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Author Spotlight
Author Spotlight

Showing 9 results of 21

Twinette L. Johnson random
Twinette L. Johnson
We asked Twinette L. Johnson, Professor of Law and Director of Academic Success at The University of the District of Columbia David A. Clarke School of Law, what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her passions and what brought her to where she is today. What or who motivated you to study law? [TLJ] My mother had dreams of me becoming a medical doctor.  I did not share her vision.  During college, I worked at my university’s law library.  Being surrounded by law professors and students actively engaged in law study excited me intellectually.  So, after research into law careers and schools, I decided to take the Law School Admission Test and apply to law school.  The rest is, as they say, history. Did you have a favorite professor in law school?  If so, who was the person and what made them stand out? [TLJ] Professor Wendy Scott was my favorite professor when I attended Tulane.  She was amazing – smart, knowledgeable and accomplished.  She was the first black woman law professor I had ever seen or had the pleasure of getting to know.  She was a demanding teacher.  She made you rise to the occasion.  You had no choice in her class.  I didn’t know that I would end up as a law professor at that point, but I knew I admired Professor Scott.  I saw the possibilities for myself in her.  I knew that whatever my path in the law, I wanted to be excellent – like Professor Scott. What law school course did you enjoy the most?  [TLJ] I really enjoyed Commercial Arbitration.  It was fascinating to learn about an alternative to litigation and how it could impact parties.  It gave me tremendous insight into how claims could be decided.  It also made me think critically about which societal members are better off with arbitration and in what situations.  The class helped me to understand how we construct the law and how its operation can have different effects on different societal members. What are your primary areas of writing and teaching? What fascinates you about these areas of law?  [TLJ] At the core of my research is the belief that every individual who desires a post-secondary education should be afforded the opportunity.  In particular, my research focuses on the Higher Education Act (the “HEA” or “Act”), its historical purpose and the impact of legislation, rulemaking and judicial review on the Act.  As I expand my research regarding post-secondary access, the ideals associated with students’ academic success are not far from my mind.  The bar exam preparation textbook is a direct result of my desire to research, study and ultimately offer ways to positively impact student learning experiences. Do (or did) you have a mentor or someone that has inspired or encouraged you in your writing or teaching? [TLJ] In college, I had the privilege of working with Professor Victoria Carlson-Casaregola.  I had three jobs in my senior year of college.  Professor Carlson-Casaregola offered a class that I wanted to take, but could not because it conflicted with one of my jobs.  I mentioned it in passing to her and she suggested we meet each week in her office to have class.  I was completely astounded that she would do that for me.  Meeting with her each week was one of the highlights of my college years.  I was able to spend one-on-one time with an expert writer.  She really helped me hone my skill.  But, more than that, she demonstrated her dedication as a teacher.  Professor Carlson-Casaregola served as a living example of how teaching can be a vehicle for showing humanity and care.  I’ve always held on to that. What motivated you to write a bar preparation textbook? [TLJ] My work with students who had been unsuccessful on their bar exams made me realize that students would be better served if we could address certain academic issues prior to their taking a bar exam. Thus, I proposed a bar exam preparation course for credit.  My search for a textbook for the course yielded good results, but I couldn’t find a book that encompassed all that my experience told me students needed in the bar study process.  I wanted a book that would help students with bar exam preparation from soup to nuts – a book that would cover everything from personal life planning to practicing bar exam questions.  I also wanted a book that would include a sizeable enough question bank to assist professors in instructing students in the best ways to approach bar study.   So, I thought I would just write my own book.  During that time, my colleague, Professor Marcia Goldsmith was holding weekly bar essay writing workshops for students.  Professor Goldsmith had so much experience in bar exam preparation that I thought the two of us could pool our respective experiences and expertise and produce a comprehensive text for professors and students. What has been the most influential or pivotal moment in your career?    [TLJ] The Associate Dean at the school where I taught asked if I would direct the school’s bar program.  Because the program did not actually exist at the time, I wasn’t quite sure what “directing” a bar program would entail.  This offer came at a time when such programs were fairly new to legal education.  I took advantage of conferences put on by The Law School Admission Council and immersed myself in studying learning theory to prepare for my new role.   I remember the first student who came to me after having been unsuccessful on a bar exam.  Exploring the student’s study process and exam taking techniques was a “light bulb” experience.  I could see clearly how the student could pass the bar exam if we made adjustments to the student’s approach to absorbing and processing information. This changed my approach to teaching.  It made me focus even more on instilling in students, through my direct bar study and doctrinal courses, skills I believed would give them the foundation to pass the bar and be successful practicing attorneys.     What changes in legal education excite you? [TLJ] I am excited that more focus is being placed on skills – all skills associated with student success in law school, on the bar exam and in practice.  I see more law schools developing programs that integrate opportunities for students to learn and transfer skills across the curriculum.  We have more work to do to meaningfully integrate both doctrine and skills in our instruction, but we are moving in the right direction.  I am tremendously excited about that. What advice do you have for today’s law students?   [TLJ] During your first year of law school, just be a student.  Law school provides so many opportunities to become involved and sometimes these can be distracting and overwhelming.   The first year of law school (especially the first semester) is your purest year of law school.  By that, I mean, things are slowed.  Professors understand that you are novices.  Even your final exams are spaced days apart.  Everything is put in place so that you have a real opportunity to get a solid introduction to and build a solid foundation in the law school skills necessary for success.  So, be open to learning and devote yourself to the process.  You’ll have plenty of time for the rest. How do you hope to be remembered by your students or law school?  [TLJ] I believe that to whom much is given, much is expected.  That belief forms much of my identity as a person – as one who constantly seeks to serve and help those with what I have.  I want my students to see that.  No matter the situation or its outcome, I hope my students know that I tried to use all the energy, knowledge, creativity and expertise I have to help them learn, grow and become licensed attorneys. What are your interests outside of law?  [TLJ] I love to repurpose and decorate discarded and thrift furniture.  I also like to play old-school arcade games (Galaga is my favorite). Twinette L. Johnson is a Professor of Law and Director of Academic Success at The University of the District of Columbia David A. Clarke School of Law and is the author of the new textbook, Advanced Legal Analysis and Strategies for Bar Preparation.
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Susan N. Gary random
Susan N. Gary
We asked Susan N. Gary, Orlando J. and Marian H. Hollis Professor of Law, University of Oregon School of Law, what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her passions and what brought her to where she is today. What or who motivated you to study law? [SNG] My father, Holland M. Gary, was a role model for me throughout my life. He believed I could do anything I set my mind to, and he encouraged me to enter a field of study that was still predominantly male when I began to consider it (in middle school). Did you have a favorite professor in law school? If so, who was the person and what made them stand out? [SNG] I remember enjoying Prof. Willis Reese, because he made Torts fun. First year was scary, and the classes were hard, so it was nice to have a course that was enjoyable—as well as scary and hard. What law school course did you enjoy the most? [SNG] In my third year I participated in a clinic and worked on an equal-pay-for-equal-work project. I remember the thrill of being involved in something important and path-breaking, and the challenge of applying my other coursework to something “real.” What are your primary areas of writing and teaching? What fascinates you about these areas of law? [SNG] I focus on the definition of family related to the transfer of property at death, the intersection of trust law and charity law, and fiduciary duties as they relate to investment decision making. My recent work looks at ways fiduciary investors can use investments to generate environmental and social benefits as well as purely financial benefits. I like to explain sometimes confusing legal rules in ways that can assist decision-makers in complying with the law while doing good in the world. Do (or did) you have a mentor or someone that has inspired or encouraged you in your writing or teaching? [SNG] When I was in law practice, I worked closely with Howard M. (Scott) McCue, a partner in my department. He taught me how to practice law, encouraged me when I decided to enter academia, and continued to support my professional development throughout my career. After I entered academia, the scholarship of Professor John H. Langbein influenced and inspired me, and his generosity with comments on my writing improved my own scholarship. What motivated you to write a casebook? [SNG] I wanted to teach trusts and estates in a more problem-focused way. Working with excellent co-authors has been a terrific way to learn more about the subject. What has been the most influential or pivotal moment in your career? [SNG] When I graduated from law school I did not plan or expect to become an academic. The decision to go into academia turned out to be a pivotal moment, one that was more important than I realized at the time. The opportunities to work with students and to engage in law reform work have been rewarding beyond my expectations. What changes in legal education excite you? [SNG] The focus on practice-ready skills is a big improvement from when I was in law school. I enjoy working with students on drafting estate planning documents and on writing in general. What advice do you have for today’s law students? [SNG] The most important skills to learn in law school are still legal analysis and writing. Take courses that force you to work on those skills, even if the courses are demanding. Then take courses that help you develop other legal skills and take a couple of courses just for fun. How do you hope to be remembered by your students or law school? [SNG] I would like to be remembered as someone who cared deeply about the law school and its students. What are your interests outside of law? [SNG] My focus outside the law school is my family—my spouse and two children. I enjoy outdoor activities such as hiking and walking, which makes the Pacific Northwest the perfect place for me. I have enjoyed living abroad during sabbaticals from the law school, and I enjoy travel, both to familiar places and to new ones. Susan N. Gary is the Orlando J. and Marian H. Hollis Professor of Law, University of Oregon School of Law and is the author of the new textbook, Wills, Trusts, and Estates in Focus.
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Robert A. Mikos random
Robert A. Mikos
We asked Robert A. Mikos, Professor of Law at Vanderbilt Law School, what has inspired and motivated him to become an expert in the field of marijuana law. This author spotlight gives a glimpse into his passions and what brought him to where he is today. Why is marijuana law so appealing to you? [RAM] Marijuana law appeals to me on both an intellectual and a practical level. The field raises some of the most fascinating and important legal questions of our day: Can a state legalize something the federal government forbids? May the President refuse to enforce a law enacted by Congress? Are contracts with state-licensed marijuana suppliers enforceable in a court of law? Can a company bar its employees from using marijuana outside of the workplace when the state permits such use? Does a lawyer who helps her client answer such questions violate the rules of professional conduct? This is just a sampling of the intriguing questions the field is confronting. Just as importantly, answering these questions is no mere academic exercise. Nearly half of all adults in the country have tried marijuana at some point, and 20 million now use the drug regularly. Thousands of companies have been licensed by their states to produce and distribute marijuana to consumers. Even more companies that never “touch the plant” (e.g., lawyers, physicians, and bankers) have been pulled into the orbit of this field because they do business with marijuana users and suppliers. And don’t forget about the sundry federal, state, and local government officials who have been tasked with regulating these parties. All of these people need informed legal advice to help them navigate this very complicated field. How did you first become interested in this field? [RAM] It all began with Gonzales v. Raich, 545 U.S. 1 (2005). I’d been interested in federalism since I was in law school, and Raich was an important federalism decision that just happened to involve marijuana law. When the Raich Court upheld Congress’s power to ban the intra-state cultivation of marijuana, many commentators suggested that California’s medical marijuana program (not to mention the Court’s recent federalism revival) was over. But California’s program survived; indeed, it continued to spread to other states even after Raich was decided. So I sought to explain why the impact of Raich on state marijuana reforms (and federalism more generally) was so limited. By examining those state marijuana reforms more closely, I discovered some previously overlooked and under-appreciated constraints on the power of the federal government. That first project attracted a lot of attention, and I soon realized that state marijuana reforms were at the forefront of a host of other cutting-edge legal issues. Indeed, much of the research I’ve completed since that first project has been inspired and informed by the struggle between the federal and state governments for control over this important policy domain. You’ve written a lot about marijuana law reforms. When did you first start teaching about the subject? [RAM] I taught my first dedicated Marijuana Law and Policy class back in 2014. By then, I realized that there was a real need and demand for a dedicated course, and more than enough material for an entire semester (or two)! Even before then, however, I had already been discussing some of the issues stemming from marijuana law reforms in my other classes, including Antitrust, Constitutional Law, and Federal Criminal Law. What do you cover in your marijuana law class? [RAM] I usually teach the class as a survey course, because marijuana law is such a great vehicle for teaching about a broad range of subjects, including administrative law, constitutional law, contracts, corporations, criminal law, licensing, tax, and trademarks. But there are many other ways to teach a class on marijuana law. For example, you can focus on a particular theme, such as the business, criminal justice, or health law issues surrounding marijuana law. (To give you some ideas, this excerpt from the teacher’s manual to my book has syllabi for four different marijuana law courses.) Is there anything you particularly like about teaching the subject? [RAM] I’ve taught more than ten different law courses over my career, but marijuana law has been my favorite. Not only are the issues fascinating, but also the students are very enthusiastic about the subject (go figure!). Their enthusiasm translates into lively and engaging classroom discussions, even on topics (like tax) that some students otherwise avoid. Why did you decide to write a textbook on the subject? [RAM] From my research, I knew there was a need for more classes dedicated to marijuana law – other traditional law school courses just don’t prepare lawyers for the issues they’ll confront in this field (or in related fields, for that matter). I also knew many people were interested in teaching a class on marijuana law. But it takes a lot of work to prepare a new course, especially one in a new (and complicated) field like this. Among other things, you have to figure out what subjects to cover, how those subjects fit together, and what materials are best suited to address them. A good textbook helps prospective instructors with each of those tasks and makes teaching a class on marijuana law (or any other subject) a lot easier. To help other prospective teachers offer a course in marijuana law, I decided to write the first (and still only) textbook on the subject. What was the biggest challenge in writing the book? [RAM] I’m happy I did it, but writing the book was a monumental task! Finding the best materials for each topic was one of the biggest challenges. Because there are so many sources out there, finding the one that is the most authoritative, relevant, clear, etc. on a given topic can be extremely difficult and time-consuming. I spent many a late-night searching for and evaluating dozens (sometimes hundreds) of sources to find just the right one to cover each topic in the book. What are the key features of the book? [RAM] You can download the introductory first chapter of the book for more information about its features and contents, but let me highlight two of those features. One is the book’s multi-state approach. The book surveys developments in marijuana law and policy happening throughout the nation (and sometimes beyond), not just in one state. For each topic (say, commercial licensing), the book identifies the main approaches the states (and the federal government) have taken, while also noting any major deviations from those approaches. (This is the same approach law courses typically follow for other subjects like tort, contracts, and criminal law.) This broad perspective enables readers to learn from the collective experience of the nation. If one state has extensive litigation experience with a regulation, other states that have adopted the same regulation can learn from that experience—for example, how the regulation is likely to be interpreted and applied. The Problems are a second key feature of the book. Often based on real-life cases, there are more than 100 of them included throughout the book. The Problems set up key issues in a clear, concise, and interesting way. I use them for classroom discussions, as practice exam questions, and as homework assignments. Do you have a favorite case you cover in the book? [RAM] It’s hard to choose—there are so many good cases! Oregon v. Fries is one favorite. In the case, the defendant was convicted of possession of marijuana for helping a friend—who was a registered medical marijuana patient—move a few marijuana plants to the friend’s new apartment. The defendant picked up the plants, put them in the back of his jeep, and then drove them (with his friend in the passenger seat) to the friend’s apartment. The case illustrates the breadth of long-standing prohibitions on marijuana possession. It also highlights the struggle courts face in deciding whether to apply marijuana regulations literally or non-literally (to avoid seemingly harsh or peculiar results). Both are themes that recur throughout the book. What advice do you have for people who are curious about marijuana law? [RAM] Take (or teach) a class! This is an important and evolving area of law. There is a growing need for academic research and informed advice on the legal issues raised by the field. Even if you have no desire to write about or practice in this area, you’ll still benefit from studying it: the lessons learned in this field can be applied to other fields as well. Robert A. Mikos is a Professor of Law at Vanderbilt Law School and author of Marijuana Law, Policy and Authority, a first-of-its-kind law school casebook in the rapidly-emerging and exciting new field of Marijuana Law.
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Naomi Cahn random
Naomi Cahn
We asked Naomi Cahn, Harold H. Greene Professor of Law at George Washington Law what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her passions and what brought her to where she is today. What or who motivated you to study law? [NC] My father left Germany in 1939, and he was never able to finish 8th grade. He has a strong belief in justice and fairness. My mother became an educator, so I have combined their two interests! Did you have a favorite professor in law school? If so, who was the person and what made them stand out? [NC] I had favourite subjects, and I think the professors helped keep me committed to those subjects. I loved family law, trusts and estates, and clinics. The topics affected real people, and the professors recognized that. I had chosen my law school because RBG taught there, but I was never able to take a course with her because she was nominated to the bench. What law school course did you enjoy the most? [NC] In addition to the clinics, family law, and trusts and estates, I liked my seminars, including a very special one taught by a lawyer at [what was then] the NAACP Legal Defense Fund. What are your primary areas of writing and teaching? What fascinates you about these areas of law? [NC] I am delighted that I have been able to write articles and books in numerous fields: family law; feminist jurisprudence; international gender issues; reproductive technology and adoption; and trusts and estates and elder law. What fascinates me in each area is the impact of the law on people’s lives. Do (or did) you have a mentor or someone that has inspired or encouraged you in your writing or teaching? [NC] I’ve been fortunate to work with amazing colleagues and co-authors who are generous in their support—and criticism. What motivated you to write a casebook? [NC] I wanted to teach trusts and estates from a problem-oriented perspective, so writing a casebook was a good way to force me to develop the materials to teach in that way. And finding good co-authors who are committed to the same goal has been key. What has been the most influential or pivotal moment in your career? [NC] Learning that there is no one influential or pivotal moment! My career is a continuum, and looking back, everything has fallen into place, but I could not have predicted my current position when I graduated. Several people whom I have met along the way have alerted me to key job openings and served as advocates, and I appreciate each. What changes in legal education excite you? [NC] I am excited by the emphasis on skills. GW now has a new Fundamentals of Lawyering program that integrates doctrine and practice. What advice do you have for today’s law students? [NC] Take courses in which you have interest, learn from professors who are passionate about teaching, remember why you came to law school, figure out what you want to do with your law degree and pursue that. I hope you can find happiness in the law! How do you hope to be remembered by your students or law school? [NC] I want to be remembered as a teacher who cares about my students and is passionate about the subjects that I teach. What are your interests outside of law? [NC] My family! I bike to work year-round (apart from when there is ice); I have taken up running over the past decade, and love it. Living in Africa for two years has helped deepen my appreciation of travel and expanding horizons. Naomi Cahn is the Harold H. Greene Professor of Law at George Washington Law and is the author of the new textbook, Wills, Trusts, and Estates in Focus
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Eric A. Zacks random
Eric A. Zacks
We asked Eric A. Zacks, Associate Professor of Law, Wayne State University Law School, what has inspired and motivated him throughout his career. This author spotlight gives a glimpse into his passions and what brought him to where he is today. What or who motivated you to study law? I became interested in law during my undergraduate studies at the University of Michigan. I knew I wanted to pursue a career that was intellectually challenging, but I also realized I wanted an education that would provide me with flexibility and the opportunity to work in various fields. Law school seemed, and turned out to be, perfect in both respects. I was able to work in the private sector as a transactional attorney for a significant period of time before moving into education and focusing on my scholarship. Did you have a favorite professor in law school?  If so, who was the person and what made them stand out? Jon Hanson at Harvard Law School was my favorite professor. To me, he was the epitome of a true educator. He welcomed honest and open discussions, and he expressly encouraged those who disagreed with him or others to speak up. His classroom was a place for a thoughtful exchange of ideas and viewpoints. What law school course did you enjoy the most? Corporations with Professor Hanson was fantastic. He always found ways to keep everyone engaged, from having street performers help in class to elucidate fiduciary duties (during recitation of famous passages from Meinhard v. Salmon) to illustrating market solutions by contracting to have missing lecture notes delivered to class. He also provided an illuminating introduction to theories that were critical of mainstream corporate law doctrine. What are your primary areas of writing and teaching? What fascinates you about these areas of law? My scholarship is focused primarily on contract design and formation, as informed by behavioral and cognitive science findings. In particular, I am interested in how contracts can be drafted to influence different actors (such as other contracting parties and adjudicators) during different points of the contracting process – from pre-formation to dispute resolution. Lately, I have been writing in the area of home mortgage foreclosure together with my brother, who is a foreclosure litigation attorney. We are examining the evolution of contract law doctrine and contract enforcement under the pressure of the backlog of foreclosures following the Great Recession. I teach a variety of business law courses, including Contracts, Corporations, Mergers & Acquisitions, Corporate Finance, and Securities Regulation. What motivated you to write a casebook? For years, I have been struggling with current casebook materials because they ignore the transactional nature of contracts. It seemed to me that we were doing our students a disservice by focusing on contract law purely from a litigator’s or retrospective point of view. Consequently, I had been supplementing my course with materials that introduced transactional contract concepts. When Nadelle Grossman at Marquette suggested that we work together on a book that took a more “chronological” and transactional view of contract law and contracting, I jumped at the opportunity. We both have transactional practice backgrounds and saw eye-to-eye on the need to provide students with an introduction to how and why contracts are used in business, including explaining the building blocks or general provisions that exist within most written contracts.  How do you hope to be remembered by your students or law school? I hope students remember me as a professor who had their best interests at heart and was genuinely interested in helping them develop as law students and attorneys.   What are your interests outside of law?  My family and I enjoy playing a lot of sports, and I have enjoyed coaching my children in hockey and baseball (and watching them play soccer, lacrosse, basketball and other sports). I also have been performing with a water-ski show team for almost thirty years, and my kids have been skiing with the team basically since they could walk. Eric A. Zacks is an Associate Professor of Law at Wayne State University Law School and is the author of the new textbook, Contracts in Context: From Transaction to Litigation.
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Marcia Goldsmith random
Marcia Goldsmith
We asked Marcia Goldsmith, Professor of Legal Writing at St. Louis University School of Law, what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her passions and what brought her to where she is today. What or who motivated you to study law? [MG] As an undergrad I took a class that included a focus on the law.  The professor had us read a few cases, and that experience absolutely fascinated me. I was really drawn to the way the legal world presented information and wanted to know more about that way of thinking and analyzing issues. Did you have a favorite professor in law school?  If so, who was the person and what made them stand out?   [MG] My favorite professor was Professor Robert Thompson at Washington University School of Law (he is now at Georgetown). He taught corporate law and made that area of law so interesting that I ended up taking other classes in that area. His style of teaching was engaging and engaged and it made me want to dig deeper into an area of law that I had no knowledge of prior to his class. What law school course did you enjoy the most? [MG] I enjoyed corporations, securities law, and employment discrimination. What are your primary areas of writing and teaching? What fascinates you about these areas of law? [MG] My primary areas are Legal Research and Writing, Appellate Advocacy and Academic Support.  All of these courses are experiential in nature and require work from the students (whether in the form of research and writing or practice test taking) and frequent feedback from the professor. I enjoy teaching in these areas of law because the need for individualized, intensive instruction allows me to reach students of many different abilities and backgrounds to help them learn, struggle with and eventually learn the necessary analytical skills and communication techniques required for the practice of law. Do (or did) you have a mentor or someone that has inspired or encouraged you in your writing or teaching? [MG] My colleagues in Legal Research and Writing, Appellate Advocacy, and Academic Support are some of the hardest working most caring professors I know, they inspire me constantly with their dedication, their willingness to innovate, and their willingness to collaborate and share so we can all grow to be better, more inspiring teachers. What motivated you to write a casebook? [MG] My co-author Twinette Johnson was truly the motivating force behind this textbook. We had both been teaching bar preparation courses and through our conversations and collaborations had come upon what we thought was an extremely effective way to teach the study skills needed for effective bar preparation and ultimately bar passage. Prof. Johnson was the motivator and the cheerleader for this project. Its gestation period was long, since we are both experiential professors so our free time was somewhat limited, but once the proposal was ironed out we realized we had the makings of a very timely, useful textbook. What has been the most influential or pivotal moment in your career? [MG] The most pivotal moment in my career was when I decided to leave private practice and enter the field of legal education.  When I entered the classroom and realized how exciting, and engaging the experience was, I really never looked back. What changes in legal education excite you? [MG] I am excited that the legal community is really beginning to understand the importance of experiential classes. More and more law schools have strong vibrant legal research and writing programs, and many now include a strong focus on appellate advocacy. Furthermore, it has been very gratifying to see the areas of academic support and bar preparation get new attention, resources, and respect. Law school administrators are starting to realize that these types of experiential learning courses will truly help our students gain the study skills they need to be successful students, successful communicators, and ultimately successful bar passers. What advice do you have for today’s law students? [MG] Seek out help, advice, and mentoring from your professors. They are there to educate you, but also to encourage you along your path to becoming a practicing attorney. How do you hope to be remembered by your students or law school? [MG] I would like to be remembered as a passionate educator in the areas of legal research and writing, appellate advocacy, and academic support. I’d also like to be remembered as a mentor and advisor to my students and a valued colleague to my fellow faculty members. What are your interests outside of law?  [MG] I am an avid exerciser, everything from spinning, running to bootcamps and pilates. I enjoy hiking (but no camping-a nice lodge at the end is nice) and just walking around a new town with my husband and two sons. Finally, I enjoy reading almost every genre but especially science fiction and I am an enthusiastic movie goer. Marcia Goldsmith is a Professor of Legal Writing at St. Louis University School of Law and is the author of the new textbook, Advanced Legal Analysis and Strategies for Bar Preparation.
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Alyssa A. DiRusso random
Alyssa A. DiRusso
We asked Alyssa A. DiRusso, Whelan W. and Rosalie T. Palmer Professor of Law at Cumberland School of Law, Samford University, what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her passions and what brought her to where she is today. What or who motivated you to study law? [AAD] I know I should have a grand and inspiring story here, but I honestly don’t. I love to read and I love to write. I was a double-major in English and Psychology and it wasn’t until graduation neared that I realized how those map onto law (and teaching law). My parents had remarked from time to time that I would make a good lawyer, but I think that’s just what parents say when their child is too argumentative. Did you have a favorite professor in law school? If so, who was the person and what made them stand out? [AAD] I had two favorite professors: Professor Stanley Johanson and Professor Elizabeth Chambliss. Professor Johanson taught me to love trusts and estates and Professor Chambliss inspired me to teach. They both taught their classes with such energy and commitment that it was infectious. What law school course did you enjoy the most? [AAD] Estate Planning was my favorite; I enjoy the riddles of applying tax law to individual planning goals. What are your primary areas of writing and teaching? What fascinates you about these areas of law? [AAD] My primary areas of writing and teaching are trusts and estates and tax. Death and taxes go together like peanut butter and jelly. I love the psychology aspects of both of them—how tax can be used to encourage or discourage behavior and how trusts and estates satisfies the deep human desire to have a sense of control over death. Do (or did) you have a mentor or someone that has inspired or encouraged you in your writing or teaching? [AAD] When I was in college, I was fortunate to take several psychology classes with Dr. Martha Alibali. She oversaw my senior thesis and helped me publish it as a co-author. She was the one who made me realize I could live the academic life. What motivated you to write a casebook? [AAD] I love teaching trusts and estates and want to serve all of my students well. It’s hard to find the right balance between teaching to the students who will specialize and practice in this area and acknowledging the needs of students who know they want to be litigators (or something else entirely unrelated) and want more of a general exposure combined with confidence they can pass the bar exam. This was an opportunity to create something that balances those needs. I was also eager to work with Naomi Cahn and Susan Gary. What has been the most influential or pivotal moment in your career? [AAD] The big jump was from practice to teaching. It was a real leap of faith to go from a job where I had a good amount of confidence in my background—I was trained to be a lawyer—to a job where I had to learn by doing—I was not trained to teach. It also required relocating our young family from Boston to Birmingham, which was a pretty big shift. I don’t regret it, but it was scary at the time, and I’m grateful for my husband’s support in taking that risk to uproot and do something entirely different. What changes in legal education excite you? [AAD] Online learning. I love the classroom experience, but having a blend of online and face-to-face experiences allows students more flexibility and control over their time. I think work-life balance is important and law school is a good place to start learning how to manage it as well as you can. My opinion is informed by my practice experience, when I worked from home two days a week advising the bank. It saved four hours a week in commuting time without sacrificing the quality or quantity of my work. That made being a working mother more manageable. What advice do you have for today’s law students? [AAD] Learning is messy and having to try hard and get things wrong is part of the process. Also, there are many ways you can use your legal education and there is no one path that is right for everyone. How do you hope to be remembered by your students or law school? [AAD] I hope my students think of me as someone who made class fun and engaging, and that they came out knowing how to help others in a way they didn’t before they took the class. What are your interests outside of law? [AAD] I was a drama kid in high school and still enjoy theater. I adore my husband and three kids and spend a lot of time supporting them in their activities. I love to read (with a particular weakness for teen fiction) and hang out with my fat cat. I also love traveling, except the unpacking part. Alyssa A. DiRusso is the Whelan W. and Rosalie T. Palmer Professor of Law at Cumberland School of Law, Samford University and is the author of the new textbook, Wills, Trusts, and Estates in Focus.
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Camille M. Abate random
Camille M. Abate
We asked Camille M. Abate, Adjunct Professor of Clinical Law at Brooklyn Law School and Founder and Master Trainer of The Foundation for Excellence in Trial Advocacy, what has inspired and motivated her throughout her career. This author spotlight gives a glimpse into her interests in law and what brought her to where she is today. What or who motivated you to study law? [CMA] I was an art major in college! I loved to draw and to sculp in both clay and stone. But while I was at NYU studying art in the 1970’s I also became very politically active. NYU was a hotbed of protests, marches, and taking over the school at that time. Hippie mothers pushed strollers through Washington Square Park. I developed a passion to save the world, or at least make a difference. After college, while working at an advertising agency, I continued my political activities and also kept a journal. As I was writing in my journal one fine day in Washington Square Park, it suddenly dawned on me that the best way to save the world was to become a lawyer for the public interest. So that’s what I did! And it was the absolutely best decision I ever made. Did you have a favorite professor in law school?  If so, who was the person and what made them stand out? [CMA] I had many great professors, but not one favorite. What law school course did you enjoy the most? [CMA] The criminal defense clinic was the life-altering experience for me in terms of what I wanted to do in the law. I had planned to be like Ralph Nader, and I thought I would hate criminal defense, because I never could stand the sight of blood! But instead, I found myself dealing with human beings who were desperately struggling, in trouble, and frightened. It was intensely personal for me. The power of what I could do to shield and protect accused individuals through the law overwhelmed me. What are your primary areas of writing and teaching? What fascinates you about these areas of law? [CMA] I write and teach about trial advocacy, advanced criminal practice, and litigation skills generally. In the courtroom, you see the human drama at play – you see human conflict, human pain, and you learn how to use the law to resolve the conflict. Your humanity and authenticity are as critical as your legal knowledge. Your ability to relate to judges and jurors, and to tell the story of your client’s dilemma or injury persuasively, will govern whether you make a positive difference in a case, whether civil or criminal. In the courtroom, passion and preparation go together!  Do (or did) you have a mentor, or someone that has inspired or encouraged you in your writing or teaching? [CMA] My greatest mentors have been my very first supervisor at the Legal Aid Society’s Criminal Defense Division in Brooklyn – a tough Vietnam Vet who stuck with me in the trenches and taught me how to fight in court – and my husband, also a very brilliant lawyer and someone who has continually lauded and encouraged me to grow: first as a supervisor of practicing lawyers, then as a writer, and then as a teacher of law students. What motivated you to write a textbook? [CMA] When I first began teaching trial advocacy and a seminar on advanced criminal practice, I looked for a textbook on trial advocacy that was clear, practical, and written from the point of view that a student’s preparation and skill could make a difference in contested cases. I was disappointed – all of the books I reviewed were written by lawyers who practiced for only a very short period of time; not one author had practiced longer than ten years! I had 30+ years of practice and countless trials and hearings in my background, and so when asked to write a more modern, 21st century text, I jumped at the chance. What has been the most influential or pivotal moment in your career? [CMA] When I went out on my own after 11 years at the Legal Aid Society, I took on cases other than criminal, and in both federal and state jurisdictions. I discovered that the larger world of litigation was a world that I could not only master, but prevail in. I was one of the few female lead partners actively litigating cases to juries, and I grew in confidence and breadth of experience. What changes in legal education excite you? [CMA] I am thrilled that experiential education is now a requirement in law schools. I believe that getting into the field of practical law and legal experience, outside of just the theory of law, gives students an added dimension and understanding. I am excited to see the results of this great and positive change. What advice do you have for today’s law students?  [CMA] Don’t be afraid in the courtroom. Stop thinking about yourself; it’s not about you. It’s about the person or entity you represent. The true professional knows that, and will do whatever it takes to get the job done for the client, irrespective of personal fear or insecurity. You can do it. You’re better than you know. How do you hope to be remembered by your students or law school? [CMA] Knowledgeable, passionate, devoted to the students’ growth as lawyers. What are your interests outside of law?  [CMA] Fine art, particularly during the Renaissance and Impressionist periods, although I do like modern sculpture as well. I also enjoy opera and classical music – my husband is a semi-professional singer. We also love hiking and camping. Camille M. Abate is the author of the new Wolters Kluwer coursebook, Advocacy Excellence: The Jury Trial.
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Ken Chestek random
Ken Chestek
We asked Ken Chestek a Professor of Law and Director of Externships at the University of Wyoming College of Law, what has inspired and motivated him throughout his career. This author spotlight gives a glimpse into his passion for law and what brought him to where he is today. What or who motivated you to study law? [KC] I was a newspaper reporter covering the “courthouse beat” which gave me the opportunity to observe lawyers in action. When the newspaper I worked for folded, I needed to either get a new job in journalism or change careers. I went to law school because being a lawyer gave me the chance to actually work to correct injustice, rather than just point at it in a news account and hope that somebody else corrected the problem. Did you have a favorite professor in law school?  If so, who was the person and what made them stand out? [KC] Probably John Burkoff, my Crim Law/Crim Procedure professor, who also was the Law Review Advisor when I became Editor-in-Chief of the law review. He was young-ish, very approachable, and seemed very connected to the real world and the practice of law, not a head-in-the-clouds academic with no interpersonal skills. He had compassion for everybody, which was a quality I thought a lawyer needed. What law school course did you enjoy the most? [KC] Torts. It always amazed me the kinds of weird situations humans were able to put themselves into. What are your primary areas of writing and teaching? What fascinates you about these areas of law? [KC] Teaching: legal writing and pretrial practice/litigation strategy. My scholarship is mostly about storytelling, specifically how stories can best be told and why they are so persuasive. I include aspects of cognitive psychology into most of my writing. Do (or did) you have a mentor, or someone that has inspired or encouraged you in your writing or teaching? [KC] Ruth Anne Robbins. She encouraged me to do a presentation at the first Applied Legal Storytelling conference in London, and she has continued to be a wonderful sounding board, editor and collaborator in so much of what I write about. What motivated you to write a textbook? [KC] I wasn’t really using much of any of the other available textbooks. They all seem to be talking about “what does a brief look like?” and did not really say much about the more important question: “How can I persuade the reader?” I found myself relying more and more on my own materials, or other scholarship, and concluded that there was an opening in the market for a book like ours. What has been the most influential or pivotal moment in your career? [KC] Probably that first Applied Legal Storytelling conference. I learned that there were a lot of people thinking and writing about the nature of persuasion, which is what interested me the most. What changes in legal education excite you? [KC] The ABA has been slowly pushing law schools toward teaching more practical courses, especially including an emphasis on experiential learning opportunities. Learning happens best when it happens in context, and experiential learning provides great context. I teach all of my courses as simulations of actual practice, and I am grateful that the ABA sees the value in such teaching. What advice do you have for today’s law students?  [KC] Law school is not about learning the rules of law; it is about learning the skill of critical thinking. Your professors aren’t trying to teach you the answers; they are trying to teach you the questions. How do you hope to be remembered by your students or law school? [KC] As a professor who brought theory and practice together, and helped students develop their professional identities. What are your interests outside of law?  [KC] Running marathons; landscape photography; politics and social justice. Ken Chestek is the author of the Wolters Kluwer coursebook,Your Client's Story: Persuasive Legal Writing, Second Edition.
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