Workshop Materials: To view presentation materials from this Workshop, use your mouse to choose highlighted speakers' names. The entire Workshop Booklet is available as a PDF file. You may also view all available 2002 Annual Meeting materials by speaker or by day.
Program
Wednesday, January 2, 2002
8:00 p.m.
The Sweet Hereafter (Film Showing for Early Arrivals)
Thursday, January 3, 2002
8:45 - 9:00 a.m.
Welcome
Mary Kay Kane, University of California, Hastings and AALS President
Introduction
Joan W. Howarth, University of Nevada, Las Vegas and Chair, Planning Committee for AALS Annual Meeting Workshop, Do You Know Where Your Students Are? Langdell Logs On to the 21st Century
9:00 - 10:30 a.m.
Opening Plenary: The Challenges of Connecting with 21st Century Students
Wendy Espeland, Department of Sociology, Northwestern University and
American Bar Foundation
Rodney O. Fong, Santa Clara University
Charles B. Rosenberg, Esq., Rosenberg & Mendlin, and Technical Consultant for
The Practice and L.A. Law
Richard H. Sander, University of California at Los Angeles
Via Video
Claude M. Steele, Professor of Psychology, Stanford University ?gg
Moderator: Joan W. Howarth, University of Nevada, Las Vegas ?gg
How do technology, globalization, popular culture, educational stereotypes, the consumer culture of legal education, and our changing legal profession shape today’s students? This plenary will introduce the themes of the Workshop by using multimedia technologies, student voices, and expertise from within and beyond the legal academy to address these questions.
10:30 - 10:45 a.m.
Refreshment Break
10:45 a.m. - 12:00 noon
Concurrent Sessions
Popular Culture in First Year Courses
Rogelio A. Lasso, Washburn University
Lenora P. Ledwon, St. Thomas University
Camille Antoinette Nelson, St. Louis University
Paul T. Wangerin, John Marshall Law School
Our students have learned much of what they know about law and lawyering from popular culture. This session will present a variety of ways, including movies, novels and poetry, to use students’ engagement with popular culture to enhance learning in the first year.
How to Technology
Charles R. Calleros, Arizona State University
Benjamin Griffith Davis, Texas Wesleyan University
Jay Kesan, University of Illinois
Sally H. Wise, University of Miami
Technology in teaching is no longer for the few technophiles on the faculty. This is a nuts and bolts session demonstrating what teaching with technology can accomplish and how you can do it.
Globalization
Helen Elizabeth Hartnell, Golden Gate University
Andrea L. Johnson, California Western School of Law
Frank K. Upham, New York University
Stephen Zamora, University of Houston
Connecting with today’s law students means thinking globally. Many law students intend to work or study abroad, many are immigrants or citizens of other countries, and many expect their legal education to include international and comparative law issues. This session will address a variety of globalization issues.
Public Service / Public Interest
James H. Backman, Brigham Young University
Dennis E. Curtis, Yale Law School
Jacqueline A. Ortega, University of San Francisco
Peter Pitegoff, SUNY at Buffalo School of Law
Thomas J. Schoenherr, Fordham University
Cindy Roman Slane, Quinnipiac University
Matthew Wilkes, New York Law School
Stephen Wizner, Yale Law School
This session invites participants to join a network of legal educators working together to strengthen public service and social justice programs in their institutions.
Connecting Work With School: The Quandary of Professional Legal Education in a University Setting
Susan J. Bryant, City University of New York
Deborah Howard, Project Director, The Law School Consortium
Project, Brooklyn, NY
Antoinette Sedillo Lopez, University of New Mexico
Jonathan Mark Zasloff, University of California at Los Angeles
This session will offer several examples of how the profession, and issues arising from practice, are influencing law schools’ curricular planning and development. While new technologies can play an important role in these educational currents, so are schools’ expanding efforts to engage more actively with their own alumni. Such collaborations can help to identify the skills and values required to succeed as a 21st Century practitioner, and so inform curricular choices.
Just What Do the Doctors Prescribe … and The Architects Do?
Richard P. DiCarlo, M.D., Associate Professor, School of Medicine,
Louisiana State University, New Orleans, Louisiana
Donald F. Gatzke, Dean, Tulane University School of Architecture,
New Orleans, LA
Richard K. Neumann, Jr., Hofstra University
Clinical training is an integral part of a modern professional school’s curriculum. This session will present current curricular debates in disciplines other than law, some of which concern the value of emphasizing clinical work during the earliest semesters of a professional degree program. The panelists expect to set aside some time to brainstorm with the audience about ways to adapt cutting-edge educational techniques from their fields to legal education.
Using Learning Theory to Connect with Law Students
Gary Blasi, University of California at Los Angeles
Lynn M. Daggett, Gonzaga University
Vernellia R. Randall, University of Dayton
Jennifer Lorraine Rosato, Brooklyn Law School
Learning about learning? This session will showcase theories about learning that law professors are learning and putting to use.
The Impact of Rankings & Assessments on Legal Education Today
Wendy Espeland, Associate Professor, Department of Sociology,
Northwestern University
Richard Owen Lempert, University of Michigan
Michael Sauder, Graduate Student, Department of Sociology,
Northwestern University
Jane L. Scarborough, Northeastern University
U.S. News assesses and ranks law schools for potential students; law schools assess and rank law students for potential employers, and law students assess and rank law professors for law schools. This session will address these mechanisms of assessment and rankings that are changing or maintaining traditional legal education.
Moving Beyond Third Year Disengagement
Jennifer Gerarda Brown, Quinnipiac College
Patrick Schiltz, University of St. Thomas
David B. Wilkins, Harvard University
Clark J. Freshman, University of Miami
Co-Moderators:
Mitu Gulati, University of California at Los Angeles
Richard H. Sander, University of California at Los Angeles
In their national study of law students, Professors Sander and Gulati have established that upper level law students are significantly disengaged from law school. This session will engage the Sander & Gulati data and will also feature other scholars who have studied third year issues. The session will consider specific proposals for improving third year engagement.
12:00 noon - 1:45 p.m.
Lunch On Your Own
2:00 - 3:15 p.m.
Concurrent Sessions
Using Technology & Popular Culture to Teach Statutory Material
Barbara A. Glesner Fines, University of Missouri-Kansas City
Lolita Buckner Inniss, Cleveland State University
Sharlene Wanda Lassiter, Northern Kentucky University
Alfred Chueh-Chin Yen, Boston College
Teaching courses on statutory materials can be especially demanding. This session will offer several examples of ways to use technology and popular culture to meet the challenges of statutes.
Teaching Across Campuses: Cooperative Efforts and Distance Learning
Danielle M. Conway-Jones, University of Hawaii
Craig Mousin, DePaul University
Barry C. Scheck, Yeshiva University
Geography no longer sets the boundaries for legal education. This session’s presenters have used distance learning and cooperative approaches in a variety of contexts. They will discuss their experiences with particular emphasis on what they have learned that they wish they had known when they started
Professional Responsibility: "What Works -- and Why?"
Kathleen Clark, Washington University
Susan Paris Koniak, Boston University
John G. Sprankling, McGeorge School of Law
David B. Wilkins, Harvard University
This session will bring traditional teachers’ together with others using some of the newer interactive and/or high tech methodologies for teaching professional responsibility. In addition to presenting their latest techniques, the panelists propose to engage participants in the ongoing debate over effective pedagogy in this most important of required law school subjects.
Integrating Clinical Methodology Into First Year Courses
Katherine Shelton Broderick, University of the District of Columbia
Miye Ann Goishi, University of California, Hastings
Russell E. Lovell, II, Drake University
Featured will be Drake’s revolutionary First-year Trial Practicum, in which the entire first-year class observes a week-long Polk County District Court jury trial, from voir dire to verdict. This is the actual trial of a real case. The Practicum complements the trial with small group discussions, lectures, and practice panels, focusing on the key legal and procedural issues as well as the litigation strategies and techniques of the lawyers trying the case.
The other schools’ presentations will highlight their own exciting efforts to bring clinical methodology into the first-year of law school. Hastings will describe its experimental clinical teaching modules, which have been incorporated into the traditional torts and civil procedure courses. The University of the District of Columbia plans to present its innovative introduction to legal study for first-year students, the Law and Justice Service Program.
Staying Connected During and After Classroom Crises
Jane H. Aiken, Washington University
Ian Ayres, Yale Law School
Catherine E. Smith, Texas Southern University
Robert S. Westley, Tulane University
Stephanie M. Wildman, Santa Clara University
This session will explore the law professor’s role when the shared enterprise of the classroom is in danger of rupture due to student or teacher insensitivity, rudeness, offensiveness, gaffe, or perhaps simply the rawness of truth telling. These moments may arise due to controversial subject matter, issues of subordination and privilege, or difficult personalities. What is the professor’s responsibility for acknowledging and dealing with tension, rather than retreating? What are strategies for effectively staying connected?
Faculty Responses to Students' Competing Concerns
Shauna I. Marshall, University of California, Hastings
Calvin Pang, University of Hawaii
Kent D. Syverud, Vanderbilt University
This session addresses the “outside” lives our students bring to their studies. How is law school learning impacted by financial crises, staggering debt loads, family responsibilities, health emergencies, job pressures, and other stressors? What does the classroom teacher have to do with any of these problems? What faculty strategies for addressing outside pressures will improve student academic performance? Whose job is it to know the whole student?
Access to Justice
Elliott S. Milstein, American University
Dean Hill Rivkin, University of Tennessee
Many students come to law school because of concerns about access to equal justice. In 2000-01 the AALS sponsored colloquia around the country designed to develop new ideas and strategies to engage law schools in projects for access to equal justice. This session will build on those colloquia.
Calgary Comes to New Orleans
Alison Grey Anderson, University of California at Los Angeles
Don L. Doernberg, Pace University
Sophie M. Sparrow, Franklin Pierce Law Center
The June 2001 AALS Conference on New Ideas for Experienced Teachers in Calgary focused on how basic concepts of modern learning theory--"deep understanding", student preconceptions, and metacognition--and the specific scholarship behind them illuminate traditional and non-traditional law school pedagogy. This session will present a brief report on the learning theory concepts underlying the conference, and conference speakers and participants will provide some "show and tell" to illustrate the ideas and techniques presented at the conference. Conference participants will talk about what they found most illuminating at the conference and what happened when they brought their "new ideas" back to their home law schools. Finally, there will be a discussion among presenters and audience about how to share new ideas about teaching and learning more effectively within law faculties and across schools. Those interested can find conference materials at the permanent conference website at www.aals.org, click on "conferences and workshops.
Manageable Feedback Techniques for Large Classes
Steven Friedland, Nova Southeastern University
Gerald F. Hess, Gonzaga University
Christina L. Kunz, William Mitchell College of Law
Maria L. Ontiveros, University of San Francisco
Frequent evaluation and feedback are important to student learning, but can be hard to accomplish in large classes. This session will offer techniques, secrets, tips, and solutions for making effective and frequent feedback manageable, even in large classes.
3:15 - 3:30 p.m.
Refreshment Break
3:30 - 5:15 p.m.
Final Plenary: Making Connections Through Culture and Lawyering: The Sweet Hereafter
John S. Dzienkowski, University of Texas
Margaret E. Montoya, University of New Mexico
Austin D. Sarat, Professor of Jurisprudence & Political Science, Amherst College, Amherst, Massachusetts
Moderator: Rachel Moran, University of California at Berkeley
Connecting with today’s law students can mean using popular culture and real-world lawyering. The Workshop will culminate in a plenary session whose centerpiece will be the novel and film The Sweet Hereafter, and the tragic Texas school bus accident on which they both were very loosely based. Although the plenary is designed to also engage participants who are not familiar with The Sweet Hereafter, in part through the use of videoclips, Workshop participants are encouraged to read the 1991 novel by Russell Banks or watch the 1997 film directed by Atom Egoyam prior to the Annual Meeting. A special screening of the movie will be held at the Hilton New Orleans on Wednesday evening.
