorporated Associations Wendy A. Bach, University of Tennessee Chair International Human Rights Sarah Haan, Washington and Lee College of Law, Chair Michael T. Morley, Florida State Brett G. Scharffs, Brigham Young University College of Law, University, J. Reuben Clark Law University School of Law, Chair Fatma Marouf, Texas A&M University Chair-Elect Peter Molk, University of Florida Fredric School of Law, Chair-Elect Empirical Study of Legal School, Chair W. Warren Hill Binford, Willamette G. Levin College of Law, Chair-Elect Commercial and Consumer Law Education and the Legal Matthew A. Bruckner, Howard Profession University College of Law, Chair-Elect Aging and the Law Victor Quintanilla, Indiana University Naomi R. Cahn, The George Washington University School of Law, Chair International Law Maurer School of Law, Chair Mark E. Wojcik, UIC John Marshall Law University Law School, Chair Christopher G. Bradley, University of Kentucky, J. David Rosenberg College Jennifer A. Gundlach, Maurice A. Deane School, Chair Mary Helen McNeal, Syracuse University School of Law, at Hofstra University, College of Law, of Law, Chair-Elect Hari Michele Osofsky, The Pennsylvania Chair-Elect Chair-Elect Communication, Media & State University – Penn State Law, Agricultural and Food Law Employee Benefits and Executive Chair-Elect Laurie J Beyranevand, Vermont Law Information Law Sonja R. West, University of Georgia Compensation Internet and Computer Law School, Chair Nicole Iannarone, Drexel University Marie Boyd, University of South School of Law, Chair Bryan Choi, The Ohio State University, RonNell Andersen Jones, University of Thomas R. Kline School of Law, Chair Michael E. Moritz College of Law, Carolina School of Law, Chair-Elect Utah, S. J. Quinney College of Law, Deepa Das Acevedo, University of Chair Alternative Dispute Resolution Chair-Elect Alabama School of Law, Chair-Elect Tejas Narechania, University of Elayne E. Greenberg, St. John's Employment Discrimination Law California, Berkeley School of Law, University School of Law, Comparative Law Chair Stacy L. Hawkins, Rutgers Law School, Chair-Elect Carli N. Conklin, University of Missouri Mark S. Kende, Drake University Law School, Chair School of Law, Chair-Elect Chair Jewish Law Margaret Y. Woo, Northeastern Angela Morrison, Texas A&M University Samuel J. Levine, Touro College, Jacob D. Animal Law University School of Law, Chair-Elect School of Law, Chair-Elect Fuchsberg Law Center, Chair Ann L. Schiavone, Duquesne University Environmental Law Shari Motro, The University of School of Law, Conflict of Laws Chair Steve C. Gold, Rutgers Law School, Chair Richmond School of Law, Chair-Elect Sarah J. Morath, University of Houston John Coyle, University of North Carolina School of Law, Tracy Hester, University of Houston Law Law Center, Chair-Elect Chair Jurisprudence Aaron D. Simowitz, Willamette Center, Chair-Elect Kimberly K. Ferzan, University of Antitrust and Economic University College of Law, Chair-Elect European Law Virginia School of Law, Chair Regulation Kristen Barnes, Syracuse University Nita Farahany, Duke University School Harry First, New York University School Constitutional Law College of Law, Chair of Law, Chair-Elect of Law, Chair Christopher C. Lund, Wayne State University Law School, Chair Paolo Saguato, Antonin Scalia Law and Anthropology Alan J. Meese, William & Mary Law Law School, at George Mason School, Chair-Elect Lee J. Strang, University of Toledo Deepa Das Acevedo, University of College of Law, Chair-Elect UniversityChair-Elect Alabama School of Law, Chair Art Law Creditors' and Debtors' Rights Evidence Law and Interpretation Christine Haight Farley, American Christian Brook Sundquist, Albany Law University, Washington College of Jared Ellias, University of California, Clark Cunningham, Georgia State School, Chair Law, Chair Hastings College of the Law, Chair University College of Law, Chair Sara Greene, Duke University School of Jasmine Elwick Harris, University of Jorge L. Contreras, University of Utah, S. California, Davis, School of Law, Law and Religion J. Quinney College of Law, Law, Chair-Elect Michael P. Moreland, Villanova Chair-Elect Chair-Elect Biolaw Criminal Justice University Charles Widger School of Jenny E. Carroll, University of Alabama Family and Juvenile Law Law, Chair Nicholson Price, The University of Kim Hai Pearson, Gonzaga University Michigan Law School, Chair School of Law, Chair Stephanie Barclay, Brigham Young E. Lea Johnston, University of Florida School of Law, Chair University, J. Reuben Clark Law Fazal R. Khan, University of Georgia Nancy J. Soonpaa, Texas Tech University School of Law, Fredric G. Levin College of Law, School, Chair-Elect Chair-Elect School of Law, Chair-Elect Chair-Elect Law and South Asian Studies Business Associations Financial Institutions and Andrew Tuch, Washington University in Defamation and Privacy Srividhya Ragavan, Texas A&M Randolph Robinson, UIC John Marshall Consumer Financial Services University School of Law, Chair St. Louis School of Law, Chair Rory Van Loo, Boston University School Law School, Chair Jessica Erickson, The University of of Law, Law and Sports Eric Goldman, Santa Clara University Chair Richmond School of Law, Chair-Elect Patricia A. McCoy, Boston College Law Alfred C. Yen, Boston College Law School of Law, Chair-Elect Children and the Law School, Chair-Elect School, Chair Julie McConnell, The University of Disability Law Todd J. Clark, St. Thomas University Katie Eyer, Rutgers Law School, Chair Immigration Law School of Law, Chair-Elect Richmond School of Law, Chair Jennifer M. Chacon, University of Katherine Macfarlane, University of Jordan Blair Woods, University of California, Los Angeles School of Law, Law and the Humanities Idaho College of Law, Chair-Elect Arkansas, Fayetteville, Robert A. Chair Judith Resnik, Yale Law School, Chair Chair-Elect East Asian Law & Society Kit Johnson, University of Oklahoma Brian Soucek, University of California, Craig Martin, Washburn University College of Law, Chair-Elect Davis, School of Law, Chair-Elect Leflar Law Center, School of Law, Chair Timothy Webster, Western New England University School of Law, Chair-Elect

18 AALSNews 2020 Section Chairs and Chairs-Elect

Law and the Social Sciences Professional Responsibility Transactional Law and Skills PreLegal Education and Dalié Jiménez, University of California, Renee Newman Knake, University of Matt Jennejohn, Brigham Young Admission to Law School Irvine School of Law, Chair Houston Law Center, Chair University, J. Reuben Clark Law Kristine Jackson, University of Colorado Pamela Foohey, Indiana University Paula Schaefer, University of Tennessee School, Chair Law School, Chair Maurer School of Law, Chair-Elect College of Law, Chair-Elect Megan W. Shaner, University of Elisabeth S. Hutchison, University of Law in the Americas Real Estate Transactions Oklahoma College of Law, Chair-Elect Hawaii, William S. Richardson School Kim Nayyer, Cornell Law School, Chair Andrea J. Boyack, Washburn University Trusts and Estates of Law, Co-Chair Elect Lauren Fielder, The University of Texas School of Law, Chair Terri Lynn Helge, Texas A&M University Shawn McShay, Boston College Law School of Law, Chair-Elect Pamela Foohey, Indiana University School of Law, Chair School, Co-Chair Elect Law Libraries and Legal Maurer School of Law, Chair-Elect David O. Horton, University of California, Pro Bono & Public Service Information Remedies Davis, School of Law, Chair-Elect Opportunities Sande Buhai, Loyola Law School, Los Roger Skalbeck, The University of Caprice Roberts, The George Administrative Sections Angeles Richmond School of Law, Chair Washington University Law School, Chair Susan B. Schechter, University of Richard A. Leiter, University of Nebraska Chair Academic Support Jamie A. Kleppetsch, DePaul University California, Berkeley School of Law, College of Law, Chair-Elect Samuel L Bray, Notre Dame Law School, College of Law, Chair Chair-Elect Chair-Elect Law, Medicine and Health Care Melissa Hale, Loyola University Chicago Ruqaiijah A. Yearby, Saint Louis Scholarship Student Services School of Law, Chair-Elect J. Trent Kennedy, Georgetown University University School of Law, Chair Richard Albert, The University of Texas Law Center, Chair Mary Leto Pareja, University of New School of Law, Chair Associate Deans for Academic Affairs and Research Troy A. Riddle, Albany Law School, Mexico School of Law, Chair-Elect Victoria S. Sahani, Arizona State Mary Garvey Algero, Loyola University University Sandra Day O'Connor Chair-Elect Leadership New Orleans College of Law, Chair College of Law, Douglas A. Blaze, University of Chair-Elect Michael J. Higdon, University of Affinity Sections Tennessee College of Law, Chair Securities Regulation Tennessee College of Law, Chair-Elect Minority Groups Donald J. Polden, Santa Clara University Wendy G. Couture, University of Idaho Balance in Legal Education Marc-Tizoc Gonzalez, University of New School of Law, Chair-Elect College of Law, Chair Jarrod F. Reich, Georgetown University Mexico School of Law, Chair Andrew Tuch, Washington University in Legal History Law Center, Chair Christian Brook Sundquist, Albany Law St. Louis School of Law, Ariela J. Gross, University of Southern Chair-Elect Deborah Lee Borman, University of School, Chair-Elect California Gould School of Law, Chair Sexual Orientation and Gender Arkansas at Little Rock, William H. New Law Professors Jeffrey Schmitt, University of Dayton Identity Issues Bowen School of Law, Chair-Elect Maybell Romero, Northern Illinois School of Law, Chair-Elect Jack B. Harrison, Northern Kentucky University College of Law, Chair University, Salmon P. Chase College of Continuing Legal Education Legal Writing, Reasoning, and Scott Harrington, Louisiana State Timothy J. Duff, Case Western Reserve Law, Chair Research University, Paul M. Hebert Law University School of Law, Chair-Elect Mary E. Adkins, University of Florida Shaakirrah Sanders, University of Idaho Center, Chair Women in Legal Education Fredric G. Levin College of Law, College of Law, Chair-Elect Chair Cynthia Heuser, University of Tamara F. Lawson, St. Thomas Rosa Kim, Suffolk University Law Socio-Economics Mississippi School of Law, Chair-Elect University School of Law, Chair School, Chair-Elect George B. Shepherd, Emory University Susan Bisom-Rapp, Thomas Jefferson School of Law, Chair Dean, for the Law School Legislation & Law of the Political Alicia Ouellette, Albany Law School, School of Law, Chair-Elect Process Laura A. Rosenbury, University of Florida Fredric G. Levin College of Chair Melanie B. Leslie, Benjamin N. Cardozo Chicago, The Law School, Chair Law, Chair-Elect School of Law, Chair-Elect BijalRyan Shah, D Doerfler, Arizona The State University University of State and Local Government Law Sandra Day O'Connor College of Law, Sarah Schindler, University of Maine Global Engagement Lawrence M. Solan, Brooklyn Law Chair-Elect School of Law, Chair School, Co-Chair Litigation Kellen Zale, University of Houston Law Gabrielle L. Goodwin, Indiana University Byron G. Stier, Southwestern Law Center, Chair-Elect Maurer School of Law, Co-Chair School, Chair Taxation Christine Chambers Goodman, Erin Scharff, Arizona State University Institutional Advancement Emily Cherry, The University of Pepperdine University, Rick J. Caruso Sandra Day O'Connor College of Law, Richmond School of Law, Co-Chair School of Law, Chair-Elect Chair Dennis Slon, University of California, National Security Law Kathleen Thomas, University of North Irvine School of Law, Co-Chair Emily Berman, University of Houston Carolina School of Law, Chair-Elect Victoria Grantham, Fordham University Law Center, Chair Teaching Methods School of Law, Chair-Elect Milena Sterio, Cleveland-Marshall Kimberly Y.W. Holst, Arizona State College of Law at Cleveland State University Sandra Day O'Connor Law School, Administration and Finance University, Chair-Elect College of Law, Chair Erica Daley, University of Oregon School Dustin Benham, Texas Tech University Natural Resources and Energy of Law, Chair Law School of Law, Chair-Elect Bethany Anne Pluymers, University of Keith W. Rizzardi, St. Thomas University Technology, Law and Legal Wisconsin Law School, Chair-Elect School of Law, Chair Education Justin Pidot, University of Denver Sturm Emily Janoski-Haehlen, University of Part-Time Division Programs Liam Skilling, University of Hawaii, College of Law, Chair-Elect Akron School of Law, Chair William S. Richardson School of Law, Nonprofit and Philanthropy Law Gabriel H. Teninbaum, Suffolk Chair Philip T Hackney, University of University Law School, Chair-Elect Laura Mott, City University of New York Pittsburgh School of Law, Chair Torts and Compensation Systems School of Law, Chair-Elect Khrista McCarden, Tulane University Scott Hershovitz, The University of Law School, Chair-Elect Michigan Law School, Chair Post-Graduate Legal Education Sarah Kelly, St. John's University School Poverty Law Mary J. Davis, University of Kentucky, of Law, Yael Cannon, Georgetown University J. David Rosenberg College of Law, Chair Colleen Burke, Georgetown University Law Center, Chair Chair-Elect Law Center, Danielle Pelfrey Duryea, Boston Chair-Elect University School of Law, Chair-Elect

Winter2020 19 AALS Conference on Clinical Legal Education

AALS organizes the AALS Conference on Clinical Legal Education each year Workshop for New Visit to provide a space dedicated to the Law School Clinical unique and often pressing oppor- clinical.aals.org tunities, challenges, and teaching Teachers for more information moments present in law school clin- The biennial Workshop for New Law ics and professional development for School Clinical Teachers will take law teachers. place immediately preceding the con- ference. The workshop is designed This year, there are more opportu- to provide clinical law teachers who help attendees develop a tool kit for nities to participate as speakers and professional success as clinicians. panelists. The schedule includes insights and foundational princi- A variety of topics foundational to more than 90 concurrent sessions, pleshave for recently clinical entered teaching the and field profes with- clinical teaching will be covered, including 20-minute lightning ses- sional development. The workshop including: a historical overview of is intended for clinical teachers hired clinical legal education; clinical and 2019. The two plenary sessions will in any position type, including visitor, externship seminars; classroom addresssions which diversity were firstin the introduced legal acad in- tenure- track, contract, fellow, or other case rounds; and clinical supervi- emy and clinical legal education, kinds of faculty positions. sion. Presenters and attendees will and a dialogue with Florida activ- be teachers from a variety of clinics ists regarding the role of the lawyer Workshop sessions will be led and including transactional, litigation, and law school clinics in communi- facilitated by a group of inspiring community-based, and policy-based ty-based social justice activism. senior and junior faculty chosen for programs. their commitment to clinical legal Attendees can use the new mobile education, track record of success in The overall goal of the workshop is their own careers, and diversity of to enhance the professional devel- hotel, build personal schedules, and law practice, teaching, and scholarly connectapp to on find social their media. way The around app will the approaches. Workshop presenters each attendee while connecting new be available in app stores as “AALS opment and teaching confidence of will share best practices, common clinicians to peers and experienced Events.” mistakes, and valuable resources to clinicians within the broader clinical community. Orlando, Florida in early May is a great opportunity to make the meet- ing a family event. AALS has negoti- ated room rates of $209 per night See the complete program at the AALS hotel to help keep costs down. We hope you will join us this and list of speakers at spring. clinical.aals.org/schedule

20 AALSNews Conference on Clinical Legal Education

experiences to engage in deep con- mating theory about lawyering. It is Conference versations about community goals, anchored in the mission to provide Workshops needs, and issues. students with durable learning, as they can focus on the most essential Sign up in advance for one of three Learning Law Through content of the course and transfer conference workshops offered onsite. that learning to different and more Attendance is limited to pre-regis- Experience and by Design challenging contexts in their careers. trants. Once a workshop has reached Workshop capacity, it will no longer be available The workshop also will cover both for registration. Workshops will take Do you hope your students will be jus- formative and summative assess- place on Sunday, May 3, 9 am – 1 pm, tice-ready at the end of the semester? ments; how they can help clini- at the same time as the Workshop for Fearless problem solvers? Understand cians visualize the “successful stu- New Law School Clinical Teachers. what it takes to be the best prepared dent”; and how they can support a law school’s program assessment See as a teacher understand your goals for demands. Overall, the workshop clinical.aals.org/schedule/workshops yourlawyer? students, Reflective you learners? can construct Once you an addresses how clinicians can exam- for more information. effective course to meet your vision. ine exactly what learning they wish to This workshop is targeted to clini- facilitate for their students and how Clinicians of Color cal faculty who are ready to visualize to authentically identify the student Workshop what their students will become (in characteristics that will demonstrate skills, knowledge, and values) at the that learning. The workshop will explore topics end of their course, and then how to such as: Navigating the Complexities course to achieve that vision. • Navigating issues of race and build a clinic, field placement, or skills of the Clinical Teaching implicit bias within institutions; Consider the conference theme— Market • Navigating the unwritten rules of Fortifying our Foundation and academia (like status); Building for the Future. The confer- This interactive workshop aims to • Balancing teaching/scholarship/ ence planners focus on ways the clin- demystify the “new normal” in clinical service; ical community can strengthen itself hiring and impart strategies and skills and their community of educators. for successfully navigating the market • Understanding and supporting This workshop is designed with just so that participants can be best posi- members through the promotion that aim in mind. For experienced cli- tioned to secure the jobs they seek. and tenure process; nicians, the workshop enables them Participants will hear from and inter- • Developing a pipeline of future to retool their courses to better reach act with clinicians who have expe- clinicians of color; their aspirations for their students’ rience across all facets of the hiring • Maximizing the impact of scholar- learning. For less experienced cli- process. The workshop sessions will ship, and; nicians, the workshop provides the address the many different aspects of platform to discover how the sundry the job search, including: the charac- • Paths to leadership positions in parts of a course, well-synthesized the academy. and sequenced, can deliver deep stu- clinical teaching market and the hiring dent learning. doneteristics within and it, trends entering defining the market today’s These topics will provide the com- (evaluating positions and completing munity with tools and calls to action The workshop introduces a design FAR forms), initial interviews (at the that will strengthen its foundation process for creating an effective, AALS Faculty Recruitment Conference and continue to build for the future. intentionally-designed instructional or outside the formal process), call- Collaboration, lawyering skills, path for any experiential learning backs, and receiving and assessing mindfulness, self-care, resiliency, course. It will help each participant professional development, and com- identify the animating theory for for experienced candidates or those munity are central themes of these their course, plus learning goals, whooffers. come This fromworkshop well-established will fill in gaps and conversations. resourced fellowship programs as and learning outcomes. This process The workshop will consist of a ple- well as inform and advise those who isfinal particularly assessment, challenging evaluation as rubric,teach- nary welcome, two concurrent ses- are considering entering the market ers shift from covering many laws, sions, and a plenary closing session. - skills, and values to identifying one Concurrent sessions will provide or two goals drawn from their ani- opportunities for groups of diverse for the first time or without the bene fit of such resources. Winter2020 21 Propose a Program for the 2021 AALS Annual Meeting Have a great idea for programming at the AALS Annual Meeting? Organize an Arc of Career or Open Source session Openwithout Source being affiliated with an AALS Section. Arc of Career This category includes four types of programs: Arc of Career sessions address a broad range of profes- • Open Source programs are traditional scholarly pro- sional development topics for faculty and administrators. grams other than those sponsored by an AALS Section. Successful proposals for prior Annual Meeting sessions Proposals are due April 13. have addressed such issues as: • Discussion Groups provide a setting for discussions • Transitioning from academia to government service among a small group of invited participants. Proposals and back again; are due April 13. • The pros and cons of a lateral move; • Symposia are extended sessions (half-day or longer) that focus on in-depth scholarly exploration of a topic • Marketing your scholarship; of academic interest. Proposals are due May 11. • Finding a mentor within and outside your institution; • Hot Topic programs focus on topics that emerge too • How to mentor faculty both pre- and post-tenure, and; late in the year to be included in other types of pro- • How to think about and prepare your tenure package. grams. Proposals due October 19. Proposals directly related to the outcome of the November 2020 elec- Proposals are solicited and reviewed by the Committee on tions that could not be proposed in time for the Arc of Career Programs. The Committee hopes to receive October deadline are due November 16. proposals for all legal education professionals, including tenure and tenure-track faculty, contract and special fac- Proposals are solicited and reviewed by the Program ulty, administrators, and other constituencies. Committee for the 2021 Annual Meeting. Arc of Career Program proposals are due April 13. Questions may be directed to [email protected]

For more information, visit am.aals.org/proposals

22 AALSNews Nominations Sought for AALS Seeking Recommendations for President-Elect, Executive AALS Committee Appointments Committee Positions houghtful and effective volunteers are a vital element Tin the work of AALS, much of which is accomplished he Nominating Committee for 2021 would very much by a diverse group of committees organized around a wide Tappreciate your help in identifying strong candidates range of issues in legal education. AALS President-Elect for President-Elect of the Association and for two open Vincent D. Rougeau will soon begin to choose his commit- positions on the Executive Committee (three-year terms). tee appointments for 2021, and we seek your assistance in To be eligible, a person must have a faculty appointment identifying individuals for consideration. at an AALS member school. The committee will formally recommend candidates for these positions to the House participation of newer, as well as seasoned, members of of Representatives at the 2021 Annual Meeting in San theIt is academy.the aim of All AALS appointments to build committees will begin thatJanuary reflect 2021; the Francisco. some will be three-year terms and others will be for one Please send suggestions for persons to be considered, year. We invite recommendations for members of any of along with supporting comments, to AALS Executive the committees with openings, which are listed at www. Director Judy Areen at [email protected] by aals.org/about/committees. May 29, 2020. You may also mail recommendations to You may recommend any full-time faculty or staff member AALS, 1614 20th Street, NW, Washington, DC 20009. at an AALS member school, including self-nominations. AALS President Darby Dickerson has appointed the fol- Please include your insights into the suggested committee lowing individuals to the Nominating Committee for 2021 member’s strengths in the context of the committee ser- vice you propose.

Recommendations should be sent to Judith Areen, AALS OfficersJessica and W. Members Berg, Case of theWestern Executive Reserve Committee: University School of Law Executive Director, at [email protected] by May Paul Marcus, William & Mary Law School 29, 2020. Blake D. Morant, The George Washington University Law School Alicia Ouellette, Albany Law School Wendy Collins Perdue, University of Richmond School of Law, Chair

From "The Power of Words," pp. 1-5 1 Matthias R. Mehl et al., Are Women Really More 1823 n. 1 (Kindle ed. 2006). 20 Kent D. Syverud, The Caste System and Best Talkative Than Men? , Aug. 2007, at 82, 8 Moore, supra n. 3, at 292. Practices in Legal Education, 1 J. ALWD 12 (2002). available at 9 Id. 21 Id. at 17 (emphasis in original). Richard_Slatcher/publication/6223260_Are_Women_Science 10 Sayuri Hayakawa & Viorica Marian, How Language 22 See id. at 18–19. Really_More_Talkative_Than_Men/links/53e18ec https://www.researchgate.net/profile/- Shapes the Brain, , Apr. 30, 2019, at 23 Id. at 19. 00cf2235f352bcf51/Are-Women-Really-More- 24 2.1. Talkative-Than-Men.pdf. how-language-shapes-the-brain/.Scientific Am. 25 Id. at Rule 3.3. 2 E.g., Northeastern University School of Law, The https://blogs.scientificamerican.com/observations/11 Id. 26 Id.Model at Rule Rules 4.1(a). of Professional Conduct Rule Syntax of Justice: Law, Language, Access & Exclusion 12 27 Id. at Rule 3.8. (Mar. 30–31, 2017), https://www.northeastern. 24 (2012). 28 Heraclitus, a Greek philosopher, has been quoted edu/law/news/events/2017/syntax-justice/index. 13 Id.Andrew Newberg & Mark Robert Waldman, as saying, “Change is the only constant in life.” Janet html#_ga=2.36739240.921874738.1577642905- Words14 Id. at 30Can nn. Change 19–21 Your(citing Brain various clinical studies). Singer, The Only Constant Is Change, PsychCentral, 1235261334.1577642905 (conference homepage). 15 https://psychcentral.com/lib/the-only-constant-is- 3 Michael Moore, Word Magic, loc. 259 (Kindle change/ (last updated Oct. 8, 2018). , July 2015, at 289, 292. ed.Deborah 1998). Tannen, The Argument Culture: 29 For background on this saying, see Quote 4 ETC: A Review of Stopping16 Id. America’s War of Words Investigator, https://quoteinvestigator. General Semantics 17 Emily Hartigan, The Power of Language Beyond com/2017/10/23/be-change/. Mary Frances Berry & Josh Gottheimer, Power Words: Law as Invitation, 26 67, 30 NPR, Transcript: Greta Thunberg’s Speech at the in Words: loc. The143 Stories(Kindle ed.Behind 2010). Barack Obama’s 79 (1991). U.N. Climate Action Summer (Sept. 23, 2019), https:// Speeches,5 Id. From the State House to the White 18 Id. Harv. C.R.-C.L. L. Rev. www.npr.org/2019/09/23/763452863/transcript- House6 Id. 19 Greta Anderson, Prohibiting Caste Prejudice on greta-thunbergs-speech-at-the-u-n-climate-action- 7 Campus, Inside Higher Educ., Dec. 20, 2019, https:// summit. ch. 5, loc. www.insidehighered.com/news/2019/12/20/ Douglas L. Wilson, Lincoln’s Sword: The university-adds-caste-nondiscrimination-policy. Presidency and the Power of Words Winter2020 23 Update Your Information in the AALS Directory of Law Teachers AALS Calendar hile the Directory of Law The AALS Directory Annual Meeting WTeachers is printed once a year, of Law Teachers tenured, tenure-track, long-term con- 2019-2020 Tues., Jan. 5 – Sat., Jan. 9, 2021 tract, and emeritus faculty are wel- San Francisco, CA come to update their biographies at Wed., Jan. 5 – Sun., Jan. 9, 2022 any time throughout the year. Log on to dlt.aals.org and update your biog- New York, NY raphy in the Directory of Law Teachers Printed for Law Teachers by West Academic (DLT). Any updates you make to your Publishing and Foundation Press Conference on Clinical information will appear in real time in the searchable online application. Legal Education Sun., May 3 – Wed., May 6, 2020 You can view listings by name or by school in the online Orlando, FL DLT, but the new search function can do much more. Sort faculty members by subjects taught, currently teaching, years teaching, and seminar offerings, among other cate- Workshop for New gories. You can also cross-search for multiple faculty and multiple subject areas at the same time. Law School Teachers Thurs., June 4 – Sat., June 6, 2020 You can also limit the information shared in your listing. Washington, DC the amount of information you would like to be available online.Simply log on and adjust your privacy settings to reflect Faculty Recruitment Conference Thurs., Oct. 15 – Sat., Oct. 17, 2020 Washington, DC

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