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1045 W. Maple Street, Suite 107
Fayetteville, AR 72701

Email: rlw005@uark.edu

(479) 575-3056
Fax: (479) 575-2815

School of Law
1045 W. Maple St.
Robert A. Leflar Law Center
Waterman Hall
University of Arkansas
Fayetteville, AR 72701

Phone: (479) 575-5601

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2013 Conference Schedule

Thursday, August 22
4:30 p.m. – 7:00 p.m.

Registration and Informal Reception

Norma Lea Beasley Entrance Hall

Friday, August 23
7:00 a.m. – 9:00 a.m.

Registration

Norma Beasley Entrance Hall

8:30 a.m. – 9:00 a.m.

Breakfast

EJ Ball Courtroom Foyer

Welcome

Dean Stacy Leeds
EJ Ball Courtroom

9:15 a.m. – 10:15 a.m.

Plenary I

EJ Ball Courtroom

The Future of Clinical Legal Education in the New Regulatory Environment

  • Bob Kuehn, Washington University School of Law
  • Claudia Angelos, New York University School of Law

The American Bar Association (ABA) and various state bars are considering significant changes to existing standards for law school accreditation and admission to the bar. These changes include new legal education requirements relating to professional skills instruction, law clinics, and field placement programs, and the status of clinical faculty. If adopted, the new requirements may dramatically impact how law schools educate students and the role of clinical faculty in developing the mission and curriculum of their schools. This presentation will begin with an overview of activities within the ABA and state bar associations and will look at how these regulatory changes, some of them helpful and others worrisome, may affect clinical legal education and clinical educators.

10:15 a.m. – 10:30 a.m.

Break

10:30 a.m. – 11:30 a.m.

Concurrent Sessions I

Doing Things Differently (Right?) from the Start to Finish: How the Faculty at a New Law School Is Changing the Legal Education Landscape

  • Rocky Cabagnot, Charlotte School of Law
  • Erin Kane, Charlotte School of Law

Beginning Fall 2013, Charlotte School of Law will implement the CharlotteLaw Edge for incoming Students, an innovative approach to preparing students to step directly into roles as practicing attorneys after law school. Charlotte School of Law is leading legal education in an exciting new direction by placing a strong emphasis on experiential learning, starting on the first day of classes and continuing throughout the law school experience. In this presentation, we will discuss both the newly designed curriculum that emphasizes practical training required to practice law, run a law practice, communicate with clients, and manage cases and transactions; as well as how faculty across the curriculum are collaborating with the Clinics to deepen students’ experiential learning opportunities.

Promoting Law Reform in Access to Justice Clinics

  • Doug Colbert, The University of Maryland Francis King Carey School of Law
  • Dominique Nong, Northwestern Law School
  • Margaret Barry, Vermont Law School

Through discussion of experiences as clinicians and educators, the panel will address the need to include law reform work as an element of clinical legal education. The panel will address critical shortages they have witnessed in both civil and criminal litigation work regarding access to justice and representation, and how these needs can be addressed through law reform projects. Topics highlighted will include integrating student participation in law reform as part of client representation, ethical understanding raised and reinforced for students through this participation, and working with non-clinical faculty to address the issue of law reform needs in doctrinal courses.

Taking the Clinical Model on the Road: Creating Law Student Learning Opportunities while Responding to Community Needs

  • Allison Korn, University of Mississippi School of Law
  • Laila Hlass, Georgetown University Law Center

This presentation seeks to educate clinicians about the benefits and challenges of using the clinical education model to respond to emerging legal needs through “alternative” Pro Bono initiatives. Panelists will use participant engagement and discussion of successful example programs, such as those that responded to Hurricane Katrina and that continue to work with small, minority farmers in the Mississippi Delta. The goal of the presentation is to give participants an understanding of the ethical complexities students will learn from, the skills-building opportunities provided on a shortened time frame, and the development of student awareness of community centric, social justice needs.

11:45a.m. -1:00 p.m.

Lunch

EJ Ball Courtroom

1:15 p.m. -3:00 p.m.

Roundtable Discussions

EJ Ball Courtroom

Facilitated small group sessions with a guided introduction by Dean Michael Schwartz of the University of Arkansas at Little Rock William H. Bowen School of Law.
3:15 p.m. – 4:30 p.m.

Concurrent Sessions II

Learning from Leaders: Collaborations Between Clinics and Lawyers to Narrow the Justice Gap and Teach Students Lawyering Skills

  • Lisa Bliss, Georgia State University College of Law
  • Sylvia Caley, Georgia State University College of Law
  • Randall Hughes, Georgia State University College of Law
  • Kathey McGraw, Administrative Law Judge-Retired Athens, Georgia
  • Ashby Kent Fox, Partner at Burr & Forman, Atlanta, Georgia

In their efforts to prepare students for work in the legal field, one resource many clinics aren’t utilizing are outside practicing or retired attorneys, who can bring a lifetime of practical experience to the table. The panel will discuss different models they have utilized for exposing students to outside attorneys, including those who teach as adjuncts, those who volunteer to help students analyze cases and serve as judges for hearing moots, and those who spearhead outside partnerships to provide Pro Bono assistance to cases that are too complex for the clinics to handle. Costs and benefits of these partnerships will also be discussed.

Integrating Negotiation into the 1L Curriculum:A Model for Clinic, Lawyering and Doctrinal Collaboration

  • Joy Radice, University of Tennessee College of Law
  • Paula Schaefer, University of Tennessee College of Law

This presentation will look at the benefits of incorporating negotiation skills into the doctrinal classes of the traditional 1L curriculum. Pedagogical tools for implementation, including in class role play and group work, as well as peer critique and self-reflection based assessment tools will be discussed. The presenters will also discuss examples of in class integration in Civil Procedure and Criminal Law, and will explain how integration of techniques into a standard doctrinal curriculum can help answer the Carnegie Report’s critique by creating a unity between doctrine and practice.

Tearing Down the Walls Between Doctrine, Theory and Practice Special Education Law & Advocacy Across the Curriculum

  • Emily Suski, Georgia State University College of Law
  • Patty Roberts, William and Mary Law School
  • Dean Rivkin, University of Tennessee
  • Mark Weber, DePaul University College of Law

Utilizing a transferable example from special education, this panel will explore ways to teach students how to incorporate doctrinal theory into practice. Current legal education models operate as separate silos of theory and practice with doctrine placed in either silo but all rarely combined. The exercise planned for this presentation is designed to explore theoretical questions about whether the meaning of the law changes depending on the context and the client, and if so, how that affects advocacy and practice. Transference to other practice areas will also be explored by the audience.

6:00 p.m.

Reception

The Garden Room

215 West Dickson Street

Co-Hosted by the University of Arkansas School of Law at Fayetteville and the University of Arkansas at Little Rock William H. Bowen School of Law.

Saturday, August 24
8:30 a.m. – 9:00 a.m.

Breakfast

9:15 a.m. – 10:30 a.m.

Concurrent Session III

Embracing Change (or At Least Shaking Its Hand): Working with Non-Clinical Colleagues on Experiential Learning

  • Peter Knapp, William Mitchell College of Law
  • Lucinda Jesson, Hamline Law School

This program looks at the best way to approach and shape conversations with faculty who have traditionally taught doctrinal classes and who now want to create new, experiential learning based courses. The goal is to make these dialogues positive and collegial, and to avoid “flashpoints” which can derail positive discourse. The program will build on a panel from the AALS 2013 Clinical Conference, and will utilize role play to identify potential pitfalls and to develop, as a group, the strategies for avoiding or overcoming them.

Partnerships with Purpose: Seizing on the Opportunities and Challenges of the Field Supervisor Relationship in the New Era of Law School Externships

  • Kendall Kerew, Georgia State University College of Law
  • Danny Schaffzin, University of Memphis College of Law

In order to meet the rising demand for experiential learning opportunities in law school curriculums, many schools are turning to externships, which rely on field supervisors to provide a quality learning experience. This session will focus on the specific opportunities and challenges externship programs encounter when working with field supervisors and will offer ideas and suggestions for developing the relationship between program and field supervisor. The session will also examine opportunities to draw from in-house clinical and other teaching models to enhance the supervision of students and to foster learning opportunities between and among field supervisors.

Case Rounds Session

  • Wendy Bach, University of Tennessee, Knoxville
  • Alex Scherr, University of Georgia

In this session participants will participate in a rounds conversation on a specific issue facing one or two participants in the session having do to with the overall conference theme. This conversation will thus provide two simultaneous opportunities: a chance to talk in more depth about the issues of the conference theme and a modeling of rounds methodology, which clinicians can use to enhance their classroom discussions.

10:45 a.m. – 11:30 p.m.

Plenary II

Now More Than Ever: Teaching Students Readiness for Future Practice

  • Annie Smith, The University of Arkansas School of Law (Fayetteville)
  • Phyllis Goldfarb, The George Washington University School of Law

In a world where legal practice is changing, what does it mean to strive to develop “practice-ready” lawyers? If law practice of the future differs in fundamental ways from the law practice we have known, how do we prepare law students for the profession that has yet to emerge? Good answers can already be found within clinical education, but the need has intensified for clinical educators to live up to our most ambitious pedagogical aspirations. Helping students develop an accessible understanding of their own thinking and acting, as the basis for learning from experience, will enable them to adapt to the changes ahead and to apply their understanding to future choices and actions. Law students who internalize rigorous methods of learning from experience will have the capacity to grow and change as the legal profession transforms. Like other generalizable skills, reflective learning methods reach beyond the particular experience in which they are developed. Skills such as self-awareness, communication, collaboration, strategic planning, problem-solving, and evaluation are likely to have some enduring value even if they are used in somewhat different contexts in the legal profession of the future.

11:30 a.m. – 12:00 p.m.

Closing Session

Lunch on your own

School of Law

1045 W. Maple St.
Robert A. Leflar Law Center
Waterman Hall
University of Arkansas
Fayetteville, AR 72701

Phone: (479) 575-5601

Law School Directory

University of Arkansas School of Law