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Deans & Legal Education
A Selected Bibliography
Roger I. Abrams, Confessions of a Law Dean, 31 U. Tol. L. Rev. 553 (2000).
Drawing on his experience as dean of three law schools, Nova, Rutgers-Newark, and Northeastern, the author briefly offers his suggestions for deans on balancing competing interests of law school faculties and university administrations.
Gail B. Agrawal, Be Careful What You Wish For: Succeeding in the Dean Candidate Pool, 31 Seattle U. L. Rev. 765-773 (2008).
The author offers her advice on how to succeed in applying for a deanship.
Peter C. Alexander, Confessions of a Hybrid Dean: Dean as Sustainer, 36 U. Tol. L. Rev. 1 (2004).
The author writes about his search for the perfect model to strive for as he assumes the deanship at the University of Southern Illinois.
Linda L. Ammons, Commentary: Deciding to Become a Dean, 31 Seattle U. L. Rev. 825 (2008).
The author offers her perspective on the question of “Why become a dean?” and advice on being a successful one.
Linda L. Ammons, The Art and Science of Deaning: Lessons from My Garden, 39 U. Tol. L. Rev. 209 (2008). T
he author offers seven lessons she has learned from her first year as the dean of Widener University School of Law, using an extended analogy to gardening.
Richard L. Aynes, Stone Soup: Thoughts on Balancing a Deanship and Family Life after Twelve Years as Dean, 39 U. Tol. L. Rev. 221 (2008).
The author advice about balancing work and family life, drawing on his own experience of twelve years as the dean of the University of Akron School of Law.
Gregory O. Block, Deaning and Leadership - Keeping in Step, Keeping it Simple, 40 U. Tol. L. Rev. 297 (2009).
The author offers his advice for setting and achieving strategic goals as a dean.
Patrick J. Borchers, Ten Things They Don’t Teach You at Dean School, 31 U. Tol. L. Rev 149 (2000).
This article is a reflection on the author’s first year as a dean, and discusses things that he wishes he had known before taking the position.
Jeffrey A. Brauch, Why I Must Teach, 34 U. Tol. L. Rev. 23 (2002).
The author considers how teaching enhances his experience as dean by providing a means to stay in touch with faculty and students, and as an important respite from his administrative duties.
David A. Brennen, Succeeding in the Candidate Pool: Resources Available for Persons Interested in Becoming a Law School Dean, 31 Seattle U. L. Rev. 791-797 (2008).
The author briefly discusses three American Association of Law Schools resources available to deans and dean candidates.
Paul D. Carrington, Why Deans Quit, 1987 Duke L. J. 342 (1987).
The author examines the role of deans in law schools with reference to why deans tend to serve for short periods of time. He also makes reference to O’Connells’ discussion of the roles and functions of law school deans in the context of higher education administration. (Jeffrey O'Connell & Thomas E. O'Connell, The Five Roles of the Law School Dean: Leader, Manager, Energizer, Envoy, Intellectual, 29 Emory L.J. 605 (1980)).
Linda Crane, Commentary: Accepting the Job and First Key Steps, 31 Seattle U. L. Rev. 847 (2008).
The author discusses the importance of defining and understanding the dean’s job duties, with reference to her experience as the Associate Dean at the John Marshall Law School.
Robert J. Desiderio, Twenty Years Later, 34 U. Tol. L. Rev. 49 (2002).
The author describes the differences between being a dean now and twenty years ago. He contends that the primary difference is the increased complexity of legal education and discusses that complexity with relation to (1) administration, (2) programs, (3) finances, and (4) culture.
R. Lawrence Dessem, Maybe Deaning Is Not for You, 39 U. Tol. L. Rev. 261 (2008).
The author writes “Having been asked to talk recently about why one might not want to consider deaning has led me to write this essay. My hope is that, when read in conjunction with "Top Ten Reasons to Be a Law School Dean,"( 33 U. Tol. L. Rev. 19 (2001)), the ten points in this essay will provide a fuller picture of law school deaning in the twenty-first century.”
R. Lawrence Dessem, Knowing Which Deanship Is the Right One, 31 Seattle U. L. Rev. 783-790 (2008).
The author advises that, “[i]n order to maximize the chance of a good fit between the dean candidate and law school, the candidate should (1) carefully plan her law school dean search; (2) conduct thorough discovery concerning schools of potential interest during the search process; (3) be candid and open during the interview process; and (4) take time to thoughtfully consider any offers received.”
Darby Dickerson, Professor Dumbledore’s Advice for Law Deans, 39 U. Tol. L. Rev. 269 (2008).
The author argues that law deans can draw many lessons from Harry Potter’s headmaster Albus Dumbledore's choice of magic and his core values. Respect can be a key to our ultimate success. By celebrating differences and valuing each person based on talent, not titles, we can conjure our collective strengths to create a strong and vibrant educational environment.
Melissa A. Essary, Confessions of a Dean: Barriers and Breakthroughs to Communication, 40 U. Tol. L. Rev. 333 (2009). The author encourages deans to think deliberately and strategically about communication. The article also addresses barriers to effective communication and communication-enhancing tools.
Teree E. Foster, Law School Deanship: The Top Ten Reasons and a Tribute to 36 over 10, 31 U. Tol. L. Rev. 587 (2000).
The author lists subjective reasons to become a dean. She also discusses gender issues and deaning, as well when and why to resign from a deanship, and gives advice to new deans.
Kristin Booth Glen, The Law School in and as Community, 35 U. Tol. L. Rev. 63 (2003).
The author considers the idea of law schools as communities and explores the roles law schools can play in their larger communities. She also examines the role of the dean in building and serving these communities.
Janice C. Griffith, The Dean’s Role in Managing Technology, 33 U. Tol. L. Rev. 67 (2001).
The author discusses the impact of technological changes on law schools and the importance of the dean’s role in keeping law school technology up to date.
Janice Griffith. The Dean’s Role as a Member of the University’s Central Administration, 35 U. Tol. L. Rev 79 (2003).
The author discusses the role that the dean plays in administrative functions of the school. She also discusses budgets, fundraising, legal education, the legal profession in general and specific issues for state run schools.
Patrick K. Hetrick, The Quest to Achieve True “Top Quartile” Status: Creating and Sustaining an Affirming Law School Community, 39 U. Tol. L. Rev. 305 (2008).
The author writes “Based on my experiences on two law faculties and my observations on ABA site evaluation teams over the past twenty years, it strikes me that law faculties are often like an archipelago, with each island occupied by one faculty member. Living on your own island is not a good thing. It breeds disinterest and indifference concerning what is taking place on the other islands. The general goals and missions of the law school to such faculties stand at a distant and low level of priority. After all, promoting and advancing the mission of the law school is the job of the deans, webmasters, and marketing consultants.” He goes on to propose: Ten Guidelines to Creating and Sustaining an Affirming Law School Community.
Timothy J. Heinsz, Deaning Today: A Worthwhile Endeavor – If You Have the Time, 31 U. Tol. L. Rev. 615 (2000).
The author discusses his experience as a longer term dean and advocates that ten years, rather than five, may be an optimal term length for deans.
Kevin R. Johnson, Commentary: Deciding to Become a Dean, 31 Seattle U. L. Rev. 813 (2008).
The author reflects on the dean search process and factors to consider in deciding whether to become a candidate.
Robert Gilbert Johnston, What Is a Dean For? 35 U. Tol. L. Rev. 111 (2003).
The author considers the question “What is a dean for?” from the perspective of his own experience and research. He does not definitively answer the question but considers various roles the dean plays, including making sure administrative requirements are complied with and balancing the interests of various constituencies.
Michael J. Kelly, Afterword: Why Deans Stay, 51 Md. L. Rev. 483 (1992).
The author reflects on his sixteen years as dean of the University of Maryland Law School, with reference to Paul Carrington’s article.
Lisa A. Kloppenberg, A Mentor of Her Own, 33 U. Tol. L. Rev. 99 (2001).
The author discusses the importance of mentoring to success as a law dean.
W.H. Knight, Commentary: Succeeding in the Candidate Pool, 31 Seattle U. L. Rev. 839 (2008).
The author discusses mistakes candidates make in the search process and suggests ways to avoid them. These include asking the right questions, thoroughly understanding the law school’s institutional culture, and dealing with external constituencies.
Jeffrey S. Lehman, Desperately Seeking a Voice, 33 U. Tol. L. Rev. 103 (2001).
The author discusses his experience of “finding his voice” as a dean and draws on similar experiences as a law clerk, a lawyer, and a law professor.
Stephen R. McAllister, “Insider” Deaning, 34 U. Tol. L. Rev. 121 (2002).
The author discusses issues that internal deanship candidates should consider.
Gerald T. McLaughlin, The Role of the Law School Dean as Institutional Veteran, 31 U. Tol. L. Rev. 675 (2000).
The author presents a general overview of the role and duties of an academic law school dean. He also discusses the five roles of the law school dean as posited by the O’Connells’ in 1980, and the logistical issues deans face, including tenure and time allocation. (Jeffrey O'Connell & Thomas E. O'Connell, The Five Roles of the Law School Dean: Leader, Manager, Energizer, Envoy, Intellectual, 29 Emory L.J. 605 (1980))
Thomas M. Mengler, What’s Faith Got To Do With It? (With Apologies to Tina Turner), 35 U. Tol. L. Rev. 145 (2003).
The author discusses his law school’s faith-based mission, and its focus on mentoring students, forming students’ characters, and fostering public service and a sense of a law as a vocation.
John A. Miller, Managing the Dean’s Ceremonial Role, 34 U. Tol. L. Rev. 127 (2002).
The author offers advice for managing the dean’s ceremonial role without allowing it to overwhelm the dean’s other responsibilities or personal time.
William B. T. Mock, Matchmaker, Matchmaker, Find Me the Perfect (Decanal) match, 31 Seattle U. L. Rev. 799-811 (2008).
The author answers, a little circuitously, the question “"How do you know which deanship is the right one?"
John E. Montgomery, The Dean as Crisis Manager, 34 U. Tol. L. Rev 133 (2002).
The author discusses crises that the law school dean may have to deal with and gives practical advice on how to resolve them.
Jeffrey O'Connell & Thomas E. O'Connell, The Five Roles of the Law School Dean: Leader, Manager, Energizer, Envoy, Intellectual, 29 Emory L.J. 605 (1980).
This is one of the earliest articles that looks at the roles and functions of law school deans in the context of higher education administration. It specifically examines five roles a dean fulfills, with a view to clarifying the dean’s job and reducing the turnover rate of law school deans, by helping search committees conduct more focused searches, helping prospective deans better determine whether to accept a position, and helping current deans meet the responsibilities of their positions.
Maureen A. O’Rourke, Balancing the Challenges with the Rewards in Law School Leadership Strategies: Top Deans on Benchmarking Success, Incorporating Feedback from Faculty and Students, and Building the Endowment 2006, 117-131 (Inside the Minds Series 2006).
The author offers her thoughts on the role of a law school dean, contrasting law schools with other academic institutions, and leadership in education with leadership in industry.
Rex R. Perschbacher, Keeping Pace with a Constantly-Evolving Role in Law School Leadership Strategies: Top Deans on Benchmarking Success, Incorporating Feedback from Faculty and Students, and Building the Endowment 2006, 179-195 (Inside the Minds Series 2006).
The author offers his perspective on the role of the dean and advice for keeping up with the rapid pace of change in that role.
Donald J. Polden, Key Strategies to Enhance a Dean’s Effectiveness in Law School Leadership Strategies: Top Deans on Benchmarking Success, Incorporating Feedback from Faculty and Students, and Building the Endowment 2006, 19-33 (Inside the Minds Series 2006).
The author offers his strategy for effective deaning, which includes constant internal review of programs and seeking the participation and comments of others.
Lawrence Ponoroff, Law School/Central University Relations: Sleeping with the Enemy, 34 U. Tol. L. Rev. 147 (2002).
The author discusses the law school and dean’s role in the larger context of the operation of the university.
George W. Prigge, Just What Does a Dean Do? The Collective Wisdom of Many Law Deans, 39 U. Tol. L. Rev. 361 (2008).
The author summarizes the collective wisdom presented by all of the deans who have contributed to the nearly 200 articles in the University of Toledo Law Review Deans' Series. He examines the salient points for each of the major constituencies a dean serves by drawing from many of the articles published in this series.
Kenneth C. Randall, Longevity, 37 U. Tol. L. Rev. 127 (2005).
The author argues that longevity in any deanship is imperative to the life of the law school.
Nancy B. Rapoport, Of Cat-Herders, Conductors, Tour Guides, and Fearless Leaders, 33 U. Tol. L. Rev 161 (2001).
The author discusses various aspects of the dean’s leadership role.
Nancy B. Rapoport, “Venn” and the Art of Shared Governance, 35 U. Tol. L. Rev. 169 (2003).
The author discusses approaches for balancing faculty and administration decision-making.
Douglas E. Ray, The ABC’s of Law School Administration: A Guide for the New Dean, 31 U. Tol. L. Rev. 709 (2000).
The author provides a simple overview of the administrative functions of a law school and how they interact with the deanship.
Laura Rothstein, Ed Sullivan and I Love Lucy: Images of Deaning – Students as a Key Internal Constituency, 33 U. Tol. L. Rev. 167 (2001).
The author, who became dean after serving as associate dean for student affairs, describes why she believes that student affairs was good preparation for deanship. She also offers advice for ensuring that student life concerns are addressed, along with a dean’s other responsibilities.
Mark A. Sargent, An Alternative to the Sectarian Vision: The Role of the Dean in an Inclusive Catholic Law School, 33 U. Tol. L. Rev. 171 (2001).
The author discusses changes taking place in Catholic education and advocates using them as an opportunity for serious reconsideration of what it means to be a Catholic law school. He also recommends taking an inclusive approach, which he contrasts with a sectarian approach.
Gary J. Simson, To Teach or Not to Teach, 39 U. Tol. L. Rev. 375 (2008).
The author muses on “the magnitude of the trend away from deans' teaching” and considers whether, in light of the demands on a dean’s time, deans should try to make time to teach.
Rodney A. Smolla, Nineteen Rules to Dean By, 36 U. Tol. L. Rev. 183 (2004).
The author posits that the most important job as dean is to be visible on campus, in the community and law school building, and among students, faculty, alumni, the judiciary, and the bar.
Aviam Soifer, Commentary: Accepting the Job and First Key Steps, 31 Seattle U. L. Rev. 859 (2008).
The author offers general advice, based on his experience as dean of the University of Hawaii Law School.
Matthew L. Spitzer, Taking Over, U. Tol. L. Rev. 233 (2001).
The author presents “an imperfectly organized set of protocols for what to do in the process of being handed the deanship after a very popular dean steps down and rejoins the faculty.”
Matthew Spitzer, Diamonds and Deep Breathing, 36 U. Tol. L. Rev. 191 (2004).
The author details three scenarios in which he counsels restraint (e.g., deep breathing) and effective strategizing to deter counterproductive behavior.
Kent Syverud, Three Principles of Effective Deaning, 31 U. Tol. L. Rev. 751 (2000).
This article discusses three generic “principles of effective deaning” including 1) An effective dean acts on the assumption that everyone associated with the school feels underappreciated at all times; 2) An effective dean recognizes that most of the progress of the school will come from a very small number of key steps, rather than from the hundreds of less important matters that nevertheless require the dean's attention; and 3) An effective dean keeps his or her own school, and his or her own role, in appropriately humble perspective.
Joseph P. Tomain & Paul L. Caron, The Associate Dean for Faculty Research Position: Encouraging and Promoting Scholarship, 33 U. Tol. L. Rev. 233 (2001).
The authors recount their experiences designing and implementing the new position of Associate Dean for Faculty Research and Development at the University of Cincinnati College of Law. They share their thoughts “on the respective roles of the Dean, Associate Dean, and faculty to improve the ‘quality, productivity, and visibility’ of a law school faculty and their scholarship.”
David E. Van Zandt, Building the Student Culture, 37 U. Tol. L. Rev. 171 (2005).
The author offers his opinion that the Office of Student Affairs is more than a set of costs that must be incurred to keep up with peers and keep students happy. The Office is an opportunity for a school to distinguish itself by building a strong learning environment as well as creating a cadre of strongly supportive alumni.
Robert K. Walsh, Advice from the New Deans Boot Camp, 34 U. Tol. L. Rev 185 (2002).
The author discusses lessons learned at annual deaning workshops.
Glen Weissenberger, A Letter to a New Dean, 39 U. Tol. L. Rev. 399 (2008).
The dean of DePaul University College of Law writes:
DEAR New Dean:
Five years ago, I too was a new dean. At that time, I wish someone had told me what I am about to tell you in this letter. I am not going to offer advice as to how to be an effective dean, or what are the principles of good management, or what are the likely land mines in your path. This letter is not designed to give that kind of advice. Rather, my purpose is to put into perspective a number of the sobering, if not horrifying, messages you have heard about being a dean.
Frederic White, The Trouble with Email: Suspect Every Negative Declaration, 37 U. Tol. L. Rev. 191 (2005).
A new dean’s greatest challenge ends up being not what he imagined - but is instead the ubiquitousness of email.
Rebecca Hanner White, Be Passionate, Appreciative , and Decisive in Law School Leadership Strategies: Top Deans on Benchmarking Success, Incorporating Feedback from Faculty and Students, and Building the Endowment 2006, 133-143 (Inside the Minds Series 2006).
The author offers advice for being a successful dean, including her three “golden rules” mentioned in the title.
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