Janet Goode, LexisNexis Faculty Marketing Manager & Expert Presenter , {tip title="Description" content="This presentation will dive into the dynamic world of artificial intelligence (AI) to consider its transformative influence on legal education and practice. We will explore its implications and applications with a focus on use-cases in the legal research & writing curriculum in legal education. Expand your understanding of AI terminology and concepts, get a preview of Lexis+ AI, and explore the top tools and resources for LRW faculty utilizing extractive and generative AI in Lexis+. Don’t miss this opportunity to expand your AI knowledge and equip yourself with the tools to confidently navigate this new terrain."}Exploring the Implications and Power of Generative AI and Lexis+ AI for LR&W Teaching, Education, and Practice {/tip}

Robert Brain, Loyola Law School, Los Angeles, {tip title="Description" content="ALWD, LWI and other groups submitted a proposal to amend ABA Standards regarding the legal writing community in June 2023. This talk will be a status update of the proposal and its next steps, given by the Head of the ALWD Task Force on Professional Standards."}A View from the Inside: LRW Status and the Attempt to Change the ABA Standards (download the materials){/tip}

Rachel Goldberg & Lara Freed, Cornell Law School, {tip title="Description" content="Responding to ABA Standard 303(b)(3)’s new mandate, this presentation provides techniques for helping legal-writing TAs develop their professional identities as lawyers. Because leadership competencies overlap with professional-identity competencies, and because TAs occupy the liminal space between student and practitioner, the TA role provides an excellent site for developing professional-identity skills."}Assisting Our Teaching Assistants: Helping TAs Form Strong Professional Identities in Lawyering Programs{/tip}

Katherine Vukadin, South Texas College of Law, {tip title="Description" content="A mid-career judicial internship can update and sharpen legal writing professors’ prior practice experience. Come find out how and why to spend a sabbatical semester embedded with one or several courts, learning what today’s judges hope to see in legal writing and then passing those lessons on to students."}Embedded: How a Mid-Career Judicial Internship Can Refresh and Re-ignite Your Teaching of Legal Writing{/tip}

Kevin Bennardo, University of North Carolina School of Law,{tip title="Description" content="This presentation will first make and support the claim that students can learn to be more effective advocates through simulated experiences in the role of the decision-maker. Second, it will offer examples of how to incorporate simulated decision-making experiences into the first-year legal writing curriculum."} Teaching Persuasion Through Simulated Decision-making{/tip}

Dyane O’Leary, Suffolk University Law School, {tip title="Description" content="Tired of the same old dog bite or intentional tort writing problems? Refresh your problem bank with research, e-memo, and persuasive brief examples centered around basics of ESG—Environmental, Social, & Governance—one of the hottest new areas of modern practice today's law students should be introduced to."}ESG in 2023{/tip}

Diana Simon and Sylvia Lett, University of Arizona James E. Rogers College of Law, {tip title="Description" content="This presentation will discuss “after birth”—the unexpected considerations, challenges, and rewards of creating and teaching experiential analysis and communication exercises to supplement a social justice themed legal writing assignment."}The Power of the Hypo: How Writing About Whether a Homeless Shelter is a Dwelling under the Fair Housing Act Can Educate Students about Cultural Competency and Can Teach Instructors about Student Triggers (download the materials){/tip}

Yan Slavinsky and Geoffrey Kehlmann, Loyola Law School, Los Angeles, {tip title="Description" content="Two millennial professors dig into the science on how the unique experiences of Generation Z students shape the way they learn and see the world. The presentation will offer research-based proposals to harness Gen Z’s strengths, recognize the root of perceived deficits, and tailor instruction to accommodate different learning styles."}Beyond Memes and Stereotypes: Effectively Teaching Legal Writing to Gen Z{/tip}

Suzanna Geiser, Campbell University School of Law, {tip title="Description" content="This presentation uses recent social science research to explore the potential negative impacts of strategies designed to make our classrooms safer, more inclusive spaces. It will also consider how this research can guide our approaches to implementing ABA Rules 303(b) on professional identity development and 303(c) on cultivating DEI competencies."}Do Your DEI Practices Fall Short? What Social Science Says about Best Practices for Cultivating DEI Competencies and Developing Professional Identity{/tip}

{tip title="Description" content="Perhaps no topic in education has been more polarizing in 2023 than the use—or not—of new generative artificial intelligence language tools. From ChatGPT to Microsoft’s Bing Chat to evolving law-specific integrations with these models, students, teachers, administrators, and new lawyers are thinking about how and when to harness this technology to support both effective foundational learning and efficient, smarter ways of lawyering in some pockets of practice. As a community at the forefront of this next wave of technology to reach today’s law students, this Discussion Group will share, reflect, and build upon what our legal writing community has assigned, learned, tried out, struggled with, and enjoyed—and what we might want to plan for the future to stay current and keep pace."}Happy 6-Month Birthday ChatGPT! Reflecting on Generative AI in the Legal Writing Classroom{/tip}

Facilitator: Susan Tanner (Louisiana State University Law)
Discussants: Colin Black (Suffolk University Law School), Bob Brain (Loyola Law School, Los Angeles), Rebekah Hanley (University of Oregon School of Law), and Kirsten Davis (Stetson University College of Law) 

{tip title="Description" content="To be competent, a lawyer should understand how identity issues (race, gender, class, sexuality, etc.) permeate law practice. Legal writing professors, who aim to prepare practice-ready lawyers, must therefore integrate these issues into our classroom; this discussion will share concrete ideas and specific experiences on how to accomplish that goal."}How to Integrate Issues of Diversity into the Legal Writing Curriculum{/tip}

Facilitators: Kathy Stanchi (William S. Boyd School of Law at UNLV), Danielle Tully (Brooklyn Law School), and Susan McMahon, Sandra Day O’Connor School of Law
Discussants: Jazzirelle Hill (Loyola Law School, Los Angeles), Nancy Marcus (California Western School of Law), and Julie Zink (University of Dayton School of Law)

{tip title="Description" content="The Great Resignation and Quiet Quitting are a few terms for phenomena occurring in higher education. This group will discuss why people are leaving their jobs or quiet quitting and will explore ideas and strategies to use to find deeper engagement, meaning, and joy in your work."}Find Your Red Threads: Rethinking Faculty Engagement to Combat Burnout and Rediscover Your Joy and Meaning in Your Work (download the materials){/tip}

Facilitator: Kathleen Vinson (Suffolk University Law School)
Discussants: Heather Baxter (Shepard Broad College of Law), Kirsten Dauphinais (University of North Dakota), Meredith Geller (Northern Illinois University College of Law), Kristen Murray (Temple University Beasley School of Law), Mimi Samuel (Seattle University School of Law), Rachel Smith (St. John’s University School of Law), and Nancy Soonpaa (Texas Tech University School of Law)

Brenda Bauges, University of Idaho College of Law, and Tenielle Fordyce-Ruff, Sandra Day O’Connor School of Law, Arizona State University, {tip title="Description" content="LRW professors are uniquely situated to help train students to be effective leaders. We will discuss the various ways to lead and influence; the costs and benefits of the various modes of leadership; and how to model leadership skills to our students to best prepare them for their legal careers."}Preparing Students to Lead and Succeed: Lessons from Current and Former Administrators{/tip}

Andrew Turner, University of Wisconsin Law School, {tip title="Description" content="Writing for the unfamiliar reader is really just a smaller subset of a much bigger issue—developing a theory of mind. In this talk I will explain the importance of theory of mind in legal writing, present ways of identifying weaknesses in student writing, and provide related teaching tips. "}Beyond the Unfamiliar Reader: Helping Students Develop a Theory of Mind{/tip}

Katrina Lee, The Ohio State University Moritz College of Law, {tip title="Description" content="Many legal academics are collaborating across disciplines and institutions. This program will draw lessons from first-hand experience on two collaborative writing projects in the racial equity and justice space. Ultimately, it highlights the importance of incorporating difficult conversations skills building into legal writing courses, to equip students for productive engagement."}Collaborative Scholarly Design and Difficult Conversations: Lessons for the Legal Writing Classroom{/tip}

Maria Termini and Liz Chen, Brooklyn Law School, {tip title="Description" content="Our institution’s “Writing Days” program is designed to help faculty members meet scholarship requirements. We will discuss (1) the design of the Writing Days program, (2) the involvement of legal writing faculty members as leaders of and participants in the program, and (3) our experiences with the program."}Writing Days: Fostering Community and Supporting Scholarship{/tip}

Mary Bowman, Sandra Day O’Connor School of Law, Arizona State University, and Janet Dickson, Seattle University School of Law, {tip title="Description" content="Law students face many hurdles to their learning, including “normal” law school stresses, increased anxiety and stress post-pandemic, and sometimes ADHD or other learning disabilities. This session will explore how we can balance the need to treat our students gently while equipping them to produce high quality work in practice."}Soft on the Person, Hard on the Subject: Addressing the Current Load of Student Stress to Make Students More Available to Learn{/tip}

Erica Mohai, Thomson Reuters Manager-Business Development US Law Schools, {tip title="Description" content="Join us for an informative presentation on how to empower your classes with the latest curriculum content from Thomson Reuters. Discover how integrating this new content can enhance the learning experience for students. Additionally, gain exclusive access to the upcoming fall webinar schedules tailored for students and faculty members. Stay ahead of the curve and learn about the latest features and updates for Westlaw Precision. Don't miss this opportunity to unlock the full potential of your academic school year. "}Empowering Academic Success: Updates and Offerings From Thomson Reuters {/tip}

Lisa Eichhorn, University of South Carolina School of Law, {tip title="Description" content="The presentation will review studies in cognitive psychology suggesting that student self- and peer assessments may be significantly less helpful than many teachers have assumed them to be. Under some circumstances, such assessments may even be counterproductive."}Some Caveats Regarding Self-and Peer Assessment Courtesy of Dunning and Kruger (download the materials){/tip}

Alison Mikkor, University of California, Irvine School of Law, {tip title="Description" content="“How am I doing in the course?” This presentation offers concrete strategies for effectively using peer review and self-critique exercises to help students answer this perennial question for themselves, while simultaneously using the exercises to teach core concepts."}Turn the Question Around: Effectively Using Guided Peer Review and Self-Critique Exercises to Provide Formative Assessment{/tip}

Meredith Geller, Northwestern Pritzker School of Law, {tip title="Description" content="Success in Legal Writing requires a strong student/professor relationship, which can be hard to cultivate with difficult or challenging students. This presentation will discuss tips, techniques, and exercises designed to create and strengthen the student/professor relationship, especially among challenging students. "}Even A-holes Get the Blues: Developing Relationship with Difficult or Resistant Students (download the materials){/tip}

Pamela Keller, University of Kansas School of Law, {tip title="Description" content="Do we sufficiently train students on the boundaries of ethical advocacy in practice? Will they recognize when their duty to advocate for a client conflicts with their duty to the legal system? We'll explore these questions and discuss ways to better prepare students to ethically advocate and lead."}Defenders of the Truth: Do We Need to Teach Students What a Lie Is? (download the materials){/tip}

Maryam Franzella, Maurice A. Deane School of Law at Hofstra University, {tip title="Description" content="Continuously creating effective assignments is arguably one of the more challenging aspects of teaching legal writing. Instructors and teaching assistants can both benefit greatly from collaborating to create a variety of legal writing assignments for students. "}How Can I Really Help? Collaborating with Teaching Assistants to Create Assignments in a Legal Writing Course{/tip}

Carolyn Young Larmore and Abigail Patthoff, Chapman University Fowler School of Law, {tip title="Description" content="In this session, we will examine the lessons we can learn from the popular show “The Great British Bake Off.” This session may be particularly useful to newer instructors and those with teaching assistants looking for the “recipe” for providing constructive feedback on student writing."}Flour, Fondant and Feedback: What “The Great British Bake Off” Can Teach Us About Critiquing Student Writing (download the materials){/tip}

Brad Desnoyer, Indiana University McKinney School of Law, {tip title="Description" content="Recent criticism argues legal writing professors (1) do not sufficiently challenge each other’s scholarship, (2) do not write and present regarding serious enough topics, and (3) can attain better status by mimicking our podium colleagues. I argue that legal writing professors must continue to be overtly collegial, creative, and caring. "}Are We Dancers?{/tip}

 

Video and poster presentations will be on display in the California Room in the Law Library throughout the conference.

 

Kathryn N. Boling, Seattle University School of Law, {tip title="Description" content="This presentation will argue it is acceptable to use verbatim language from a binding primary authority with a citation to that authority but no quotation marks. Using linguistic, anthropological, historical, and literary sources to analogize the recitation of legal rules to a performance tradition that is not creative or individualistic, it will argue that legal rules are not “owned” by any particular writer as in other genres; because their very purpose is to be used by the entire community of practitioners and decision-makers, so the legal writing genre is not well-served by punctuation that unnecessarily burdens both writer and reader."}What is “the Rule”? Quotation Marks and the Role of Courts and Lawyers as Performers of the Law (download the materials){/tip}

 

{tip title="Description" content="Join the Editorial Board of JLWI in celebrating the authors featured in JLWI's Volume 27. We hope you'll stop by to learn more about the articles, essays, and book reviews featured in JLWI's new volume and to learn more about opportunities to publish in upcoming volumes. "}Editorial Board, Legal Writing: The Journal of the Legal Writing Institute{/tip}

{tip title="Description" content="The ALWD Diversity Committee is excited to host an engaging discussion on how higher education institutions, particularly law schools, can continue advancing diversity, equity, and inclusion (DEI) efforts after the upcoming Supreme Court decision on Affirmative Action. This Program will move beyond criticism of the pending decision to begin forming action plans to safeguard (and continue) the progress that has been made towards a more diverse and inclusive profession.
Featuring a keynote address by Teri McMurtry-Chubb, the program will also host a panel of other experts from the legal academy, including scholars, administrators, and students who will offer unique perspectives on the topic and foster innovative ideas. Attendees are encouraged to bring note-taking devices, as this critical conversation promises to inspire transformative change. "}ALWD Diversity Committee Program: Looking Beyond Affirmative Action and Gaining Momentum in Law School DEI Efforts{/tip}

Keynote Speaker: Teri McMurtry-Chubb, University of Illinois Chicago School of Law; Panel Moderated by Alberto Rodriguez, Brooklyn Law School; Panelists: Nantiya Ruan, University of Nevada, Las Vegas—William S. Boyd School of Law; Cristina Gapasin Tortal, Assistant Dean for Admissions and Student Financial Services, UC Irvine Law, and Elizabeth D. Monroe, Student, UC Irvine Law  

{tip title="Description" content="This presentation will discuss the new requirement in ABA Standard 303(b) (the development of a professional identity) and how it can be used to replace class participation while, at the same time, aiding our students in the development of a professional identity. "}Replacing Class Participation with a Professionalism Requirement (download the materials){/tip}

Facilitator: Tara Willke, Thomas R. Kline School of Law of Duquesne University

Discussants: Katy Boling (Seattle University School of Law), Leslie Callahan (George Washington University Law School), Caroleen Dineen (Elon University School of Law), Sarah Eskridge (St. Mary’s School of Law), and Patricia Winograd (Loyola Law School, Los Angeles)

Robin Boyle Laisure, St. John's University School of Law, and Brooke Bowman, Stetson University College of Law, {tip title="Description" content="Writing a short article for publication is an obtainable goal. This workshop will provide the top ten tips on how to make your submission of publishable quality."}The Beauty of Shorts: Ten Tips on Writing a Publishable Short Piece (download the materials){/tip}

Nancy Soonpaa, Texas Tech University School of Law, Sue Leimer and Catherine Wasson, Elon University School of Law, and Grace Tonner, University of California, Irvine School of Law, {tip title="Description" content="The academic life sometimes offers unanticipated and possibly unwanted opportunity for change. This panel of four very experienced law professors will discuss the trajectory of their careers and how managing change is an integral part of their success."}Raising the Bar and Riding the Waves: Navigating Changes in Your Career Plans Without Being Stopped in Your Tracks{/tip}

Elizabeth Berenguer, Kirsten Davis, Lance Long, and Erin Okuno, Stetson University College of Law, {tip title="Description" content="Join us for a debate on two “hard issues” in legal communication—one in teaching, and one in scholarship. For teaching, should the first-year course be graded on a curve? For scholarship, should legal writing professors do scholarship in the discipline, to the exclusion of scholarship in other disciplines? "}The Unending Conversation Live: Debating the Hard Issues of Teaching and Studying Legal Communication{/tip}

Julie Zink, University of Dayton School of Law, {tip title="Description" content="Legal research and writing classes can assist law schools in meeting ABA Standard 303. This presentation addresses some of the ways in which LRW professors can weave bias, cross-cultural competency, and racism education into their courses. Strategies and examples of simulations, reading assignments, and reflection prompts will be shared. "}Infusing ABA Standard 303 into the LRW Curriculum{/tip}

Gail Stephenson and Michael Rusco, Southern University Law Center, and Wendy Shea, Mitchell Hamline School of Law, {tip title="Description" content="Legal writing problems that incorporate diversity and inclusion can help support a school’s Standard 303(c) plan. Learn the nuts and bolts of putting together a problem that uses Indian law, including finding a topic, creating course materials, researching the problem, and navigating potentially difficult conversations with students."}A New Lens: Diversity, Standard 303(c), and Problem Development{/tip}

Aysha Ames, Fordham Law School, {tip title="Description" content="Drawing on genealogical records, Georgetown’s archives, and my own personal connection to the Georgetown Slave Sale of 1838, this project will explore ways in which the legality of slavery has resulted in many untold and hidden stories and explore how we can center untold stories in legal writing. "}The Georgetown Slave Sale: How Untold Stories Shape the Stories of Today{/tip}

Nantiya Ruan, University of Nevada, Las Vegas, {tip title="Description" content="Opportunities to address systemic racism often come unplanned from student questions, comments, or responses. This presentation assists LRW professors in facing difficult dialogues on race by providing teaching strategies based on social and emotional learning and scholarship on difficult dialogues on race. "}Teaching Tolerance in the Conspiracy of Silence{/tip}

{tip title="Description" content="ALWD’s Publications Committee will interview two authors whose recent publication raised the bar. Authors will share what it took to develop their idea into a publication; by doing so, they can help inspire others in the legal writing community to continue raising the bar in future publications."}ALWD Publications Committee Program: Behind the Publication: Scholars Share Their Story of the Highs, Lows, Processes, and Lessons Learned from Developing Their Idea into a Publicationlink{/tip}
Panelists: Rachel Goldberg and Katrina Lee, The Ohio State University Moritz College of Law.
Panel Moderated by Bruce Ching, University of the District of Columbia, and Colleen Settineri, The Ohio State University Moritz College of Law

Susie Salmon and Joy Herr-Cardillo, University of Arizona James E. Rogers College of Law, {tip title="Description" content="This presentation provides a toolkit—including a model syllabus, readings, class ideas, and writing assignments—for creating a “Critical Judgments” writing seminar inspired by the Feminist Judgments Project and Critical Race Judgments."}The Hows and Whys of Teaching a “Critical Judgments” Writing Seminar (download the materials){/tip}

Rachel Croskery-Roberts, University of California, Irvine School of Law, {tip title="Description" content="This presentation provides participants with new ways of thinking about the process of legal research using Lev Vygotsky's zones of proximal development. Through a series of exercises based on the zones of proximal development, students can more effectively move from novice legal researcher to sophisticated independent researcher."}Using Vygotsky’s “Zones of Proximal Development” as a Framework for Increasing Law Students’ Analytical and Practical Legal Research Skills{/tip}

Katrina Robinson and Kristen Stanley, Cornell Law School, {tip title="Description" content="A teaching idea designed to help students develop their analogical reasoning skills through a group drafting exercise. The plug-and-play teaching materials we offer in this presentation would work well either as a first introduction to teaching analogical reasoning or as a subsequent lesson to refine students’ analogical reasoning skills. "}Plug and Play: Teaching Analogical Reasoning with a Spark (download the materials){/tip}

Ezra Ross, University of California, Irvine School of Law, {tip title="Description" content="This talk will advocate out-of-the box collaborations, including teaching ventures with different university departments, scholarly alliances with doctrinal professors, and 1L experiential projects with outside non-profit organizations. Such unorthodox partnerships can shake the snow globe, reorienting our perspective on pedagogical, institutional, and scholarly objectives. "}The Eclectic Collaboration{/tip}