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Workshop for New Law Teachers
June 22–29, 2002
Washington, D.C.
Thursday, June 27, 2002
4:00-7:30 p.m.
6:00-7:00 p.m.
7:00 p.m.
Welcome
Introduction
Teaching As Your Career
The vast majority of people who start out as law teachers retire as law teachers. Professor Syverud will address the habits, attitudes, and ups and downs of successful professors over their careers in law teaching. He will separately address the challenge of teaching through one semester (perhaps your first) and the challenge of teaching through one lifetime.
Friday, June 28, 2002
8:00-8:50 a.m.
8:30-8:50 a.m.
9:00-10:00 a.m.
In this give-and-take session, two experienced and successful teachers exchange views on a variety of "nuts and bolts" issues for the new teacher, including: choosing a casebook, preparing a syllabus for students, creating notes for teaching, establishing an effective classroom environment, using traditional and alternative teaching methods, and dealing with difficult students.
10:00-10:30 a.m.
10:30-10:45 a.m.
10:45 a.m.-12:00 noon
Professors Lustbader and Zimet will model a variety of interactive teaching methods. A highlight of this session will be a videotape of law students discussing their learning experiences. This will stimulate a conversation about learning theory and effective teaching methods.
12:00 noon-1:30 p.m.
Integrating Scholarship, Service, and Teaching
Professor Torres has combined a scholarly career with government service, higher university administration, and community activism. He will reflect on the different skills required in these roles, and how all contribute to the scholarly and academic enterprise.
1:45-2:45 p.m.
Professor Kotkin is an experienced clinical teacher who also teaches traditional courses. She has helped several colleagues to design clinically based exercises and modules for traditional courses. Through the use of a simulated conversation about teaching methodology, she will explore how and why to include such techniques.
Professor Spann is the co-author of multimedia teaching materials intended to replace the traditional printed casebook. Graphic, animations, audio clips, and video clips can bring life to presentations that were previously confined to blackboards and the printed page. CDs, DVDs and the Internet permit students actually to see and hear the scholars, judges and practitioners whose ideas have traditionally been paraphrased in casebook notes. New technologies also make it practical for students to have a wide variety of interactive learning. Professor Spann will demonstrate some of these options, and discuss the question of how best to make use of the pedagogical opportunities that those technologies present.
2:45-3:45 p.m.
3:45-4:00 p.m.
4:00-5:00 p.m.
Professors Friedland and Iijima will address four topics: principles of effective assessment, lessons learned by experienced teachers, feedback to students, resources for constructing exams and other forms of assessment.
5:15-6:00 p.m.
5:30-6:30 p.m.
6:15-7:15 p.m.
Saturday, June 29, 2002
8:00-8:50 a.m.
8:00-8:50 a.m.
8:30-8:50 a.m.
9:00-9:45 a.m.
One of the most daunting challenges for the new professor is figuring out how to create a research agenda. How can the new professor approach that first article with an appreciation both for the practicalities of succeeding with the initial piece and for the longer term implications of being able to build on the earlier work? Professor Crain shares her thoughts on these difficult questions.
9:45-10:00 a.m.
10:00-10:45 a.m.
Professor Hanna will address many of the hard questions about the "how to" of scholarship. How do you start the writing process? When, where and how should you submit your manuscript? How do you handle student editors? What should you do when it (finally) is in print?
10:45-11:30 a.m.
11:30 a.m.-12:30 p.m.
12:45-2:00 p.m.
2:00-3:00 p.m.
This panel will include three "alumni" of past AALS New Law Teachers Workshops. They will address the variety of issues and challenges new law teachers face and tell you what they wish they knew then that they know now.
3:00-3:30 p.m.
A good course sometimes evolves during the term, with the professor and students, through interaction, developing new insight, and the professor wrapping up those insights with a coherent overview at the end of the term. In this session, Professor Syverud will put together the insights of the workshop, reflect upon how participants might best make use of them, and remind participants of their career-long challenges and opportunities.
Registration
AALS Reception
AALS Sponsored Dinner
Veryl Victoria Miles, The Catholic University of America, and AALS Deputy Director
Sara Sun Beale, Duke University and Chair, Planning Committee for AALS Workshop for New Law Teachers
Kent D. Syverud, Vanderbilt University
AALS Section on Women in Legal Education Continental Breakfast
Coffee, Tea and Breakfast Pastry
Teaching Nuts & Bolts
Alison Grey Anderson, University of California at Los Angeles
Charles R. Calleros, Arizona State University
Question & Answer Session
Refreshment Break
Learning Theory
Paula Lustbader, Seattle University
Laurie B. Zimet, University of California, Hastings
AALS Luncheon
Gerald Torres, University of Texas
Clinical and Multimedia Methods and Materials
Minna J. Kotkin, Brooklyn Law School
Girardeau A. Spann, Georgetown University
Small Group Discussions
Refreshment Break
Exams and Other Methods of Assessment
Steven Friedland, Nova Southeastern University
Ann L. Iijima, William Mitchell College of Law
AALS Reception
AALS Section on Sexual Orientation and Gender Identity Issues Informal Gathering
AALS Section on Minority Groups Informal Gathering
AALS Section on Clinical Legal Education Continental Breakfast
AALS Section on Legal Writing and Research Continental Breakfast
Coffee, Tea and Breakfast Pastry
Scholarship I-Finding a Topic, Setting an Agenda
Marion G. Crain, University of North Carolina
Refreshment Break
Scholarship II-The Professor as a Scholar: Nuts and Bolts
Cheryl Hanna, Vermont Law School
Question & Answer Session-Scholarship
Small Group Discussions
AALS Luncheon
Reports from New Law Teachers
Adele M. Morrison, Northern Illinois University
Marc S. Spindelman, The Ohio State University
Christopher S. Yoo, Vanderbilt University
What We Have Learned
Kent D. Syverud, Vanderbilt University