Paul L. Caron
Dean


Tuesday, December 10, 2019

2019 Tannenwald Tax Writing Competition Winners

Tannenwald (2016)The Theodore Tannenwald, Jr. Foundation for Excellence in Tax Scholarship has announced the winners of the  2019 tax writing competition:

First Prize ($5,000):
Christine Davis (Florida), More Anti-Simplification: PTI and GILTI After the Tax Cuts and Jobs Act
Faculty Sponsor:  Mindy Herzfeld

Second Prize ($2,000):
Alexandra Ferrera (NYU), Incentivizing the Care of Adult Family Members Through a Two-Part Tax Credit
Faculty Sponsor:  Lily Batchelder

Continue reading

December 10, 2019 in ABA Tax Section, Legal Education, Scholarship, Tax, Tax Scholarship, Teaching | Permalink | Comments (0)

Friday, December 6, 2019

Lawsky's Free Income Tax Problem Generator

Sarah Lawksy (Northwestern) has created a great free website that generates multiple-choice federal individual income tax practice problems in a variety of subject areas.  From the FAQ page:

Lawsky (2017)Q: What does this website do?
A: It generates multiple-choice federal individual income tax practice problems. The problems are a random selection of facts, names, and randomly (but thoughtfully) generated numbers about a range of basic tax topics. You can pick a particular topic, or you can have the website to pick both a topic and problem at random.

Q: Are the answers also random?
A: Mostly, no. The multiple-choice answers are based on mistakes people commonly make (though one random answer is usually thrown in there).

Q: What happens once I pick an answer?
A: If you pick a wrong answer, the website usually provides a substantive hint about what you did wrong. A right answer usually returns a full explanation. In many of the explanations of answers both right and wrong, there is a link to the relevant code section.

Q: Do the questions repeat?
A: Eventually--there are not an infinite number of problems--but there are a lot of different problems. Setting aside the numbers' changing, which doesn't necessarily provide conceptually different questions, different types of problems toggle a bunch of different facts and relationships between the numbers, all of which change the problem conceptually. For example, for like-kind exchanges, there are five different facts than can toggle (asset is personal use or business use, whether there is debt relief and whom that debt relief favors (someone who provides boot or not), etc.) and four different questions. For installment sales there are even more toggles; for unrestricted property as compensation, many fewer.

Q: What is this for?
A: Whatever you want. A professor can use to generate problems for teaching or to give students direct access to it; a student can use it to practice for tax class--whatever works for you. The website is free and is made available under a Creative Commons Attribution-Share Alike 4.0 license, which means, roughly, that you can share this or use it for any purpose, just so long as you give appropriate credit, distribute the material so other people can use it under the same terms, and don't create any additional restrictions.

Continue reading

December 6, 2019 in Legal Ed News, Legal Education, Tax, Tax News, Teaching | Permalink | Comments (1)

Thursday, December 5, 2019

Tax Prof Mildred Robinson, UVA's First Black Female Faculty Member, To Retire

Robinson

Professor Mildred Robinson Set To Retire:

Professor Mildred Robinson, a groundbreaking tax law instructor whose scholarship and community service have emphasized equity, will teach her last class at the University of Virginia School of Law at the end of this semester. She will retire this spring after almost 35 years on the faculty.

Robinson was UVA Law’s first African American female tenured professor. She was hired with tenure in 1985 from Florida State University.

Continue reading

December 5, 2019 in Legal Ed News, Legal Education, Tax, Tax News, Tax Prof Moves, Tax Profs, Teaching | Permalink | Comments (2)

Wednesday, December 4, 2019

2L In Harvard Tax Clinic Argues Case In U.S. Court Of Appeals For The 7th Circuit

Harvard Law Today, Clinic Stories: Prepping for the U.S. Court of Appeals:

HarvardThrough Harvard Law School’s Federal Tax Clinic, students have the unique opportunity represent low-income taxpayers in disputes with the IRS, both before the IRS and in federal court. Working individually and in teams, they represent taxpayers involving examinations, administrative appeals collection matters, and cases before the United States Tax Court and federal district courts.

In this video, we follow Adeyemi “Yemi” Adediran ’21, a second year student in the Clinic, as he prepares to argue an appeal on behalf of a military veteran with PTSD in the United States Court of Appeals for the 7th Circuit, in Chicago. The veteran’s appeal to the Seventh Circuit centered on his eligibility for innocent spouse relief under the Internal Revenue Code. Over a three year period, the veteran’s wife embezzled $500K from the Appleton, Wisconsin Blood Bank—where she worked as a bookkeeper. She was arrested and sentenced to jail, but because the couple filed taxes jointly and embezzled money is taxable, they were both legally responsible for back taxes on the money.

Continue reading

December 4, 2019 in Legal Ed News, Legal Education, Tax, Tax News, Teaching | Permalink | Comments (0)

Wednesday, November 27, 2019

Data-Visualization And Student Evaluations: Male Profs Are Brilliant And Funny; Female Profs Are Mean And Rude

Chronicle of Higher Education, What a Data-Visualization Tool Tells Us About How Students See Their Professors:

Student evaluations of teaching are both widely used and, as a host of studies have shown, deeply flawed. They don’t measure teaching quality particularly well. They also reflect students’ bias, in that women and minorities tend to receive more critical evaluations. The problem is significant enough that 18 scholarly associations signed onto a statement in September asking colleges to not rely on them heavily in determining teaching effectiveness.

Thanks to Ben Schmidt, a clinical associate professor of history and director of digital humanities at New York University, we also have an interesting way to visualize the differences in the ways that students evaluate male and female professors. And we can see how different disciplines are described.

A few years ago, Schmidt mined 14 million reviews on RateMyProfessors to create an interactive tool, Gendered Language in Teacher Reviews. Plug a term into the chart and you can see how many times per million words of text it is used, broken down by gender and discipline. It’s a fascinating — and highly addictive — look at the way in which students perceive their professors. 

Brilliant

Mean

Continue reading

November 27, 2019 in Legal Ed News, Legal Education, Teaching | Permalink | Comments (10)

Tuesday, November 5, 2019

2019 Christopher Bergin Award For Excellence In Tax Writing

Benjamin M. Satterthwaite (J.D. 2019, South Carolina; LL.M. (Tax) 2020, Florida), Nash Bargaining Theory and Intangible Property Transfer Pricing, 164 Tax Notes 2275 (Sept. 30, 2019):

Tax NotesThis article was the winning entry in Tax Analysts’ annual student writing contest and received the 2019 Christopher E. Bergin Award for Excellence in Writing. [Honorable Mention: Daniel Pessar (Harvard)]

In this article, Satterthwaite proposes a transfer pricing framework for unique intangibles that integrates the economic fundamentals of John Nash’s bargaining theory with the “realistic alternatives” language of amended sections 367(d) and 482.

Continue reading

November 5, 2019 in Legal Ed News, Legal Education, Tax, Tax News, Tax Scholarship, Teaching | Permalink | Comments (0)

Wednesday, October 23, 2019

FBA Tax Law Student Writing Competition

Alexander

The Federal Bar Association Section on Taxation invites J.D. and LL.M. students to participate in the  2020 Donald C. Alexander Tax Law Writing Competition (rules; flier):

The Federal Bar Association Section on Taxation sponsors an annual writing competition and invites law students to participate. The Section on Taxation has named this annual competition—the Donald C. Alexander Tax Law Writing Competition—in honor of former IRS Commissioner Don Alexander, who passed away in 2009. Throughout his career, Mr. Alexander was both a widely admired role model and an advocate for writing skills and style in tax law.

Continue reading

October 23, 2019 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Thursday, October 3, 2019

Case Western Tax Prof Is Still Teaching At 92 Years Old

Cleveland.com, Case Western Reserve University Law Professor Still Teaching at 92 Years Old:

GabinetYou know that saying, “when you love what you do, you’ll never work a day in your life?”

Well, at 92 years old and still teaching four days a week, Professor Leon Gabinet is the true embodiment of that.

“I think at 92, I must be the oldest living professor,” Gabinet said, laughing.

News 5 checked with the American Association of University Professors, and while we're told the data around professor's ages isn't maintained, a spokesperson couldn't immediately think of professor above that age still teaching.

Gabinet teaches federal income tax law at the Case Western Reserve University School of Law — a place he has been a fixture since 1968. ...

“You would think going into a federal income tax class that it was going to be really dry and boring,” said law student Jess Ice. “But I laugh every class. I just have a great time. He has forgotten more about tax than I’ll ever learn in my life.”

It’s true — Professor Gabinet, at 92, has much of the tax code memorized by heart. And still, he spends hours before each of his classes every week reviewing materials and getting prepared. ...

Continue reading

October 3, 2019 in Legal Ed News, Legal Education, Tax, Tax News, Teaching | Permalink | Comments (0)

Friday, September 6, 2019

2019 IFA International Tax Student Writing Competition (Sept. 30 Deadline)

IFA Logo (2015)The deadline in the International Fiscal Association's 2019 International Tax Student Writing Competition is September 30:

2019 IFA International Tax Student Writing Competition:
Subject: Any topic relating to U.S. taxation of income from international activities, including taxation under U.S. tax treaties.
Open to: All students during the 2018-19 academic year (including independent study and summer 2018 school courses) pursuing a graduate degree (J.D., L.L.M., S.J.D., M.S.T., MTA, Masters of Taxation, or similar program). Any appropriate papers written in fall 2018 or spring and summer 2019.
Publication: The winning author will be entitled to publish his/her article in the Tax Management International Journal, which is produced by Bloomberg BNA.
Submission DeadlineSeptember 30, 2019.
Prize:  $2,000 cash, plus expenses-paid invitation to the IFA USA Branch Annual Meeting in Boston on Feb 27-28, 2010.

Here are the recent winners:

Continue reading

September 6, 2019 in Scholarship, Tax, Tax Scholarship, Teaching | Permalink | Comments (0)

Wednesday, September 4, 2019

ABA Tax Section Releases 19th Annual Law Student Tax Challenge Problem

The ABA Tax Section has released the J.D. Problem (rules; entry form) and LL.M. Problem (rules; entry form) for the 19th Annual Law Student Tax Challenge:

LSTCAn alternative to traditional moot court competitions, the Law Student Tax Challenge asks two-person teams of students to solve a cutting-edge and complex business problem that might arise in everyday tax practice. Teams are initially evaluated on two criteria: a memorandum to a senior partner and a letter to a client explaining the result. Based on the written work product, six teams from the J.D. Division and four teams from the LL.M. Division receive a free trip (including airfare and accommodations for two nights) to the Section of Taxation 2020 Midyear Meeting, January 30-February 1, in Boca Raton, FL, where each team will defend its submission before a panel of judges representing the country’s top tax practitioners and government officials, including Tax Court judges.

Continue reading

September 4, 2019 in ABA Tax Section, Legal Education, Tax, Tax News, Teaching | Permalink | Comments (0)

Saturday, August 24, 2019

Law Teaching And Academic Perfectionism

Nancy Ehrenreich (Denver), When Professors Get in Their Own Way: Law Teaching and Academic Perfectionism, 68 J. Legal Educ. ___ (2019):

This article recounts how the author recovered from disillusionment and decreasing effectiveness as a law professor by diagnosing and overcoming her academic perfectionism. Perfectionism is the self-defeating tendency to have unrealistic goals and expectations of oneself. For many, it can cause loss of confidence, frustration with others, and, eventually, worsening performance. In short, perfectionism can lead a law professor to get in her own way, taking things students say personally and failing to recognize the pedagogical (and emotional) needs of the class. Focusing on the author’s experience teaching large, 1L courses, the article describes how letting go of the desire to impress or entertain students can lead to a more confident, comfortable, and effective approach to teaching.

Continue reading

August 24, 2019 in Legal Ed News, Legal Ed Scholarship, Legal Education, Teaching | Permalink | Comments (1)

Friday, August 16, 2019

Jim Maule's Reflections On 40 Years Of Teaching Tax Law

Saturday, August 3, 2019

How Two Law Schools Use Virtual Reality In The Classroom

Legal Tech News, Curriculum Comes Alive: How Two Law Schools Use Virtual Reality in the Classroom:

In recent years, law schools have injected a host of technologically-savvy initiatives into their curriculum, ranging from start-up incubators to online-centric coursework and beyond. But some law schools are looking to move their curriculum into a new dimension: the third dimension, to be specific.

The educational tracks at the 2019 American Association of Law Libraries (AALL) conference opened with “Virtual Reality in the Law Classroom,” a presentation of what two law schools have done with 360 video and 3-D modeling technologies to increase their students’ learning. Kenton Brice, director of technology innovation at University of Oklahoma College of Law, and Jenny Wondracek, director of legal educational technology at UNT Dallas College of Law, demonstrated that while the technology may seem futuristic, adopting it is feasible now.

Continue reading

August 3, 2019 in Legal Ed News, Legal Education, Teaching | Permalink | Comments (0)

Thursday, August 1, 2019

Survey: Nearly Half Of All Students Are Distracted By Technology

Inside Higher Ed, Survey: Nearly Half of Students Distracted by Technology:

A recent survey found the use of technology in class, such as laptops or phones, for noneducational purposes was distracting to almost half of students, while others surveyed believe technology in the classroom is unavoidable.

The study was published in the Canadian Journal for the Scholarship of Teaching and Learning and surveyed 478 students and 36 instructors at the University of Waterloo [A Mixed Blessing? Students’ and Instructors’ Perspectives about Off-Task Technology Use in the Academic Classroom].

Of the undergraduate students surveyed, 49 percent said the use of technology for reasons not related to class, or “off-task” use, was distracting to them. However, students generally said they’ve used technology for off-task purposes regardless.

Continue reading

August 1, 2019 in Legal Ed News, Legal Education, Teaching | Permalink | Comments (2)

Friday, July 19, 2019

Teaching With Feminist Judgments: A Global Conversation

Bridget Crawford (Pace), Kathryn Stanchi (UNLV), Linda Berger (UNLV), Gabrielle Appleby (New South Wales), Susan Appleton (Washington University), Ross Astoria (Wisconsin), Sharon Cowan (Edinburgh), Rosalind Dixon (New South Wales), Troy Lavers (Leicester), Andrea McArdle (CUNY), Elisabeth McDonald (Canterbury), Teri McMurtry-Chubb (Mercer), Vanessa Munro & Pam Wilkins (Detroit Mercy), Teaching with Feminist Judgments: A Global Conversation, 38 Law & Ineq. ___ (2020):

Feminist JudgmentsThis conversational-style essay is an exchange among fourteen professors—representing thirteen universities across five countries—with experience teaching with feminist judgments. Feminist judgments are “shadow” court decisions rewritten from a feminist perspective, using only the precedent in effect and the facts known at the time of the original decision. Scholars in Canada, England, the U.S., Australia, New Zealand, Scotland, Ireland, India and Mexico have published (or are currently producing) written collections of feminist judgments that demonstrate how feminist perspectives could have changed the legal reasoning or outcome (or both) in important legal cases.

Continue reading

July 19, 2019 in Book Club, Legal Ed News, Legal Ed Scholarship, Legal Education, Teaching | Permalink | Comments (0)

Wednesday, July 17, 2019

The Spread Of Online Legal Education

SmartLawyerSmartLawyer, The Spread of Online Legal Education:

In 2018, law school enrollment increased for the first time in almost a decade. Total J.D. enrollment in the U.S. currently sits at over 111,000 students.

While J.D. enrollment is only just starting to bounce back, enrollment in non-J.D. online legal programs has grown dramatically in the same time frame; about 5,600 students are currently enrolled in these programs. Non-J.D. legal programs include Master of Studies in Law (MSL), Master of Legal Studies (MLS), and Master of Laws (LL.M.) degrees. ...

Continue reading

July 17, 2019 in Legal Ed News, Legal Education, Teaching | Permalink | Comments (0)

Wednesday, June 12, 2019

Field: A Tax Professor's Guide To Formative Assessment

Heather M. Field (UC-Hastings), A Tax Professor's Guide to Formative Assessment, 22 Fla. Tax Rev. ___ (2019):

The ABA Standards now require formative assessment to be integrated into law school courses, and there is extensive literature, both in legal education and education more generally, about the goals and methods for formative assessment. This Article makes the key insights of that literature accessible and actionable for professors teaching tax courses. This crash course on formative assessment is intended to enable tax professors to integrate formative assessment into their classrooms effectively and efficiently without having to become legal pedagogy scholars in addition to being tax law scholars. The formative assessment techniques discussed herein range from those that require relatively little time and effort to those that may be particularly impactful but that require additional time and work. This Article also discusses strategies for reducing the burden of even the work-intensive approaches.

Continue reading

June 12, 2019 in Legal Ed Scholarship, Scholarship, Tax, Tax Scholarship, Teaching | Permalink | Comments (1)

Sunday, May 26, 2019

Clint Wallace Wins South Carolina Classroom Teacher Of The Year Award

Wednesday, May 8, 2019

What This Law Professor Learned by Becoming a Student Again

Larry Cunningham (St. John’s), What This Professor Learned by Becoming a Student Again:

For the past year, I have been a student again.  Once I finish a final paper (hopefully tomorrow), I will be receiving a Graduate Certificate in Assessment and Institutional Research from Sam Houston State University.

I enrolled in the program at “Sam” (as students call it) because I wanted to receive formal instruction in assessment, institutional research, data management, statistics, and, more generally, higher education.  These were areas where I was mainly self-taught, and I thought the online program at Sam Houston would give me beneficial skills and knowledge.  The program has certainly not disappointed.  The courses were excellent, the professors knowledgeable, and the technology flawless.  I paid for the program out-of-pocket, and it was worth every penny.  It has made me better at programmatic assessment and institutional research. (I also turned one of my research papers into an article, which just came out this week [Building a Culture of Assessment in Law Schools, 69 Case W. Res. L. Rev. 395 (2018)].)

But the program had another benefit: It has made me a better teacher.

Continue reading

May 8, 2019 in Legal Education, Teaching | Permalink | Comments (1)

Tuesday, May 7, 2019

Jeffrey Kwall Named 2019 Professor Of The Year At Loyola-Chicago

Kwall
Jeffrey Kwall named 2019 Professor of the Year:

The Student Bar Association (SBA) at Loyola University Chicago School of Law has named Jeffrey L. Kwall, Kathleen and Bernard Beazley Professor of Law, the school’s 2019 Professor of the Year. Each year at Loyola, graduating law students honor one member of the full-time law faculty for excellence in teaching, mentoring, and advising. Kwall was also voted Professor of the Year by the Class of 2016.

Continue reading

May 7, 2019 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Saturday, May 4, 2019

Winners Of The 18th Annual Law Student Tax Challenge

18thABA Tax Section, 18th Annual Law Student Tax Challenge Winners:

J.D. Division

1st Place:
Jordan Fruchter and Thomas Boland
Albany Law School
Coach: Danshera Cords

2nd Place:
Emily Eash and Eliana Hoeppner
Western New England University

3rd Place:
Luis Garcia and Janette Duran
University of New Mexico Law School

Best Written Submission:
Luis Garcia and Janette Duran
University of New Mexico Law School

Semi-Finalists:
Scott Lee and Brittany Johnson
Georgetown University

Daniel Rowe and Mark Goshgarian
Loyola Law School

Kaitlyn Cornett and Thomas Koelbl
University of Memphis

LL.M. Division

Continue reading

May 4, 2019 in ABA Tax Section, Legal Education, Tax, Teaching | Permalink | Comments (0)

Friday, April 12, 2019

Lederman Wins Indiana University Research/Teaching Award

Lederman (2018)Lederman to Receive Sonneborn Award:

Leandra Lederman, William W. Oliver Professor of Tax Law and director of the Law School's tax program, is the recipient of Indiana University's 2019 Tracy M. Sonneborn Award. The award honors faculty for accomplishments in the areas of teaching and research. Named for the late eminent scientist Professor Tracy M. Sonneborn, the award is given to an exemplary researcher who is also well known as an exemplary teacher. Lederman will deliver the annual Sonneborn Lecture this fall. She is currently on a sabbatical leave as a Fulbright Scholar in Luxembourg.

Continue reading

April 12, 2019 in Legal Education, Scholarship, Tax, Tax Profs, Teaching | Permalink | Comments (1)

Tuesday, April 9, 2019

Winners Of The 2019 National Tax Moot Court Competition

Florida Bar, 2019 National Tax Moot Court Competition Winners:

LibertyWinner: Liberty [right]
William Baker, John Riordan, Jonathan Shbeeb
Coach: Tim Todd

1st Runner-Up: Stetson 
Deanna Cipriano, Romina Drazhi, Mark Joseph
Coach: Katie Everlove-Stone

2nd Runner-Up: Baltimore
Brenton Conrad, Dara Polokoff
Coach: Fred Brown

Continue reading

April 9, 2019 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Tuesday, March 5, 2019

2019 Tannenwald Tax Writing Competition

Tannenwald (2013)The Theodore Tannenwald, Jr. Foundation for Excellence in Tax Scholarship and American College of Tax Counsel are sponsoring the 2019 Tannenwald Tax Writing Competition:

Named for the late Tax Court Judge Theodore Tannenwald, Jr., and designed to perpetuate his dedication to legal scholarship of the highest quality, the Tannenwald Writing Competition is open to all full- or part-time law school students, undergraduate or graduate. Papers on any federal or state tax-related topic may be submitted in accordance with the Competition Rules.

Prizes:

  • 1st Place:  $5,000
  • 2nd Place: $2,500
  • 3rd Place:  $1,500

Continue reading

March 5, 2019 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Friday, March 1, 2019

2018 IFA International Tax Student Writing Award; Call For Entrants In 2019 Competition

IFA Logo (2015)The winner of the International Fiscal Association's 2018 International Tax Student Writing Competition is Ivan Ozawa Ozai (McGill), Tax Competition and the Ethics of Burden Sharing, 42 Fordham Int'l J. 61 (2018). 
Faculty Sponsor:  Allison Christians

2020 IFA International Tax Student Writing Competition:
Subject: Any topic relating to U.S. taxation of income from international activities, including taxation under U.S. tax treaties.
Open to: All students during the 2018-19 academic year (including independent study and summer 2018 school courses) pursuing a graduate degree (J.D., L.L.M., S.J.D., M.S.T., MTA, Masters of Taxation, or similar program). Any appropriate papers written in fall 2018 or spring and summer 2019.
Publication: The winning author will be entitled to publish his/her article in the Tax Management International Journal, which is produced by Bloomberg BNA.
Submission Deadline:  September 30, 2019.
Prize:  $2,000 cash, plus expenses-paid invitation to the IFA USA Branch Annual Meeting in Boston on Feb 27-28, 2010.

Here are the recent winners:

Continue reading

March 1, 2019 in Scholarship, Tax, Teaching | Permalink | Comments (0)

Tuesday, February 26, 2019

Should You Allow Laptops In Class? Here’s What The Latest Study Adds To That Debate

LaptopChronicle of Higher Education, Should You Allow Laptops in Class? Here’s What the Latest Study Adds to That Debate:

Point: Laptops are a menace, undermining how students take notes in class and distracting not only those using them but also their neighbors.

Counterpoint: Laptops are a lifeline, allowing students with disabilities to participate fully in class.

Plenty of professors have strong opinions about whether laptops belong in the classroom. They also pride themselves on holding opinions based on research. So a new paper investigating the difference between taking notes longhand or on a laptop was bound to attract attention. But that doesn’t mean it offers a definitive answer.

The paper, How Much Mightier Is the Pen Than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014), was published this week in Educational Psychology Review. As the title suggests, the authors tried to replicate a well known study that found that students who took notes by hand fared better on conceptual test questions than did those who typed notes on a laptop [The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note-Taking]. Students who took notes on a laptop wrote more, and were more likely to write what a lecturer said verbatim, according to the original study. Perhaps, the authors of that study wrote, students taking notes on laptops did so “indiscriminately or by mindlessly transcribing content,” did not form a deep understanding of the material, and therefore did worse on the items that demanded such understanding.

Continue reading

February 26, 2019 in Legal Education, Teaching | Permalink | Comments (4)

Wednesday, February 13, 2019

The Great Disappearing Teaching Load: From 3-3, To 3-2, To 2-2, To 2-1; 1-1 Is The Next Maginot Line

Chronicle of Higher Education, The Great Disappearing Teaching Load: How Few Courses Are Too Few?:

Course ReliefYale has gone 2-1," a faculty member in political science told me, in the tone he presumably used in the classroom when discussing the perils of nuclear proliferation.

It became a refrain. During my 10 years as dean of the College of Arts and Letters at Notre Dame, the question of teaching schedules — a phrase I unsuccessfully tried to substitute for "teaching loads" — hovered in the periphery of my day-to-day life. Sometimes it occupied center stage. At times I wondered if the question — "Could I have a course off for that?" — would be chiseled on my tombstone.

It’s a "first-world problem," as the kids say, and I hasten to acknowledge that deans or department chairs struggling with collapsing budgets, or faculty members routinely teaching four courses per semester, may want to proceed to the next article in The Chronicle Review.

For the rest of you, a question: How many courses per semester should a faculty member at a major research university teach?

The question is rarely asked — because it’s in no one’s interest to ask it. Not presidents, since in public institutions they, unlike faculty members, have to answer questions from more or less curious and informed state legislators about how professors use their time. Not provosts, deans, and department chairs, struggling to sustain the Maginot Line of standard teaching schedules while also competing to hire faculty members. Not graduate students, whose courses are typically taught by tenure-line faculty members anyway. And not professors, eager to conduct more research, certainly, but also craving the flexibility of a schedule not burdened by the day-to-day rhythm of class meeting times.

It’s actually in the interest only of innocent undergraduates, who don’t realize that the tenure-line faculty members supported by their tuition dollars may be teaching a decreasing number of courses. And although they don’t know it, it’s in the long-term interest of faculty members themselves. ...

John Boyer’s absorbing recent history of the University of Chicago is one of the few places where the topic is discussed. (Not coincidentally, Boyer is a longtime dean.) I suspect that the pattern he outlines there is typical: Tenure-line faculty members taught six courses per year (that is, two per quarter) through the 1960s, then five, and now, at most, four. Over time, teaching schedules, like salaries, began to vary a good deal by department or program.

Dame’s pattern was similar: Faculty members in the humanities, social sciences, and arts moved from 3-3 on a semester system in the 1970s to 3-2 and then 2-2 in the late 1980s. When I started as dean, in 2008, tenure-line faculty members in science and engineering taught 1-1, with the expectation that they would be running funded labs; those in business taught 3-0. The "0" came about when the business school identified a semester without teaching, remarkably, as the uniform policy at the top business schools. Humanities, social-science, and arts faculty members taught two courses per semester.

The first strike came in economics. "We need to go 2-1," the chair politely explained, "because otherwise we can’t hire anyone." He was right, and so we did, with the proviso that teaching would be more than 2-1 for faculty members without strong research programs. Economics at Notre Dame had a spectacular decade, zipping up the rankings. Now I’m warned, somberly, that "some faculty at Duke are 1-1." ...

Continue reading

February 13, 2019 in Legal Education, Teaching | Permalink | Comments (10)

Monday, February 11, 2019

Morrow: TCJA — Teaching A Tax Code Just Adopted

Rebecca Morrow (Wake Forest), TCJA: Teaching a Code Just Adopted, 8 Wake Forest L. Rev. Online 57 (2018):

The spring 2018 semester at many law schools started approximately three weeks after the Tax Cuts Jobs Act (TCJA) passed. This essay reflects on the experience of teaching tax law in a semester when all textbooks and statutory supplements were outdated and tax scholars scrambled to make sense of the new law while simultaneously teaching it to our students. It concludes, paradoxically, that teaching the TCJA so soon after it passed offered some huge advantages from a pedagogical perspective: it proved to students that they must rely primarily on the statute, rather than secondary sources, and must develop strong statutory interpretation skills to understand tax; highlighted the importance of the first rule of statutory interpretation, to “keep reading”; and increased the already high marketability of tax law expertise.

Continue reading

February 11, 2019 in Legal Education, Scholarship, Tax, Teaching | Permalink | Comments (0)

Thursday, January 24, 2019

2018 Tax Prof Teachers Of The Year

AALS Teacher of the Year 2
Tax Profs recognized at the AALS annual meeting in New Orleans as Teachers of the Year:

January 24, 2019 in Legal Education, Teaching | Permalink | Comments (0)

Wednesday, January 23, 2019

2018 Law School Teachers Of The Year

It was great to see four of my colleagues (Trey Childress, Steve SchultzVictoria Schwartz, and Peter Wendel) recognized at the AALS Annual Meeting in New Orleans as 2018 Teachers of the Year:

AALS Teacher of the Year

January 23, 2019 in Legal Education, Teaching | Permalink | Comments (0)

Tuesday, December 18, 2018

Helicopter Law Professors Are Hurting Their Students

Helicopter 2Emily Grant (Washburn), Helicopter Professors, 53 Gonz. L. Rev. 1 (2018):

Helicopter professors, like their parenting counterparts, hover over students, guiding them precisely, and swooping in to rescue them from any hint of failure or challenge. Just as helicopter parenting can be harmful to children, helicopter professoring poses similar threats to students, not the least of which is creating disengaged students dependent on professors for all aspects of their learning and development.

The instinct to be a helicopter professor is understandable in light of several social and cultural circumstances of today’s legal education. First, law students today are largely Millennials who were helicoptered parented and educated in a system that often focused solely on test results. Second, law professors are at times overly focused are garnering positive student evaluation scores, which may be easier to do with a little extra spoon feeding. Professors too may themselves be helicopter parents in their non-work hours, a behavioral pattern that too easily can infiltrate the classroom. Finally, law schools today are seeing a rise in students that have a consumerist attitude and in some cases lower academic credentials; those types of students expect and perhaps need additional assistance. But satisfying that need, combined with the focus on quantifying assessment practices and on improving teaching techniques, may easily cross the line into helicopter behavior.

Continue reading

December 18, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (1)

Thursday, December 13, 2018

2018 Tannenwald Tax Writing Competition Winners

Tannenwald (2016)The Theodore Tannenwald, Jr. Foundation for Excellence in Tax Scholarship has announced the winners of the 2018 tax writing competition:

First Prize ($5,000):
Colin T. Halpin (Washburn), A Step in the Right Direction: The Effects of the Tax Cuts and Jobs Act on the Alternative Minimum Tax and the Need for Further Reform
Faculty Sponsor:  Lori McMillan

Second Prize ($2,000):
Betting on an Uncertain Future: The Tax Consequences of Large Third-Party Litigation Financing
Faculty Sponsor:  Gregg Polsky

Continue reading

December 13, 2018 in ABA Tax Section, Legal Education, Scholarship, Tax, Teaching | Permalink | Comments (0)

Tuesday, December 4, 2018

From Podcasts To Treasure Hunts: Using Technology To Promote Student Engagement

Marcia L. McCormick (Saint Louis), From Podcasts to Treasure Hunts—Using Technology to Promote Student Engagement, 58 St. Louis U. L.J. 127 (2013):

Three influential calls for reform in legal education, the MacCrate Report, the Carnegie Report, and most recently the Stuckey Report, have all recommended that professors use teaching methods to provide greater opportunities for students to practice problem solving skills and receive feedback on their performance. Being a lawyer is much more than memorizing rules; students need to be able to understand the big picture and use the details to problem solve. This article details how to use audio and written podcast summaries to help students see the big picture in a subject and how each smaller topic fits together into that bigger picture. On the detail side, quizzes and “Treasure Hunts” get students to read statutes apply them to different problem situations.

Continue reading

December 4, 2018 in Legal Education, Teaching | Permalink | Comments (0)

FBA Tax Law Student Writing Competition

Alexander

The Federal Bar Association Section on Taxation invites J.D. and LL.M. students to participate in the  2019 Donald C. Alexander Tax Law Writing Competition (flier):

The Federal Bar Association Section on Taxation sponsors an annual writing competition and invites law students to participate. The Section on Taxation has named this annual competition—the Donald C. Alexander Tax Law Writing Competition—in honor of former IRS Commissioner Don Alexander, who passed away in 2009. Throughout his career, Mr. Alexander was both a widely admired role model and an advocate for writing skills and style in tax law.

Continue reading

December 4, 2018 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Friday, November 30, 2018

Dorothy Brown Receives Emory University Teaching Excellence Award

Brown (Dorothy) (2015)Emory Law Professor Dorothy Brown Receives Teaching Excellence Award:

Dorothy Brown has been selected to receive the Vulcan Teaching Excellence Award, given through the Georgia Independent College Association (GICA). The award recognizes outstanding faculty members who demonstrate strong academic skills in the classroom and provide leadership and support in the other areas of campus life.

Dorothy Brown is a nationally recognized scholar in tax policy, race, and class and has published extensively on the racial implications of federal tax policy. She is highly sought for her expertise in workplace inclusion issues, a respected speaker in the legal community, and a regularly engaged expert by media including CNN, National Public Radio, The New York Times, National Law Journal, The Washington Post and Forbes. She is currently working on a book entitled The Whiteness of Wealth.

Continue reading

November 30, 2018 in Legal Education, Tax, Teaching | Permalink | Comments (1)

Wednesday, November 28, 2018

How To Grow A Lawyer: A Guide For Law Schools, Law Professors, And Law Students

How To Grow A LawyerE. Scott Fruehwald, How to Grow A Lawyer: A Guide for Law Schools, Law Professors, and Law Students (2018):

We live in a world of accelerating change. Yet, legal education still relies mainly on a teaching approach developed in 1870. Is this any way to grow a lawyer?

Law schools need to radically transform legal education. They must base this transformation on research of education scholars both within and without legal education. They must reject everything from the past that does not grow effective lawyers.

This book shows how law schools and law professors can use the new scholarship to become better teachers and how they can help their students become better learners. In brief, legal education should involve active learning, teaching students metacognition, and formative assessment. This book contains exercises, particularly reflection exercises, at the end of each subsection to help the reader better absorb the new approaches to teaching and learning.

November 28, 2018 in Book Club, Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Sunday, November 25, 2018

Fifty Ways To Promote Law School Teaching And Learning

Gerald Hess (Gonzaga), Michael Hunter Schwartz (Dean, McGeorge) & Nancy Levit (UMKC), Fifty Ways to Promote Teaching and Learning, 67 J. Legal Educ. ___ (2018):

In 1999, the Journal of Legal Education published an important article for law schools seeking to improve the quality and quantity of faculty scholarly output, James Lindgren’s Fifty Ways to Promote Scholarship, 49 J. Legal Educ. 126 (1999). ... Professor Lindgren detailed numerous ideas for improving scholarship and the intellectual life of a law school. ...

This article addresses the other side of the coin, teaching. Most law schools make claims about the high-quality instruction students will receive. And we believe that all law school faculties and nearly all individual law professors aspire to excellence in the classroom. This article focuses on the efforts law schools and professors can make to fulfill that aspiration.

Continue reading

November 25, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Monday, October 8, 2018

2019 Tannenwald Tax Writing Competition

Tannenwald (2013)The Theodore Tannenwald, Jr. Foundation for Excellence in Tax Scholarship and American College of Tax Counsel are sponsoring the 2019 Tannenwald Tax Writing Competition:

Named for the late Tax Court Judge Theodore Tannenwald, Jr., and designed to perpetuate his dedication to legal scholarship of the highest quality, the Tannenwald Writing Competition is open to all full- or part-time law school students, undergraduate or graduate. Papers on any federal or state tax-related topic may be submitted in accordance with the Competition Rules.

Prizes:

  • 1st Place:  $5,000, and publication in the Florida Tax Review
  • 2nd Place:  $2,500
  • 3rd Place:  $1,500

Continue reading

October 8, 2018 in Legal Education, Tax, Teaching | Permalink | Comments (0)

Saturday, September 29, 2018

2018 IFA International Tax Student Writing Competition (Sept. 30 Deadline)

IFA Logo (2015)

2018 IFA International Tax Student Writing Competition:
Subject: Any topic relating to U.S. taxation of income from international activities, including taxation under U.S. tax treaties.
Open to: All students during the 2017-18 academic year pursuing a graduate degree. Any appropriate papers written in fall 2017 or spring and summer 2018.
Submission Deadline:  September 30, 2018.
Prize:  $2,000 cash, plus expenses-paid invitation to the IFA USA Branch Annual Meeting in Feb 2019.

Here are the recent winners:

Continue reading

September 29, 2018 in Scholarship, Tax, Teaching | Permalink | Comments (0)

Tuesday, September 25, 2018

Online Law School Classes Deliver Results For Law Students

Yvonne Dutton, Margaret Ryznar & Kayleigh Long (Indiana-Indianapolis), Assessing Asynchronous Online Learning in Law Schools: Students Say Online Classes Deliver, 96 Denv. L. Rev. ___ (2019):

This is the first article to provide empirical data on the effectiveness of distance education in law schools since the ABA this summer approved increasing the total number of credits that law students could earn through online classes from 15 to 30. Our data, composed of law student surveys and focus groups, reveal not only the success of distance education in their experience, but also the methods that are most effective for them.

Margaret Ryznar, Insights on Online Teaching:

Continue reading

September 25, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Friday, September 21, 2018

Teaching Symposium: How A Law Faculty Stays Ahead Of The Curve

Indiana Indianapolis LogoSymposium, Upward! Higher: How a Law Faculty Stays Ahead of the Curve, 51 Ind. L. Rev. 413-70 (2018):

Full-time and part-time faculty of the IU McKinney School of Law convened together with campus and university partners from the IUPUI Center for Teaching and Learning and Indiana University e-Learning Design and Services for the second annual “Upward!” teaching symposium at the beginning of Fall Semester 2017. The two-day gathering involved panel discussions on topics including online teaching, online course design, teaching externships, designing lessons for the law school’s active learning classrooms, teaching international students, and teaching with an eye to the bar exam. Participants enjoyed a field trip to IUPUI campus offices supporting the university’s teaching mission, including the Center for Teaching and Learning and the recording studio. Panelists contributed to this joint publication, which includes sole- or joint-authored submissions by Professors Adams, Baker, Boyne, Huffman, Ryznar, Shope, and Sullivan; an introduction by Dean Klein and Professor Huffman; and reactions to the primary papers. These submissions reflect a variety of scholarly methods, drawing from empirical study, anecdotal observation, and theoretical analysis.

Continue reading

September 21, 2018 in Legal Education, Scholarship, Tax Conferences, Teaching | Permalink | Comments (1)

Wednesday, September 19, 2018

Cracking Student Silos: Linking Legal Writing And Clinical Learning Through Transference

Mary Bowman (Seattle) & Lisa Ellen Brodoff (Seattle), Cracking Student Silos: Linking Legal Writing and Clinical Learning Through Transference:

Why do highly competent and hard-working law students struggle to apply what they learn in legal writing to later clinical courses and law practice? The authors of this article are uniquely qualified to answer this question and to provide strategies for helping students overcome these common struggles. The authors direct the nationally renowned legal writing and clinical programs at Seattle University School of Law, where they have engaged in cutting-edge collaborative teaching projects for nearly a decade. Even so, they found that their students, when faced with the messiness of real client representation, struggled with typical research and writing problems even as the legal writing faculty exclaimed "We know we taught them that!" So the program directors extensively studied the educational literature on transference, then spent nearly two years taking each other's courses to understand more deeply how we could help our students apply what is taught in each program to future client work. This article describes what we learned from these endeavors.

Continue reading

September 19, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Friday, September 14, 2018

Stark: Implementation Negotiation

Tina Stark, a leader in transactional skills education for lawyers (Fordham, Emory, and Boston University), Implementation Negotiation: A Transaction Skill that Builds on and Transforms Classic Negotiation Theory, forthcoming, Transactions, The Tennessee Journal of Business Law.

Implementation negotiation is the specialized negotiation in which deal lawyers engage after the principals negotiate the business terms of the transaction. Classic negotiation principles guide these deal term negotiations. But once the parties agree, the dynamics, tone, content, and purpose of the negotiation change. Parties are no longer looking at whether they can find a way to agree. They do agree. Now, the lawyers must transform the clients’ bare bones agreed-on business terms into a contract that memorializes the parties’ joint vision. This is implementation negotiation, a new way of thinking about contract negotiations. Implementation negotiation theory does not displace classic negotiation theory. It simultaneously builds on that framework and transforms it to work in a different context. This article begins by reviewing classic negotiation theory and principles and then explains how implementation negotiation builds on and transforms those principles, including why BATNA recedes to the background, why seasoned negotiators know the parties’ interests and issues and the expected zone of agreement, even before negotiations begin. The article next details the multiple subcategories of implementation negotiation through narrative and a series of illustrative, simulated negotiations. It concludes by briefly discussing the implications of this new pedagogy for legal education.


When the business parties have agreed on the basic terms of a deal typically requiring far more complex documentation, it now falls upon the lawyers to get it done without blowing the deal.  This essay, chock full of examples, is in the tradition of James Freund's iconic Anatomy of a Merger, teaching both how to see the forest and how to deal with the trees.

September 14, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Wednesday, September 12, 2018

ABA Tax Section Releases 18th Annual Law Student Tax Challenge Problem

LSTCThe ABA Tax Section has released the J.D. Problem (rules; entry form) and LL.M. Problem (rules; entry form) for the 18th Annual Law Student Tax Challenge:

An alternative to traditional moot court competitions, the Law Student Tax Challenge asks two-person teams of students to solve a cutting-edge and complex business problem that might arise in everyday tax practice. Teams are initially evaluated on two criteria: a memorandum to a senior partner and a letter to a client explaining the result. Based on the written work product, six teams from the J.D. Division and four teams from the LL .M. Division receive a free trip (including airfare and accommodations for two nights) to the Section of Taxation 2019 Midyear Meeting, January 17-19, 2019 in New Orleans, where each team will defend its submission before a panel of judges consisting of the country’s top tax practitioners and government officials, including tax court judges. The competition is a great way for law students to showcase their knowledge in a real-world setting and gain valuable exposure to the tax law community. On average, more than 50 teams compete in the J.D. Division and more than 30 teams compete in the LL .M. Division.

IMPORTANT DATES

Continue reading

September 12, 2018 in ABA Tax Section, Tax, Teaching | Permalink | Comments (1)

Thursday, September 6, 2018

How Faculty Can Build Resiliency In Law Students Through A Growth-Mindset Culture In Our Classrooms

Susan Shapcott (Bath), Sarah Davis (Wisconsin) & Lane Hanson (Wisconsin), The Jury Is In: Law Schools Foster Students’ Fixed Mindsets, 42 Law & Psychol. Rev. 1 (2018):

The legal education community remains concerned with the resiliency of law students and lawyers. In other fields, a growing body of research suggests that students' mindsets are linked to their resilience, and it is assumed that the findings will hold in legal education. However, to date, there has been no empirical research to support these assumptions. This article describes an empirical study of law students' mindsets based on responses from 425 students at six law schools across the United States. Our results unveil a troubling trend in law students' mindsets at different stages of the law school experience.

This article reports our findings that law schools may foster maladaptive mindsets in their students. It also offers some pedagogical interventions that might counter this trend and points law schools in a direction that could not only improve performance, but also students' resiliency as they move from law school into legal practice. It is written from the normative position that fixed mindsets are maladaptive and growth mindsets should be fostered. Based upon research to be outlined, this article subscribes to a belief that when law students are struggling—an inevitable part of law school and practicing law—their mindset will differentiate their ability to learn from mistakes, persist, and remain resilient.

Continue reading

September 6, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (1)

Tuesday, August 28, 2018

Building A Culture Of Assessment In Law Schools

Larry Cunningham (St. John's), Building a Culture of Assessment in Law Schools:

A new era of legal education is upon us: Law schools are now required to assess learning outcomes across their degrees and programs, not just in individual courses. Programmatic assessment is new to legal education, but it has existed in higher education for decades. To be successful, assessment requires cooperation and buy-in from faculty. Yet establishing a culture of assessment in other disciplines has not been easy, and there is no reason to believe that it will be any different in legal education. A survey of provosts identified faculty buy-in as the single biggest challenge towards implementing assessment efforts. This article surveys the literature on culture of assessment, including conceptual papers and quantitative and qualitative studies. It then draws ten themes from the literature about how to build a culture of assessment:

Continue reading

August 28, 2018 in Legal Education, Scholarship, Teaching | Permalink | Comments (0)

Tuesday, May 8, 2018

In Defense Of Student Evaluations Of Teaching

Student Evaluations (2017)Following up on yesterday's post, Why We Must Stop Relying On Student Ratings Of Law School Teaching — Like The University Of Oregon Is Doing:  Chronicle of Higher Education op-ed:  In Defense (Sort of) of Student Evaluations of Teaching, by  Kevin Gannon (Grand View University):

[W]e know student evaluations matter. Perhaps the better question is: Should they? Given their many demonstrable and potential flaws, why would we still use them to gather feedback on teaching and learning? It turns out the answer is more complicated than appearances suggest.

Certainly, students are not experts qualified to evaluate us on, say, whether we used the best and most applicable course readings. But they are experts on what they experienced and learned in a course, and they ought to have a voice. Just because their feedback is sometimes misused doesn’t mean it’s invalid or unnecessary.

In fact, course evaluations — despite their many problematic elements — may still provide the most accurate information available on teaching effectiveness. Elizabeth Barre, whose research into student evaluations — in particular, the metastudies of the subject — is essential reading, observed that "we have not yet been able to find an alternative measure of teaching effectiveness that correlates as strongly with student learning. In other words, they may be imperfect measures, but they are also our best measures."

And therein lies the rub: We need to assess teaching, and we often have to rely on not the best, but the least worst, option. ...

Continue reading

May 8, 2018 in Legal Education, Teaching | Permalink | Comments (0)

Monday, May 7, 2018

Why We Must Stop Relying On Student Evaluations Of Law School Teaching — Like The University Of Oregon Is Doing

Chronicle of Higher Education op-ed:  Why We Must Stop Relying on Student Ratings of Teaching, by Michelle Falkoff (Northwestern Law School):

Few academics will be surprised to hear that more evidence has come out showing that student evaluations of teaching are often biased.

The latest study [Gender Bias in Student Evaluations], released this year by the American Political Science Association, found that the "language students use in evaluations regarding male professors is significantly different than language used in evaluating female professors." The study also showed that "a male instructor administering an identical online course as a female instructor receives higher ordinal scores in teaching evaluations, even when questions are not instructor-specific."

Table 1

Kristina Mitchell, one of the study’s authors, summarized its findings in Slate last month and concluded: "Our research shows they’re biased against women. That means using them is illegal." Academic institutions must stop giving an inordinate amount of weight to student evaluations when making employment decisions, she argued, until the institutions can account for, address, and eliminate bias.

Unfortunately, there’s no consensus on how best to do that, and gender isn’t the only kind of bias at issue. Still, it’s time for academic institutions to do better on this front. ...

[I]t’s time to stop relying primarily on one approach — in this case, student evaluations of teaching — and move to a more holistic strategy in which multiple factors contribute to a more accurate, consistent, and well-rounded assessment.

I was convinced of that by my experience as director of the program in communication and legal reasoning at Northwestern University’s law school.

Continue reading

May 7, 2018 in Legal Education, Teaching | Permalink | Comments (3)

Thursday, May 3, 2018

Call for Papers: New Voices In Tax Policy And Public Finance (2019 AALS Annual Meeting)

The AALS Tax Section committee is pleased to announce the following Call for Papers:

CALL FOR PAPERS:
AALS SECTION ON TAXATION WORKS-IN-PROGRESS SESSION
2019 ANNUAL MEETING, JANUARY 2-6, 2019, NEW ORLEANS, LA
NEW VOICES IN TAX POLICY AND PUBLIC FINANCE
(co-sponsored by the Section on Nonprofit and Philanthropy Law and Section on Employee Benefits and Executive Compensation)

The AALS Section on Taxation is pleased to announce the following Call for Papers. Selected papers will be presented at a works-in-progress session at the 2019 AALS Annual Meeting in New Orleans, LA from January 2-6, 2019. The works-in-progress session is tentatively scheduled for Saturday, January 5.

Continue reading

May 3, 2018 in Legal Education, Scholarship, Shuyi Oei, Tax, Tax Conferences, Tax Profs, Teaching | Permalink | Comments (0)

Tuesday, April 17, 2018

More Evidence That Student Evaluations Are Biased Against Women

Following up on last week's post, Students Rate Male Professors More Highly Than Female Professors:  Daily Tar Heel, NC State Research Shows Male Professors Receive Higher Ratings Than Female:

UNC

For professors, student evaluations are used to assist decisions on promotions, raises and tenure. But research from North Carolina State University shows that the evaluations a professor receives are linked to their gender, with male professors receiving higher and more favorable ratings than female professors [What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching].

In 2014, researchers at N.C. State used online courses, where an instructor’s gender could be hidden, to test this gender bias. Four sections of an online class were taught by two instructors: a female instructor and a male instructor. Each taught two sections, using their true identity for one and adopting a name of the opposite gender for the other.

Continue reading

April 17, 2018 in Legal Education, Teaching | Permalink | Comments (4)