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DECEMBER 23, 2013 www.HispanicOutlook.com VOLUME 24 • NUMBER 06

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1 2 / 2 3 / 2 0 1 3 • H I S P A N I C O U T L O O K 3

Iam a Mexican- Americanborn in Texas and a gradu-ate of the University of

Texas (UT) in Austin so I wasdumbfounded by the politicalshenanigans of a Latino stu-dent leader at my alma materwhen he came up with thelamebrain idea of slanderinghis own ethnicity as a promo-tional club gimmick.Lorenzo García, a Mexican-

American from Houston is, ormaybe by now, was the leaderof the university’s YoungConservatives of Texas (YCT),an ideological political stu-dent group.He organized and promot-

ed a sort of political safarititled, “Catch an IllegalImmigrant,” and either hefailed a logics course at UTor should have taken onebecause if ever there was abummer for a club politicalevent, this was it.The idea was to open a

campus dialogue on the issueof illegal immigrants but itturned out to be a debate onthe lack of sensitivity by ayoung conservative politicalgroup.By the way, the federal

government also is rethink-ing its terminology and try-

ing to be politically correct,so it has now begun toaddress heretofore illegalimmigrants as “unautho-rized” immigrants.Whatever, selected YCT

members–most of themwhite, I bet–would walkaround the campus with an“illegal immigrant” label andany student “capturing” themwould receive a $25 giftcertificate.The insinuation was deaf-

ening and so was the uproarthat followed. García said hewas supposed to be a funthing to provoke the studentbody into a discussion onthe problem of illegal immi-gration.García added it only want-

ed to start a debate on a per-tinent issue and did not meanto caricature an ethnicgroup. No one dressed up asa mariachi, did they? Gee,loosen up people!Had this been another

innocuous inner club event,fine but it wasn’t and Garcíaended up having to defendthe ethics of the YCT organi-zation and upsetting the uni-versity’s majordomos whobelched first and thenmoved quickly to disavowthe activity.“As Americans, we should

always visualize our Statue ofLiberty and remember thatour country was built on thestrength of immigration,” UTPresident Bill Powers saidever so piously.It played right into the

hands of activist Latino lead-ers –mostly Democrats,–across the state who gleeful-ly portrayed García and theYCT as the products of Texas’traditional biases and reac-tionary politics and certainlywas not the stuff of Latinos.García shrugged and said

everyone should get over it.The idea was to promote a

discussion on immigrationand other Obama initiativeslike health care reform andthis was perhaps the best wayto get into the discussion.García does have a fertile

political mind. Before his“illegal immigrant” act, hecopied an event from theUniversity of California-Berkley which promoteddiversity with an “IncreaseDiversity” bake sale thatbased prices on an individ-ual’s race and ethnicityfactors.García was a campaign

worker for first-term Sen.TedCruz, R-Texas.He also worked as a politi-

cal field director for Texasattorney Greg Abbott’s guber-natorial campaign. TheAbbott Group quickly dis-avowed him saying he is nolonger affiliated with thecampaign.Abbott’s campaign might

regret it.A more seasoned García

can be a political asset. Hehas shown at his young agethat he is good at revving upthe political rhetoric, but fornow seems an irrepressible

operative as are most peoplehis age with such ambitions.He told the The Dallas

Morning News, “The reac-tions of some who claim thatYCT is creating a demeaningor degrading environmenthave been truly disgraceful. Ihave always viewed theUniversity of Texas as a placewhere students could expresstheir opinions whether or notthey were popular.”The political debate about

immigration most likely willcontinue to stir up controver-sy, especially given the num-ber of individuals who will beaffected by reform measures.There are 11.2 million“unauthorized” immigrantsin the U.S. Approximately 81percent are Latinos and ofthat number, than 6.5 millionare of Mexican descent.

Illegal AlienSpells Latino

PoliticalBeat

Carlos D. Conde, award-winning journalist and com-mentator, former Washingtonand foreign news correspon-dent, was an aide in theNixon White House andworked on the political cam-paigns of George Bush Sr. Toreply to this column, [email protected].

by Carlos D. Conde

4 H I S P A N I C O U T L O O K • 1 2 / 2 3 / 2 0 1 3

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MAGAZINE®

CONTENTS

DECEMBER 23, 2013

Evaluating Hispanics in Law:AnotherWay toLook at It by Mary Ann Cooper

8

Helping Latinos SecureAccess to Law Schoolby Michelle Adam

Court Rulings onAcademic Freedom andLoyalty Oath Cases Offer History Lessonsby Frank DiMaria

Latest Law School Survey of StudentEngagement Results by Angela Provitera McGlynn

CharlotteLaw Edge:A New Law Curriculumfor a New Generation of Students by Frank DiMaria

You can download the HO app

12

14

16

18

TOP 25LawSchools

TOP 25LawSchools

DEPARTMENTSPolitical Beat by Carlos D. Conde

Illegal Alien Spells Latino3

Book Review by Mary Ann Cooper

Funerals, Festivals, and Cultural Politics inPorfirian Mexico

7

Targeting Higher EducationLaw School and Professional Realities by Gustavo A. Mellander

IInntteerreessttiinngg RReeaaddss 7

PPrriimmiinngg tthhee PPuummpp...... by Miquela Rivera

Learning From Failure

Back Cover

Executive Editor – Marilyn Gilroy

Managing Editor – Suzanne López-Isa

News & Special Project Editor –

Mary Ann Cooper

Administrative Assistant & Subscription

Coordinator – Barbara Churchill

Washington DC Bureau Chief –

Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

Avedis Derbalian

Graphic Designer –

Joanne Aluotto

Sr. Advertising Sales Associate –

Angel M. Rodríguez

Article ContributorsFrank DiMaria,

Angela Provitera McGlynn, Miquela Rivera

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Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a national

magazine. Dedicated to exploring issues related to Hispanics in highereducation, The Hispanic Outlook in Higher Education Magazine® is

published for the members of the higher education community. Editorialdecisions are based on the editors’ judgment of the quality of the

writing, the timeliness of the article, and the potential interest to thereaders of The Hispanic Outlook Magazine®. From time to time, TheHispanic Outlook in Higher Education Magazine® will publish articles

dealing with controversial issues. The views expressed herein are thoseof the authors and/or those interviewed and might not reflect the offi-cial policy of the magazine. The Hispanic Outlook in Higher EducationMagazine® neither agrees nor disagrees with those ideas expressed, andno endorsement of those views should be inferred unless specificallyidentified as officially endorsed by The Hispanic Outlook in Higher

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20


Great Recession of 2008 not only affected Wall Street numbers and jobless claims, it also had aprofound effect on higher education. Much has been written much about the chilling effect on the fortunes of law schoolgraduates, in particular. Inside Higher Ed reported earlier this year that according to National Association for Law Placementdata, starting salaries for law school graduates decreased 20 percent between 2009 and 2012. According to the AmericanBar Association (ABA) barely more than half of 2012 law school graduates were able to land full-time jobs in their field ninemonths after graduation. According to the ABA, the number of students applying to law school dropped 15 percent in 2012.The effect is even more pronounced among minorities and Hispanics hoping to pursue a career in law. But the news is notall grim. In this issue of HO we explore the way Hispanics have risen to the challenge and increased their enrollment in andgraduation from law schools all over the United States. In fact, we are pleased to report that at more than 50 law schoolsHispanics are now the majority of the minorities enrolled. In this issue we present a 40- year comparison of Hispanicenrollment in law schools, which shows their enrollment has grown from little more than 1,000 Hispanics in 1971 to morethan 11,000 in 2012. Now that’s positive growth! As the economy continues its slow recovery, it’s clear the best is yet to comefor Hispanics in law.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

The

New York Law School DIVERSITY IN ACTION

www.nyls.edu

Founded in 1891, New York Law School is one of the oldest independent law schools in the United States. Located near the centers of law, government, �nance, and a thriving cultural and artistic community in Manhattan’s TriBeCa district, NYLS enrolls 1,200 students in its day and evening divisions—32 percent of whom identify as students of color.

As New Yorkers and legal educators, we understand diversity is our greatest strength and is fundamental to our identity as New York’s Law School.

185 West Broadway, New York, NY 10013-2921 T 212.431.2888Toll-Free: 877.YES.NYLS E [email protected]

WE ARE NEW YORK’S LAW SCHOOL

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Inthe United States, the loss of polit-ical leaders has prompted nation-al mourning. In 1963 when

President John F. Kennedy was assassinat-ed, all of America shut down for threedays as people were riveted by images ontelevision of the grieving widow and thefallen president’s children standing nearhis casket. But all this national attentionhad been dwarfed by events that hap-pened nearly a century earlier in Mexico. When President Benito Juárez died unexpectedly of a heart

attack in 1872, the Mexican government declared a seven-dayperiod of mourning. Juárez, known as progressive reformerwho advanced the cause of equal rights for the country’s diversepeoples and did nothing to hide his hostility toward organizedreligion, led a movement called La Reforma, which aimed toreplace a kind of feudal society to a market-driven one. As aniconic “populist” figure, Juárez's body lay in state in the NationalPalace while close to the entire population of Mexico City madea pilgrimage to the palace to view his body. More than 100,000people watched the procession of his hearse. March 21 becamea national holiday in Mexico which commemorated Juárez andhis importance in the governance of Mexico. Juárez's was thelast state funeral for a sitting president in republican Mexico.The author of Funerals, Festivals, and Cultural Politics inPorfirian Mexico points to this time as a watershed moment inMexican history. Esposito sees this as a galvanizing moment thatcreated a national sensibility in Mexico. Esposito says the outpouring for Juárez gave birth to the cul-

tural politics and mythical discourse of the Porfirian regime thatwould overthrow Juárez's successor in 1876, which signaled areturn to centralized autocracy under the regime of Porfirio Díaz.That era collapsed at the beginning of the Mexican Revolution.While the lower-class citizens were dispossessed of land andownership rights, a wave of nationalism kept Díaz in power. In 1902 Mexican journalist, congressman, and intellectual

Justo Sierra asserted that Mexico gained both national prideand its international personality during the long reign ofPorfirio Díaz, but the author presents the case that Díaz wasgood at tapping into nationalistic and patriotic fervor. Espositoargues that much of this identity stemmed from Díaz's relianceon memorialism. Over the course of 35 years, the Porfirianstate constructed dozens of national monuments, performedcountless commemorations, and held 110 state funerals.While most historians have argued that Díaz's reign owedits longevity to extralegal activities and personalappeals to loyalty, Esposito examines Díaz's suc-cessful manipulation of cults of the dead,hero cults, and national memory toshape the perception of his leadership.

Reviewed by Mary Ann Cooper

Funerals, Festivals, and CulturalPolitics in Porfirian Mexicoby Matthew D. Esposito 2010. 288 pp. ISBN: 978-0826348838. $29.95. University of New MexicoPress, Albuquerque, N.M., (505) 277- 2346. www.unmpress.com.

IInntteerreessttiinngg RReeaaddss

Havana Beyond the Ruins: Cultural Mappings after 1989by Anke Birkenmaier (Editor), Esther Whitfield (Editor)

Havana today struggles with the some of thesame problems as other growing world cities,including slums and escalating social and racialinequalities. Bringing together assessments of thecity’s dwellings and urban development projects,Havana beyond the Ruins provides unique

insights into issues of memory, citizenship, urban life, andthe future of the revolution in Cuba.2011. 344 pp. ISBN: 978-0822350705. $24.95 paper. Duke

University Press. (919) 688 - 5134. www.dukeupress.edu.

Running Toward the Light: The George MendozaStory Paperbackby William J. Buchanan

At the age of 15, George Mendoza lost all of hiscentral vision and 80 percent of his peripheralvision. Mendoza was angry and bitter; he was ateenager who faced limitations he had neverimagined. He joined the track team at NewMexico State University, entered marathons, and,

in 1980, ran in the International Olympiad for the PhysicallyHandicapped in the Netherlands. His memoir serves as aninspiration for others facing life challenges. 2006. 175 pp. ISBN: 978-0826337511. $14.95. paper.

University of New Mexico Press, Albuquerque, N.M., (505)277- 2346. www.unmpress.com.

Violent Democracies in Latin America (The Culturesand Practice of Violence)by Enrique Desmond Arias (Editor), Daniel M. Goldstein

(Editor)

Despite recent political movements to establishdemocratic rule in Latin American countries, muchof the region still suffers from pervasive violence.From vigilantism, to human rights violations, topolice corruption, violence persists. It is perpetratedby state-sanctioned armies, guerillas, gangs, drug

traffickers, and local community groups seeking self-protection.The contributors to this collection take the more nuanced viewthat violence is intimately linked to the institutions and policiesof economic liberalization and democratization. 2010. 336 pp. ISBN: 978-0822346388. $24.95. paper.

Duke University Press Books, (919) 688 - 5134. www.duke-upress.edu.

http://www.dukeupress.edu

http://www.unmpress.com



http://www.unmpress.com

Evaluating Hispanics in Law:Evaluating Hispanics in Law:

Another Way to Look at ItAnother Way to Look at Itby Mary Ann Cooper

HO’s annual law school special issue contains datafrom the National Center for EducationStatistics, most specifically, its IPEDS database

of the law schools granting the most JD degrees to Hispanics.We’ve also included new information this year to gauge theprogress or lack of progress Hispanics are making in the fieldof law. Acquiring this new data has given us the opportunity totake a fresh look at law schools and the law profession,enhancing our coverage of the subject. It also presented aunique opportunity to take a step back and review the ascentof Hispanics in law over the past four decades. It’s a mixed message for Hispanics in this area. While more

and more Hispanics are attending law school and earning JDdegrees, Hispanic legal professionals are still not representedin robust numbers in the executive boardrooms of law offices.Hispanics have come a long way, but they are still one stepbehind on the corporate ladder. It’s been a steep uphill climb, but the number of Hispanics

entering the legal profession has been steadily increasingover the past 40 years. Consider this: According to theAmerican Bar Association, there were little more than 1,100Hispanics in law schools pursuing JD degrees in 1971. In2013 that number now stands at more than 11,000 Hispanicsattending U.S. law schools on the path to a career in the legalprofession. It couldn’t come at a better time for the burgeon-ing Hispanic population seeking legal advice, many of whomprefer to engage representation that shares their cultureand/or language.

The U.S. News and World Report Diversity Index for 2014shows that Hispanics now are the majority/minority group in53 of the 200 law schools in America that the magazine ratesas having a measurable degree of diversity. In schools such asStanford University, Western State University and SouthwesternUniversity where Asian-Americans were previously listed as themajority/minority student group (as early as 2004 and as lateas 2009), Hispanics have now assumed that position. As moreand more Hispanics are channeled into undergraduate andgraduate schools, the number of majority/minority Hispaniclaw schools will surely increase. In this issue we feature thetop 25 schools (by the largest percentage of Hispanic enroll-ment) from the Diversity Index. As impressive as the numbers are for Hispanics in law

school, it should be noted that Latinos/as have a long way togo to advance in the legal profession. The recession has notonly hit Main Street, it has also severely impacted board-rooms. Law firms have shed partners and associates to tightenbelts. As in many businesses, seniority was an importantdeciding factor in the tough choices companies have made.Having been hired first, minorities and women have been thefirst to go, erasing their most recent gains. According to anarticle in the June 2013 issue the American Bar AssociationJournal, minority women make up only 2.16 percent of thenation’s law firm partners, and do not take lead roles in any ofThe American Lawyer’s Am Law Daily 200 firms list.One of the other obstacles minorities and women have to

overcome in this economy is what John Page, president of theNational Bar Association, calls “diversity fatigue.” He told theThe New York Times that the country is “at a precipice.”Minority staffing has hit an invisible wall of acceptability.Arguably, there is a growing sense that some firms, havingreached an acceptable minimal threshold of diversity, can easeup on recruitment and compliance. Page says, “There is diver-sity fatigue. We could fall backwards very quickly.”The Times points out that rather than increase, the per-

centage of lawyers who are minorities and women fell in2010, according to NALP, the association for legal career pro-fessionals. This was the first time the NALP has recorded adrop in this number since it began compiling data in 1993.Their most current numbers show that minorities comprise alittle less than 13 percent of attorneys at U.S. law firms andless than 7 percent of partners in those firms. Women formalmost 33 percent of lawyers in law firms in 2012 overall, andslightly less than 20 percent of the firms’ partners.The lack of significant representation of minorities and

women in the law profession has its consequences in courtsacross the nation, especially our highest court in the land. TheAssociated Press weighed in on this subject. They did ananalysis of the ethnic, gender and racial makeup of those whohave made oral presentations to the high court since October2012 and reached the ironic conclusion that the SupremeCourt lawyers who are hearing those arguments are morediverse than those presenting those arguments. Only fourHispanics were heard there, while female lawyers accountedfor about 17 percent of the presentations.

RANKINGS/LAW SCHOOLS



Top 25 Law Schoolswith Majority/Minority Hispanic Enrollment

Total Total FT/ Hisp.Enrolled Hisp. Tuition Men Women %

1. Florida International University Miami, FL 508 229 $18,841 49% 51% 45%2. St. Thomas University Miami Gardens, FL 678 258 $36,226 49% 51% 41%3. St. Mary’s University San Antonio, TX 815 236 $30,566 56% 44% 29%4. University of New Mexico Albuquerque, NM 346 97 $15,098 53% 47% 28%5. Nova Southeastern University (Broad) Fort Lauderdale, FL 829 224 $34,330 47% 53% 27%6. University of La Verne Ontario, CA 188 35 $40,732 50% 50% 24%7. University of Miami Coral Gables, FL 1,307 274 $42,938 58% 42% 21%8. Texas Tech University Lubbock, TX 688 124 $22,518 54% 46% 18%9. Western State College of Law at Argosy U. Fullerton, CA 470 85 $39,600 51% 49% 18%10. CUNY Long Island City, NY 428 77 $13,802 36% 64% 18%11. Phoenix School of Law Phoenix, AZ 1,092 186 $39,533 49% 51% 17%12. Southwestern Law School Los Angeles, CA 1,086 185 $43,850 46% 54% 17%13. University of Texas–Austin Austin, TX 1,065 170 $48,075 53% 47% 16%14. Thomas Jefferson School of Law San Diego, CA 1,032 165 $42,000 56% 44% 16%15. California Western School of Law San Diego, CA 779 125 $43,700 47% 53% 16%16. American University, DC 1,522 227 $46,794 42% 58% 15%17. South Texas College of Law Houston, TX 1,225 184 $27,600 56% 44% 15%18. Ave Maria School of Law Naples, FL 382 53 $37,270 53% 47% 14%19. New York Law School New York, NY 1,503 195 $49,225 46% 54% 13%20. Stetson University Gulfport, FL 1,004 131 $36,168 52% 48% 13%21. Stanford University Stanford, CA 575 75 $50,802 57% 43% 13%22. University of Florida (Levin) Gainesville, FL 960 115 $21,421 58% 42% 12%23. Touro College (Fuchsberg) Central Islip, NY 741 89 $42,930 53% 47% 12%24. Northeastern University Boston, MA 604 72 $43,048 40% 60% 12%25. Arizona State University (O'Connor) Tempe, AZ 577 69 $26,267 59% 41% 12%

Compiled using U.S. News and World Reports Diversity and Largest Minority Majority Index for 2013.


Growth of Hispanic Enrollment in Law Schoolsover 4 Decades

# US LAW MEXICAN- PUERTO OTHER TOTAL JD ACADEMIC YEAR SCHOOLS AMERICAN RICAN HISPANICS* ENROLLMENT**2012 -- 2013 201 N/A N/A N/A 11,3282011 -- 2012 201 N/A N/A N/A 11,0272010 -- 2011 200 N/A N/A N/A 10,4542009 -- 2010 200 2,592 626 6,514 9,7322008 -- 2009 200 2,626 619 5,589 8,8342007 -- 2008 198 2,498 592 5,692 8,7822006 -- 2007 195 2,499 551 5,514 8,5642005 -- 2006 191 2,410 534 5,304 8,2482004 -- 2005 188 2,695 594 4,779 8,0682003 -- 2004 187 2,540 655 4,619 7,8142002 -- 2003 186 2,415 639 4,485 7,5392001 -- 2002 184 2,334 689 4,411 7,4342000 -- 2001 183 2,417 680 4,177 7,2741999 -- 2000 182 2,483 646 3,991 7,1201998 -- 1999 181 2,451 632 3,971 7,0541997 -- 1998 178 2,452 636 3,781 6,8691996 -- 1997 179 2,429 686 3,800 6,9151995 -- 1996 178 2,495 705 3,770 6,9701994 -- 1995 177 2,402 718 3,652 6,7721993 -- 1994 176 2,203 664 3,445 6,3121992 -- 1993 166 2,258 587 3,124 5,9691991 -- 1992 176 2,027 539 2,975 5,5411990 -- 1991 175 1,950 506 2,582 5,0381989 -- 1990 175 1,663 483 2,587 4,7331988 -- 1989 174 1,657 478 2,207 4,3421987 -- 1988 175 1,644 459 1,971 4,0741986 -- 1987 175 1,512 471 1,882 3,8651985 -- 1986 175 1,635 412 1,632 3,6791984 -- 1985 174 1,661 407 1,439 3,5071983 -- 1984 173 1,744 450 1,302 3,4961982 -- 1983 172 1,739 418 4,192 6,3491981 -- 1982 172 1,756 396 1,037 3,1891980 -- 1981 171 1,690 442 882 3,0141979 -- 1980 169 1,670 440 706 2,8161978 -- 1979 167 1,649 423 716 2,7881977 -- 1978 163 1,564 350 617 2,5311976 -- 1977 163 1,588 335 538 2,4611975 -- 1976 163 1,443 333 406 2,1821974 -- 1975 157 1,362 272 392 2,0261973 -- 1974 151 1,259 180 261 1,7001972 -- 1973 149 1,072 143 231 1,4461971 -- 1972 147 883 94 179 1,156

Info courtesy of the American Bar Association --2013N/A -- breakdown of Mexican-Americans and Puerto Ricans not available for 2010 - 2013. * Enrollees who identify themselves as Hispanics, but not Mexican-American or Puerto Rican. ** of 1st Year JD 2nd Year JD 3rd Year JD 4th Year JD Total Enrollment


Top 25 Law SchoolsGranting Most Degrees to Hispanics

Grand H i s p a n i cState Total Total Men Women %

1. Florida International University FL 185 78 33 45 42%2. St. Thomas University FL 217 76 33 43 35%3. American University DC 468 72 38 34 15%4. St. Mary's University TX 270 70 43 27 26%5. Thomas M. Cooley Law School MI 1,080 69 36 33 6%6. Nova Southeastern University FL 360 66 30 36 18%7. University of Miami FL 460 65 32 33 14%8. South Texas College of Law TX 381 63 29 34 17%

The University of Texas at Austin TX 376 63 32 31 17%9. Florida Coastal School of Law FL 520 58 27 31 11%10. Loyola Marymount University CA 414 53 18 35 13%11. Texas Southern University TX 179 52 33 19 29%12. New York Law School NY 599 51 27 24 9%13. Southwestern Law School CA 330 50 17 33 15%14. Fordham University NY 484 43 21 22 9%15. Harvard University MA 589 42 17 25 7%16. University of California Hastings College of Law CA 443 41 19 22 9%17. Thomas Jefferson School of Law CA 321 40 22 18 12%18. DePaul University IL 366 39 13 26 11%19. Hofstra University NY 360 37 15 22 10%20. Stetson University FL 345 36 15 21 10%

University of New Mexico-Main Campus NM 121 36 18 18 30%21. George Washington University DC 575 34 17 17 6%

Texas Tech University TX 213 34 21 13 16%The John Marshall Law School IL 415 34 15 19 8%University of California-Berkeley CA 312 34 19 15 11%University of San Diego CA 329 34 17 17 10%

22. Florida State University FL 288 32 18 14 11%23. University of California-Los Angeles CA 333 30 11 19 9%

University of Florida FL 334 30 17 13 9%Yeshiva University NY 387 30 9 21 8%

24. Emory University GA 267 29 17 12 11%Georgetown University DC 625 29 17 12 5%

25. California Western School of Law CA 282 28 11 17 10%

NCES – IPEDS DATA – 2012 LAW DEGREES GRANTED

Helping LatinosSecure Accessto Law Schoolby Michelle Adam

Inthe past few years the number of applications to law school has decreased in direct response to the economic recessionthat hit the legal profession hard. For many students, attending law school has become too expensive, especially giventhe dwindling number of jobs available after graduation.

“The summer of 2008 was probably the last summer that law school graduates were able to keep their jobs,” explained SonjiPatrick, director of education programs at Latino Justice PRLDEF, an organization that has protected and promoted civil rightsof Latinos and underrepresented groups, and has helped create a pathway for Latinos in the legal profession since 1972. “In2009, we saw a lot of law students who were offered jobs at big firms with start dates that were deferred. They were told to dopro bono work at organizations like ours and they would pay them a fraction of their salary for a bit until they started at theirfirms. Some offers were rescinded all together.”While it was already difficult before the recession to diversify incoming law classes, it became even more challenging after-

ward. According to Patrick, the number of applications fell 19 percent across the country in 2012, and 3.9 percent forHispanics at large, and 9.9 percent for Puerto Ricans. Fortunately, the drop for Hispanic applicants was much smaller than thenational average, and their overall acceptance rate at universities actually increased by 2.9 percent. “I think with the drop in applicants to law school, the schools have looked at applicants beyond just high scores,” said

Patrick. “I think this is good because sometimes people miss the cutoff by a couple of points and that person could do perfectlywell in law school. This has helped more people get in, and especially Hispanics who tend to score lower on LSATs.”As law schools try to get enough students through their doors while targeting a diverse pool, Latino Justice PRLDEF continues

to create legal opportunities for Latinos and underrepresented groups just as it has done for more than 40 years. They are in agood position to ensure that more Latinos attend law school and become community leaders despite the challenges of hard eco-nomic times. Recently, Latino Justice held its 31st annual Law Day, an event held in New York City that exposes Hispanics and other minori-

ty students to the law school admissions process and connectsthem to law schools and legal professionals. In the past, theevent has attracted more than 150 prospective students and100+ schools that met with the possible candidates. During Law Day, participants attended panel discussions in

the morning and learned about the law school admissionsprocess, followed by a panel of lawyers who spoke about possi-ble careers with a law degree. Dean Maria Pabón López ofLoyola University of New Orleans, one of only four Latina lawdeans in the country, gave a keynote speech. The afternoonactivities included a law fair with representatives from 100schools who held a question and answer session with students.Beyond Law Day, Latino Justice PRLDEF has provided work-

shops and classes to help prepare students for the law schooladmissions process and for exams like the LSAT. “We beganwith very humble beginnings by helping interested college stu-dents get ready for law school by giving them advice and guid-


LAW SCHOOL

ance, and from there we grew,” said Patrick. While a large part of the organization’s work is dedicated to protecting and

promoting the civil rights of Puerto Ricans and the wider Latino community(and other minority groups) through litigation work with issues such asimmigration rights and voting rights, the education branch of Latino JusticePRLDEF continues to grow its outreach to prospective Latino law students.They have made a lot of progress. “We were ahead of the trend. In 2003, we realized the demographics of

law school constituents had changed. A lot of students were older – married,out of school, taking longer to finish their degrees, empty nesters,” saidPatrick. “Our demographics shifted to older students who had graduatedfrom college years ago and now wanted to go to law school. A lot of themcame to us after graduating from college and had already gotten bad adviceor no advice on law school. How do we take these students who can’t goback and raise their GPA and help them be a better applicant?”Although the organization helped out many of these individuals, it knew it

needed to reach students earlier, while they were still in undergraduateschool or even high school. So, Latino Justice PRLDEF created its Law BoundProgram for younger students who participate in a week-long academy. Here,students are exposed to lawyers, watch mock law classes, and are connectedwith professionals who carry law degrees in various special fields. Since theprogram’s inception in 2005, it has attracted more than 200 scholars. “When they come to the academy, they become a part of our programs.

They get scholarships for LSAT courses, receive LSAT intensives and are giveninternship opportunities,” said Patrick. “We have created an interesting net-work of students who are learning to network with attorneys in the field. Weare exposing them to all the programs out there so they stay plugged into thelaw school admissions process.” Many of Latino Justice’s educational programs are designed to not only

help increase Latino numbers in law school, but also to support the growth ofLatino and minority leaders. “We want to cultivate the next generation ofLatino leaders,” said Patrick. Most recently, the organization created its Youth Leadership Initiative,

through which it works with Latino high school and college students who areinterested in getting involved in their communities. They have joined with theUrban Arts Partnership in New York City and have created documentariesconcerning legal issues. In addition, they are working with law schools to tar-get high school students who might be interested in pursuing law and offerways to mentor and guide them in graduating high school and getting admit-ted into college. “There are a lot of organizations in the city that do similar work, yet we

have seen a gap in programs that address high school students going to col-lege,” said Patrick. “We needed to reach back to freshman and sophomoresin college and now we are seeing how we can affect more Latinos going intocollege.”As Latino Justice PRLDEF tries to bring more Latinos and minorities into

law school and help them become future leaders, law schools seem to beadjusting to the needs of a changing law student as well by providing moreinternships and cross training with other skills. And even if students don’tchoose to pursue law, it still holds true that a law degree can open doors inother fields as well, and provide a base for a new generation of Latinos.“Most students still see legal education as a way to earn a living while making society better. They see becoming a lawyer as a

way to affect change,” said Patrick. “This is what inspires me, that these students have a passion for making a difference. This isa path of hope and we can help them along this path.”


“Most students still seelegal education as away to earn a livingwhile making society

better. They seebecoming a lawyer as

a way to affectchange.”

Sonji Patrick, director of education programs

at Latino Justice PRLDEF

Court Rulings on Academic Freedom andLoyalty Oath Cases Offer History LessonsCourt Rulings on Academic Freedom andLoyalty Oath Cases Offer History Lessonsby Frank DiMaria

From the late 1940s and well into the 1960s an anti-com-munist fervor swept the United States. In educational insti-tutions, the press and the courts, debates raged over

whether or not the First Amendment principle of free speechprotected suspected communists and whether the concept ofacademic freedom barred political inquisitions against teach-ers and professors. Not only was academic freedom chal-lenged but so was patriotism. Many educators were forced tosign loyalty oaths before they were offered teaching positions. Marjorie Heins, a civil liberties lawyer, writer and teacher

and the founding director of the Free Expression PolicyProject, recently compiled the most influential Supreme Courtcases on academic freedom in a book called Priests of OurDemocracy: The Supreme Court, Academic Freedom andthe Anti-Communist Purge. In her book Heins looks at howthe Supreme Court responded to attacks on academic freedom

through the height of the “Red Scare.” In 1949 the state of New York passed the Feinberg Law,

making teachers ineligible for public employment if they weremembers of any organization advocating the overthrow of thegovernment by force, violence or any unlawful means. “TheFeinberg Law is very typical of the period. Many other stateswere passing similar laws and they were modeled in large parton Truman’s federal loyalty program,” says Heins.Demagogues on the political right, she says, had been beatingthe drum for a long time with exaggerated tails of communistconspiracies and accusations against the American CommunistParty. Following World War II the Truman administration,eager to prove that it was tough on communism, tried to pro-tect itself by making it impossible for anybody who was identi-fied as or suspected of being a communist to hold a positionin the federal government. “From there that notion spread tostate governments, including any state university,” says Heins. Irving Adler was one of the first educators to feel the effects

of Truman’s federal loyalty program. Adler was chairman ofthe math department at Straubenmuller Textile High School inManhattan and had joined the Communist party at age 22.Sixteen years later, he was subpoenaed to testify before aSenate subcommittee investigating communist influence in thenation’s schools. Citing his rights under the Fifth Amendmenthe refused to answer questions and was dismissed from theschool system. In January of 1952 Adler and a number of other New York

City teachers had their case heard by the U.S. Supreme Court. Ina 6-3 decision the court held that there was “no constitutionalinfirmity” in the Feinberg Law, as Associate Justice ShermanMinton wrote in his opinion. Associate Justices William O.Douglas, Hugo Black and Felix Frankfurter dissented, declaringthat the law “turns the school system into a spying project.”Heins calls this decision “disastrous.” The court, over the dis-sents of Justices William O. Douglas and Hugo Black, ruled thatteachers have a constitutional right to think and say anythingthey want but do not have any right to be teachers. “The casewas lost, but there was a dissent by Douglas where he plays outthe effects of a system like this in which a person’s politicalbeliefs and associations are open to spying and reports byinformers who might have greater or lesser degrees of reliabili-ty. He says in his dissent that, “A pall has been cast over theclassroom and everybody is looking over their shoulders. Theschool system has become a spying project.” As Heins says, “Headopts the term academic freedom which has been a policy ineducational institutions since the AAUP in 1915.”

LAW/PERSPECTIVES


Marjorie Heins, a civil liberties lawyer, writer and teacher and the foundingdirector of the Free Expression Policy Project

The Adler decision stood until 1967. Oklahoma, like most other states at the time, required its

state officers and employees, as a condition of employment, totake a loyalty oath. Oklahoma professors had to state that theywere not, and have not been for the preceding five years,members of any organization listed by the attorney general ofthe United States as communist front or subversive. Heins says there are two different types of “loyalty oaths”;

affirmative and negative. Those who take an affirmative oathstate that they promise to protect and defend the Constitution ofthe United States. But during the Cold War many public employ-ees were forced to sign negative loyalty oaths, in which theydeny any past or present involvement with the Communist Party. In 1951 seven professors at the Oklahoma Agricultural and

Mechanical College refused to take the loyalty oath and acourt ruled that the Oklahoma law violated the individual’sconstitutional right of free association and denied jobs to peo-ple solely on the basis of organizational membership regard-less of their knowledge of the organizations to which they hadbelonged. “This case was in many ways an anomaly,” says Heins. “It did

not turn on academic freedom.” As part of the court’s decision,Justice Frankfurter writes a separate concurrence in which hecoins this phrase “teachers are the priests of our democracy.”Frankfurter said in his separate concurrence that “When we’retalking about teachers and professors, the court has to be espe-cially sensitive to the role they play. They need free inquiry andthey can’t be straightjacketed by ideology if they are going to beteaching young people how to think,” says Heins. Things were pretty quiet regarding academic freedom in

the courts until 1957 when Marxist scholar Paul Sweezyrefused to cooperate and refused to answer some questionsdirected to him by the New Hampshire attorney general, “whohad set himself up as a one-man investigating committee ofpolitics and ideology in the University of New Hampshire,”says Heins. The Supreme Court heard Sweezy’s case, which resulted in

a 6-2 decision in favor of Sweezy as well as a number of opin-ions. Chief Justice Warren wrote the majority opinion andJustice Frankfurter once again wrote a separate concurrence,both of which explore academic freedom. Frankfurter’s con-currence found the state’s vaguely framed national securityjustification of its questions “grossly inadequate” when“weighed against the grave harm resulting from governmentalintrusion into the intellectual life of a university.” The dramatic culmination of Heins’ book is the Keyishian

case, which the Supreme Court heard in 1967 but had itsroots in the early 1950s. In 1952 Harry Keyishian was a juniorat Queens College in New York City when the Senate InternalSecurity Subcommittee came to town investigating suspectedcommunists or ex-communist teachers. Keyishian watched asthe college summarily fired some of his favorite professorswhen they refused to cooperate with the subcommittee. Adecade later Keyishian showed up at SUNY-Buffalo as anEnglish professor, and it was his turn to buck the system.

Keyishian, along with four of his English department col-leagues, refused to sign a loyalty oath. They brought their caseto the Supreme Court. The court heard their case and made itsmost important ruling on academic freedom, says Heins. Although the Supreme Court upheld the Fienberg Law in

the Adler case in 1952, it ruled that the law was unconstitu-tional in the Keyishian case. Heins says when the SupremeCourt struck down the Fienberg Law in Keyishian “all the

other very broad anti-subversive, anti-communist witch hunttype investigations and employment programs were also nowconsidered unconstitutional.” Heins says that the Supreme Court was slow to respond to

the violations of due process and free speech in the 40s and50s but did set some limits in those years. To conclude herbook she writes, “Just as the anti-communist panic of the ColdWar triggered a political, and eventually a judicial, recognitionof academic freedom, so in our post-9/11 world teachers, stu-dents, universities, judges, and the whole body politic shouldadhere to the promise of Keyishian.”


Latest Law School Survey ofStudent Engagement Resultsby Angela Provitera McGlynn

The2012 results of the Law School Survey of StudentEngagement (LSSEE) were released earlier thisyear by the Indiana University Center for

Postsecondary Research. LSSEE is reaching its 10-yearanniversary in 2013 – the survey growing from 11 participat-ing law schools in 2003 to 179 different law schools in threedifferent countries over the course of the decade.

The LSSEE data base is now 238,000 law students and asmore schools participate, the data becomes more representa-tive and more meaningful. Beyond the scope of the results,the LSSEE data can now provide law schools with valid, reli-able information about law school students’ experience thatmay foster greater success rates. The LSSEE’s focus is on what students do during law school

and on how their activities affect their learning. How often dostudents ask questions in class and get feedback from faculty?How much time do law students spend reading and briefingcases? What do law students believe they gain – intellectually,personally – during their law school experience? What kindsof relationships do they have with their classmates? Howmuch interaction do they have with their faculty?Law schools can use survey results to understand what

aspects of students’ experiences are working well for them and

what may need further attention. The Indiana University Centerfor Postsecondary Research collects the data, analyzes it, andproduces an annual report. The longitudinal data over timecan help law schools analyze the effectiveness of new programsand curricular innovations as well as help schools with articu-lated goals to track progress and document improvement. Carol Silver, LSSEE director, Indiana University Center for

Postsecondary Research, and professor of law at IndianaUniversity Maurer School of Law has this to say about LSSEE:

Helping law schools become more effective in educatingstudents is the mission of LSSEE. Regardless of whether the cli-mate for law schools is positive or negative, our focus is onsupporting schools in learning about what they are doing well,where there is room for improvement, and what they can do toimprove. While it may be difficult to design a thoughtfulresponse to headlines, responding to the lessons presented byLSSEE data offers a pragmatic and focused way forward.

The report offers a small sampling of the data collectedeach year. The LSSEE researchers reported selected resultsbased on responses from 25,901 law students who completedthe survey spring 2012. Additionally, they analyzed responsesto a set of experimental questions in the appendix of the sur-vey given to a subset of the 2012 respondents. In addition to investigating effectiveness of experiential

learning, classmate connections, and student-faculty interac-tion, the survey data shows how certain law school programs,practices, and curricular efforts relate to student success andstudent engagement. The report highlights a sampling of results to provide a

sense of the breadth of issues that the survey covers: • Nearly a quarter of students (23 percent) prefer to work ingovernment settings following law school, while 49 percent listprivate law practice as their preferred setting• Nearly one in three third-year students (31 percent) hasworked with a faculty member on a research project outside ofcourse programs or requirements during the course of law school• Twelve percent of students report that they never receiveprompt feedback, either written or oral, on their academicperformance from faculty• Seventy percent of students agree strongly (6 or 7 on a 7-point scale) that their end-of-course exams challenge them todo their very best work• The average 1L student spends 21 hours per week readingassigned material, compared to 17 and 13 hours per week foraverage 2L and 3L students, respectively• Twenty percent of first-year students do not plan to partici-

REPORTS/LAW SCHOOL


Fifty-nine percent of students report

that their law school experience

contributes substantially to their

understanding of themselves.

pate in a law journal. While more than half of 1Ls (53 per-cent) do intend to join a law journal, only 40 percent of stu-dents have done so by their third year• Three out of four students (75 percent) report that theirlaw school places a substantial emphasis on encouraging theethical practice of the law• Among those students who use law school-provided per-sonal counseling and support services, 64 percent are satis-fied with these services• Fifty-nine percent of students report that their law school expe-rience contributes substantially to their understanding of them-selves. Thirteen percent of students report that their law schoolexperience contributes very little to self-understanding• Five percent of 3Ls are pursuing joint degrees. Amongthose students, more than a third (37 percent) is enrolled inJD/MBA programs

Here is a thumbnail sketch of the findings related to experi-ential learning, connections with classmates, and student-fac-ulty interactions:Experiential learning: Participating in experiential learning

activities such as for-credit clinical courses, field placementsor internships, and pro bono work positively relates to stu-dents’ perceptions that their law school classes emphasizehigher order learning activities, including analysis and synthe-sis of ideas and information, making evaluative judgmentsabout information, and applying both theories and concepts topractical problems or in new situations (creative thinking). The data also show that higher order learning is correlated with

students’ sense of acquiring a broad legal education and that partici-pating in experiential learning activities positively and strongly affectsstudents’ perception that they are developing in personal and acade-mic dimensions, including writing, speaking, research, and job-related skills. The survey data suggests that experiential learninggives students opportunities to hone their analytical and criticalthinking skills in ways that not only help them become more compe-tent but also help them to develop the traits of effective lawyers.Connecting with classmates: Forming relationships with

other students in law school affects whether or not studentsenjoy their school experience and also affects activities thatimpact student learning. The National Student Survey onEngagement (NSSE) for four-year institutions, and theCommunity College Survey on Student Engagement (CCSSE),have both shown consistently a strong connection between theaffective dimension and retention and graduation rates). Despite the stereotype of the competitive, cut-throat atmos-

phere among law school students, most students report posi-tive attitudes toward their classmates. In fact, 60 percent ofrespondents said that their relationships with other studentsare friendly and supportive (6 or 7 on a 7- point scale). Only11 percent of respondents reported negative relationshipswith peers (1, 2, or 3 on a 7-point scale).These findings go beyond law school campus climate. Positive

relationships with peers seem also to promote learning in that stu-dents are more likely to engage their friends in discussions aboutideas and coursework and to have serious discussions with studentswho differ from them in substantive ways, as for example, differingpolitical and religious beliefs and differences in personal values.

The 2012 LSSEE data shows that students benefit from peer interac-tion in ways that promote both academic and personal growth.

According to the report: Interaction with classmatesrelates significantly to students’ development in writing,speaking, and legal research skills, job-or work-relatedknowledge and skills, and critical and analytical thinkingamong other factors. Similarly, students’ level of peerinteraction positively influences their ability to understandthemselves and others, their development of a personal codeof values and ethics, and their sense of contribution to thewelfare of the community.

Student-Faculty Interaction: LSSEE data shows that studentsbenefit greatly from relationships with their faculty. Thereport reveals that:

Interaction with faculty relates significantly to students’perceptions of their own gains in both academic and per-sonal dimensions. Student-faculty interaction influencesstudents’ assessment of their writing, speaking, and legalresearch skills, job-or work-related knowledge and skills;and critical and analytical thinking, among other factors.

LSSEE data reveals the following ways faculty-student inter-action affects students:• Positively relates to students’ understanding of themselvesand of others• Contributes to their development of a personal code of val-ues and ethics• Adds to their sense of contribution to the welfare of thecommunity• Influences student’s perception positively regarding their grades• Influences their overall satisfaction with their law schoolexperience• Positively impacts students’ sense of the supportiveness ofthe law school environment and their perception of the empha-sis their coursework places on higher order learning activities The results of LSSEE major themes, experiential activities,

classmate connections, and faculty-student interaction seem tooverlap the results of both NSSE and CCSSE.


How Would You Evaluate Your Entire Educational Experience at Your Law School?*

* 3Ls and 4Ls only

4%

31%

48%

16%GoodExcellent

PoorFair

Source: LSSEE Signature Report #5

CharlotteLaw Edge: A New Law Curriculum for a NewGeneration of Studentsby Frank DiMaria

Forgenerations the model for training young lawyershas remained relatively unchanged. In law schoolstudents study doctrinal and substantive law and

learn how to “think” like lawyers. The assumption has alwaysbeen that the lawyer learned the law and its application inschool and acquired the finer skills – practicing law, workingwith clients and the business of law – on the job. Medical schools, on the other hand, adopted a different model,

in which students move into the profession two years before grad-uation and complete a residency. Some law schools are nowrethinking the law school model. The Charlotte School of Law inCharlotte, N.C., is on the cutting edge of that trend. Law schools have been moving, albeit slowly, toward prac-

tice readiness to meet growing demands. Today most law firmsare seeking practice-ready lawyers, says Rocky M. Cabagnot,assistant professor of law and supervising attorney, CommunityEconomic Development Clinic at the Charlotte School of Law. “Major law firms no longer want to spend a year or two

training a new lawyer, they want that lawyer to come out of lawschool with enough skills so he can hit the ground running,”says Cabagnot. “It’s not the attorneys’ fault that they were nottrained properly, it’s legal education.” To better prepare its graduates and to meet this demand,

the Charlotte School of Law overhauled its curriculum. Thisfall it implemented the CharlotteLaw Edge for incoming stu-dents. The new curriculum is designed to prepare students tostep directly into roles as practicing attorneys after law school.“Those schools that do not heed what’s going on out in thereal world are going to suffer. At Charlotte School of Law weare charting a new course with the CharlotteLaw Edge pro-gram. I believe our graduates will benefit much more thanthose from other schools,” says Cabagnot. The CharlotteLaw Edge curriculum is grounded in real-world

learning experiences in a set of eight live client clinic programsincluding criminal justice, immigration law, family advocacy, com-munity economic development, civil rights, entrepreneurship, taxcontroversy and domestic violence. These direct representationclinics enable students to take what they learned in the classroomand apply that knowledge as they help people who have real legalproblems. Students develop not only an understanding of substan-tive law, but also an appreciation for what it means to service realclients and to advocate effectively on their behalf. Clinical programs are not a new strategy at law schools.

INNOVATIONS/PROGRAMS/LAW SCHOOL


“What we’re trying to do with CharlotteLaw Edge is toincrease students’ access to

clinics and other forms of experiential educationsuch as externships.”

Rocky M. Cabagnot, assistant professorof law at the Charlotte School of Law

Some have been using clinics to teach law since the 1960s.What law schools have not done in the past is focus on clinicalprograms as part of the larger law program. “Historically(clinical programs) have not had major support within theacademy. They would take up maybe 10 to 15 percent of theacademic offerings at any law school in the country,” saysCabagnot. “What we’re trying to do with CharlotteLaw Edge isto increase students’ access to clinics and other forms ofexperiential education such as externships.” For example, clinics and externships allow law students to gain

experience working with a supervisingattorney in a public defender’s office or at alaw firm. “This is critical for CharlotteLawEdge to work,” says Cabagnot. Without question the most critical

function of a lawyer is the ability to solveproblems. In 1992 the American BarAssociation commissioned an exhaus-tive study of legal education that took acritical look at the needs of the bar andneeds of legal consumers. The reportdetailed 10 competencies lawyersshould have. Topping the list was prob-lem- solving. Seasoned lawyers whohave been practicing for 10 to 15 yearshave honed this skill, but a newly- mint-ed lawyer has not. Cabagnot saysCharlotteLaw Edge provides challengingproblems for its students so they learnhow to solve problems before they startpracticing law. “When they get out inpractice they understand that the criticalfunction of a lawyer is to solve exactly whatever problem theclient comes in with,” says Cabagnot. CharlotteLaw Edge students receive a special license from

the North Carolina Bar Association to practice law under thesupervision of a practicing attorney. “Students work with liveclients and that’s where the sort of ‘magic’ happens,” saysCabagnot. “It’s not a simulation. It’s not role-playing. Thesestudents are dealing with real clients.”A student studying entrepreneurship might meet with a

client who is searching for the most effective business entity tolaunch his startup. “The student has to actually do theresearch and has to understand the law and has to be able toexplain it to the client and make a critical decision aboutwhether to be a corporation or to be a limited liability compa-ny. Or whether to be a cooperative,” says Cabagnot. Eventually CharlotteLaw Edge will require its first-year students

to take a one-credit component called problems in practice, inwhich students will receive simulated training on how to apply thelaw they are learning over a significant portion of that semester.Students who are learning tort law, for example, will spend fourto five weeks learning substantive law and reading cases. Thenthey will take a week to integrate all they have learned as profes-sors provide them with simulated cases in which they apply whatthey have learned in the previous five weeks.Unlike other law schools, the Charlotte School of Law requires

its students to enroll in clinics. “That is the key to the CharlotteLawEdge program,” says Cabagnot. “In law schools across the boardexperiential education has been optional. For 288 schools for the100 years of recognized legal education the idea or notion thatthere must be mandatory experiential, live client experience hasbeen clearly optional, in contrast to the medical profession whereit is mandatory that you have live client contact for two yearsbefore you’re allowed to have a medical license.” Training the roughly 1,400 students at the Charlotte School of

Law to solve their clients’ problems is only half the battle. Clinical

training is meaningless if the law student is unable to pass the barexam. When an individual chooses to attend the Charlotte School ofLaw, the school enters into an agreement with the student. Theagreement states that the professors at the school will work tireless-ly to ensure positive results for the student. “The Charlotte Schoolof Law curriculum infuses both national and North Carolina typebar questions in our first- year exams,” says Cabagnot. And that’s just for starters. In their third-year students can

take courses that give them a leg up on both the multi-statebar examination and one that presents the distinction betweenNorth Carolina law and national law. To further assist its students in passing the bar, the

Charlotte School of Law has faculty members who focus strict-ly on bar passage. “They are counselors and they work withthe students really from day one preparing them for any bar inthe country,” says Cabagnot. “Bar passage and prepping ourstudents for the bar is critical to our program.” For those graduates who pass the bar exam and are hoping

to start their own practice, the Charlotte School of Law offersan incubator program, in which they can set up their practice.Mentor attorneys, some of whom have 25 years of experience,are available to help them grow as professionals. “We’re oneof only three law schools that have an incubator in the coun-try,” says Cabagnot. Currently four graduates have started lawfirms in the incubator program.



Law School and

Professional Realities

Law School and

Professional Realities

by Gustavo A. Mellander

The Hispanic Outlook in Higher Educationwas founded for many reasons. But as the titlesuggests, one of them was to assist Hispanics

succeed in higher education both as students and as profes-sionals. I have been writing columns to those ends from the very

foundation of this publication. I have urged young and not soyoung Hispanics to pursue higher education purposely andsteadfastly. To do so in an intelligent fashion, I suggested Hispanics

become aware of new developing professions as well asexplore age-honored professions.Every December I have written about “The Law” as they are

wont to say in law school. It is an ancient profession, one ofthe very first devised by humans. Although distorted at timesand in different ways, one of the fundamental reasons for itscreation was to help resolve problems fairly and justly, tobring order out of chaos. Did it always succeed? No. The law has been so bent out of

shape at times that the original idealism which first gave itvitality was shunted aside and distorted for generations. Lawyers have been scorned from the very beginning. That

was unfair. They should not be criticized for representing theirclient – be it an individual or a cause. I know that at othertimes lawyers have been corrupt and the instigators of non-judicial behavior and actual criminality. But I am fully in thecamp that believes the world has and continues to progressthanks in part to the dedicated work of good lawyers. So Ihave long encouraged Hispanics to consider entering that pro-fession.

Year after year, I have written to explain and clarify thecomplex worlds of pre-law studies, law school and the manyopportunities and pitfalls which existed for those who mightexplore law as a profession.Explaining as fully as I could the good and the bad, I urged

Hispanics to consider the legal profession. I was positive,encouraging and supportive. But the legal profession Iadmired but at times also criticized has changed and dramati-cally for the worse. This column will apprise readers of thosenew realities.

A new world: neither brave nor ennoblingFor over 20 years qualified observers have warned of dan-

gerous trends. I cite one observer in particular. Former Deanof the Yale Law School Anthony Kronman wrote The Lost

Lawyer in 1993. His disappointment with the profession heloved and dedicated his life to making better was palpable.Enormous changes in and outside corporations, large lawfirms and in law schools had, he noted, eroded the “lawyer-statesman ideal” he championed. Large firms were growing exponentially and had become

too specialized. Many partners lost their loyalty to the firm andclients. Greed, always a human condition, led some partnersto always be on the market constantly seeking a better payingposition. Kronman feared these trends would weaken “theculture of law firms and turn the law business into a greedyenterprise, with little nobility in it.” It was a clear call that mostly fell on deaf ears at law

schools and in the profession.

Fast forwardToday the situation is worse and the future seems dismal to

many observers. Any student considering law and the profes-sion should get all the gruesome and good facts before mak-ing that career choice. Where to turn? I recommend Professor Steven Harper's

The Lawyer Bubble: A Profession in Crises. A practicinglawyer for years, Harper retired, turned to academia, and hasspent the last few years teaching, researching and writing. Andwrite he does. His lean, lucid, fact-filled prose identifies prob-lems and suggests solutions. In this single book Harper, with laser scalpel accuracy, has

done a superior job addressing many of abuses plaguing theprofession. One vibrant strand is that avarice and short-termthinking of law school deans and equity partners has severelydamaged a profession that at one time was considered noble.

Targ

etin

g Higher EducationTARGETING HIGHER EDUCATION


Harper posits that as big firm profits increased, the lawpartners sought and received greater financial rewards. Interestingly, much of the largess emanated from the grunt

workload of associates, who are recent law graduates. Theyare the largest group but exist on the very lowest rung of afirm. Even a superficial look of their status and workloadleads one to believe that they have the harshest apprenticeshipof any profession, be it white or blue collar. There is evidence piled upon evidence that associates have

been pilloried with unimaginable 10 hour working days, week-end and evening work, low pay and worse yet they suffer a dis-dain from others up the food chain no one deserves. This isparticularly difficult for young people still imbued with idealism.Is this the fruit of their sacrifices? Yes. And it is pretty bitter.Morale under those work conditions is low and leads to

heavy turnover which produces yet lower morale and furtherfrustration.I am sorry to report that CareerBliss rated associate attor-

ney' as the 'unhappiest job in America,' behind customer ser-vice associate, and clerk. Real estate agents were the happiest.(Maybe the survey was taken before the real estate bubbleburst.)

Law schoolsLaw schools have changed dramatically as well. They know-

ingly misled prospective students as to employment prospectswhich they knew were dismal. They have shamefully continuedto raise tuition significantly and then flecklessly encouragedstudents to undertake enormous loans. Law schools have failed to seriously address needed

reforms. In fact they are locked in a Medieval caste systemoblivious to the need for change all around them. It took thepresident of the United States, a lawyer himself, to suggest ashorter two-year curriculum. Professor Brian Tamanaha in his book, Failing Law School

in 2011 noted as had others that there are far too many grad-uates, too few jobs and that graduates are saddled with loansthey will have great difficulty paying off.Numerous studies have confirmed his statementsSome suggest the legal profession has failed all but the

greedy. Things have gone from bad to worse. The nation nowhas one lawyer for every 265 Americans, more than doublethe 1970 ratio. Harper argues that both law schools and big firms’ prob-

lems stem from elevating quick profits at the expense of whatshould be long-term goals. He argues that law school pursuitof greater revenues led the total number of graduates toexceed the number of available jobs by a ratio of 2 to 1 lastyear. A record number of law students – more than 46,000 –

graduated in 2012, but only 20,000 received law- related jobs.Further, entry salaries are so low that many find it difficult topay interest on their six-figure law-school debt. Past history isn’t any better. In 2011– nine months after

graduation, only half of the 2011 class had full-time work

requiring a law degree. By and large, students go to law school as idealists. They

hope to right the world’s wrongs, to seek justice, etc. They seethemselves as persons who are going to change the world forthe better. become important pedestals in the community, andright major wrongs in our society. On a personal level they hopeto live modestly well. That’s not what happens to most of them. Law firms have gotten themselves in a pickle, several in

actuality. One example: Profits per partner (PPP), a measureof profitability, is the main ranking tool. It encourages firms tohave fewer equity partners and more associates. It leads towidespread salary discrepancies and deep-seated dissatisfac-tion among most of the lawyers who work in large firms. Some law schools, under pressure from central administra-

tion, have been greedy. They accepted too many students forfinancial reasons since law schools are viewed as an incomecenter in many universities. Some “charge” law schools 25percent of their tuition for the general support of the university.

Student debtThe average law school graduate owes over $100,000 in

law loans. Worse still, the average debt figures have beengrowing faster than inflation while graduate employmentopportunities and career satisfaction have diminished. Even if a law career is the right path, the financial burden

can be staggering. If the law is the wrong path, the debt stillremains. Harper argues that the problems with legal education are

the result of oversupply of graduates invariably fed by govern-ment loans. Each time the law schools have expanded enroll-ment, they have inflicted increasing misery on their graduates.

Harper urges firms to focus on training young lawyers,reducing disparities and creating an ennobling culture. Whilereforms have an economic cost, they can result in long-termeconomic benefits to firms and the lawyers.

The billable hourThe billable hour system creates large bills for clients and

fosters inefficiency among lawyers. It encourages lawyers towork more hours on an issue, instead of being efficient. Lawfirms frequently have more lawyers work on matters than arenecessary. Worse still, the measure of associate productivity,hours, is really a measure of a lack of productivity. No one isrewarded for getting a job done at a modest cost. Instead, oneis encouraged to charge as many hours to a case as possible.Large firms typically require 2000 to 2200 billable hours foreach associate per year. Many firms pay bonuses for associateswho bill more than 2000 hours and the chances of becominga partner are enhanced because you have learned to play thegame.

Bottom lineThere is always hope. Driven by the continuing drop in law

school applications and the dismal prospects for their gradu-ates, law schools are beginning to discuss curricular changes

to make it more student relevant. Many agree that enormousloans should not be part and parcel of attending law schoolespecially when the job market is and will continue to be sodismal for years on end. Some schools have even begun to question their largest

“capital expenditure” – tenured faculty members. That will bea hard one to change but not unlike what many universitieshave done, I predict fewer faculty will be hired and fewer willreceive tenure, more classes will be taught by adjuncts and soanother myth about the leisurely academic life will tumble. To those of you already working, hang in there. Matters are

bound to improve – too much light has been cast on the evi-dent realities. Reform is possible and you will be part of thatvanguard. To those who are unemployed, keep trying. Recall why you

sought out a legal education, re-energize yourself and revital-ize your goals. Historically 50 percent of lawyers do not prac-tice law but have found their education helpful in a wide vari-ety of other endeavors. And they have succeeded. Why?Because of the skills they acquired in law school. First, they

learned to think, to read carefully and appreciate the flow ofthe law through our lives. Other assets acquired include criti-cal thinking, strategy skills and communication expertise – allvaluable in any line of work.This column was primarily written for those who are con-

sidering a legal career. Increase your knowledge about lawschool and the professional before making a decision.

The Law Bubble is a good place to start. It synthesizesmany critiques and opinions of the law profession into oneshort readable, revealing book. I don’t want to discourage or dissuade anyone who really

wants to be an attorney. It can be a noble endeavor – one inwhich you will never be bored. But remember the legal term: caveat emptor. Keep it upper-

most in your mind.

Dr. Mellander was a university dean for 15 years and acollege president for 20 years.


Don’t Miss Our Women InHigher Education Issue

Coming Feb. 24th 2014

Don’t Miss Our Women InHigher Education Issue


law.depaul.edu

DePaul University, located in the heart of Chicago,

is consistently recognized for having one of the

most diverse student bodies in the nation.

We welcome students from all backgrounds and

with wide-ranging life experiences to create a

learning environment that better reflects—and

prepares students for—the world.

At DePaul, diverse isn't just what we are.

It's what we embrace.

DePaul College of Law is proud to be ranked

one of the top 25 law schools for Hispanics by

Hispanic Outlook Magazine.

Committed to diversity.

Committed to success.Central Arizona College, a diverse and innovative institution, is located in PinalCounty, Arizona, the second most rapidly expanding business and residentialpopulation in the U.S. CAC serves a student population in excess of 15,000 on fivemajor campuses and several centers. Less than one-half hour from the Phoenix metrocomplex, faculty, staff and students enjoy access to the arts, sports, recreation andcultural history in the inviting Southwest climate. All travel expenses for theinterview are the responsibility of the candidate.

Anticipated Faculty Openings for Fall 2014

• Administration of Justice• Agriculture• Business• Chemistry• Computer Information Systems - Programming• Justice Studies• Nursing• Sociology

Starting date: August 2014

Application deadline: All application materials must be received in HumanResources by 6:00 p.m., Thursday, January 23, 2014.

For more information on the application process and faculty qualifications go towww.centralaz.edu/jobs or call HR at 520-494-5235.

Central Arizona College prohibits discrimination in employment and educationalprograms based on race, color, religion, sex, age, disability, national origin, militarystatus, genetic test information, sexual orientation, or gender identity or expression.

http://www.law.udc.edu

http://www.centralaz.edu/jobs

http://law.depaul.edu


A law degree will put your career on the fast-track. In four years, students can earn a full-credit J.D. degree. �e Dedman School of Law has produced some of the most in�uential legal, business and community leaders here and throughout the world. Now it’s your turn. Use your evenings to move your career to the next level.

“Getting a legal education is terribly important. It’s a very powerful weapon in helping others.”

Visit our website today for program updates, information session schedules, program facts, and other announcements or call us at 214-768-2550.

www.law.smu.edu

Adelfa Callejo ’61 J.D.SMU Evening Law Program

Partner, Callejo & Callejo

EARN YOUR LAW DEGREE WITHOUT LEAVING YOUR CAREER.

The Biology Department at the University of North Carolina at Asheville(UNC Asheville) anticipates hiring a tenure-track Assistant Professorbeginning Fall 2014. The successful candidate will have a PhD in Biology oran appropriate discipline, demonstrated teaching experience and thepotential for engaging undergraduates in a research program. Teachingduties include introductory courses for the major and advanced offerings inmicrobiology and molecular biology. Opportunities exist for developingcourses outside of the department that contribute to the core curriculum.Located in the Blue Ridge Mountains, UNC Asheville is the designatedpublic liberal arts institution in the UNC system, and emphasizes qualityteaching and mentoring of undergraduates in research, scholarship andservice. UNC Asheville is committed to increasing the diversity of itsfaculty, staff and student body. Women, minorities and people withdisabilities are encouraged to apply.

Applications should include the following documents in PDF form: a coverletter; a statement of teaching philosophy; a description of a researchprogram with plans for incorporating undergraduates; a CV highlightingboth teaching and research accomplishments; and three letters of reference.Materials may be submitted electronically to Dr. Gregg Kormanik, SearchCommittee Chair, to [email protected]. Review begins 2 January,2014 and continues until the position is filled.

The University of North Carolina at Asheville is an Equal Opportunity/Affirmative Action employer

Arizona State University’s New College of Interdisciplinary Arts andSciences invites applications for Associate Dean. Visit the New College jobpage at http://newcollege.asu.edu/jobs/

Required qualifications: PhD in college appropriate discipline (Arts &Sciences) and eligibility to be appointed at the rank of full professor.Candidates will have a record of excellence in scholarship and teaching thatwould merit a tenured faculty appointment at the rank of Professor in one ofthe disciplines in the College. Experience with administrative responsibilitiesand/or formalized faculty governance processes required. The AssociateDean will be committed to faculty development.

Desired qualifications: Moreover, s/he is a good listener, highly motivated,collaborative, forward thinking and creative, with good judgment, strongleadership skills, and shares commitment to liberal arts education. Candidatesideally have past experience with university promotion and tenure processes.

Application procedure: Send electronically: a letter of application,describing administrative philosophy and achievements, teaching philosophyand research program; unofficial transcripts; curriculum vitae; and a list offour references to [email protected],

Application Deadline: February 15, 2014 or every other Monday untilposition is closed.

Arizona State University is an equal opportunity/affirmative actionemployer. Women and minorities are encouraged to apply. ASU’s completenon-discrimination statement may be found at: https://www.asu.edu/titleIX.

http://www.law.smu.edu

http://newcollege.asu.edu/jobs

http://www.asu.edu/titleIX


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Dean, Texas A&M University School of LawFort Worth, Texas

TexasA&MUniversity invites nominations and applications for the position of Dean of the TexasA&MUniversity School of Law. The desired appointment date is July 1, 2014.

Texas A&M University is a nationally-ranked, Tier 1 research university. It is the flagship institution of the Texas A&M University System, the fourth-largest university inthe United States, and the largest university in Texas. Consistent with its Vision 2020 goal to be recognized as one of the ten best public universities in the nation, TexasA&M University added the first public law school in North Texas to its list of prestigious graduate institutions on August 13, 2013 when it acquired the ABA-Accreditedand AALS-Member Texas Wesleyan University School of Law, which is now the Texas A&M University School of Law.

Texas A&M University School of Law is located in downtown Fort Worth, one of the 20 largest cities in the nation. Fort Worth has been voted one of “America’s MostLivable Communities” and has a population of nearly 800,000. Just 30 miles separate Fort Worth and Dallas, and the encompassing Fort Worth/Dallas metropolitan area isjoined by a number of suburban communities and small towns. The metropolitan area, with a total population in excess of six million people, offers a vibrant legal communitysupporting extensive federal and state court systems and agencies, including regional branches of the Patent and Trademark Office, the Federal Reserve Bank, the NationalLabor Relations Board, the Environmental Protection Agency, the Equal Employment Opportunity Commission, and the Securities and Exchange Commission. Thismetropolitan area also provides affordable housing and a thriving economy.

Texas A&M University School of Law is committed to excellence in scholarship, teaching, and public service. With its distinguished faculty of scholars and practitionerswho are recognized experts in their field; its nationally ranked advocacy programs in moot court, mock trial and alternative dispute resolution; its certificate programs inintellectual property, business law, dispute resolution, estate planning, and family law; and its strong supportive network of former students and community partners, TexasA&M University School of Law provides a dynamic opportunity for a visionary leader. That leader can help continue a tradition of excellence while operating with the newsupport, resources, and opportunities for excellence from a world class public university.

The Dean will provide academic, intellectual, and administrative leadership, helping to shape and advance TexasA&MUniversity’s vision of transcendent excellence in research,teaching, and service. In addition, the Dean will have responsibilities for creating strong relationships with the North Texas community, alumni and the broader legal profession.

Candidates must have a juris doctorate degree and be qualified for appointment at the tenured rank of Professor. Applications are welcomed from individuals whoseexperience has prepared them to make strong contributions to diversity, inclusion, and innovation in higher education and to further Texas A&M University’s mission ofeducational preeminence. A mature understanding of the working dynamics of a law school within the parameters of a larger university system is preferred, along withexperience in, or aptitude for, administration and fundraising. However, other candidates who hold distinguished records of professional and intellectual leadership oroutstanding service to the community will also be considered.

The Search Committee welcomes applications and nominations from interested individuals and also encourages applications and nominations of minorities, women, and othercandidates who are traditionally underrepresented at the Dean level. For nominations, the Committee asks that complete contact information be provided for the nominated individual.

Applications should include a curriculum vitae and a cover letter including a brief statement of interest. Although the Committee will continue to accept applications untilthe position is filled, to be given fullest consideration applications should be received by January 15, 2014.

Applications and nominations should be sent to:Texas A&M University Law Dean Search Committee

Texas A&M University School of Law1515 Commerce StreetFort Worth, TX 76102

Electronic submissions are encouraged and should be sent to:[email protected]

Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check.

All nominations and applications will be kept confidential. For more details about Texas A&M University School of Law, visit our website description at

http://law.tamu.edu.

http://law.tamu.edu


Meet A USD Success StoryD. Scott Martinez, Class of 2006City Attorney, Denver, Colorado

“You want a school with not just a good reputation, but a great one. You want a faculty invested in your academic and post academic success, an environment that promotes intellectual curiosity, and a culture of collegiality with your fellow law students. I chose USD because it’s a unique law school where you can find all of that.”

Celebrating Alumni Success Stories for 60 Years

University of San Diego SCHOOL OF LAW

Learn more about USD and Scott’s success at law.sandiego.edu/martinez

The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has posted jobopportunities. For details and deadlines, please continue to check the following website: https://aysps.gsu.edu/econ/employment-economics. All applications must be submitted through www.academicjobsonline.org.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school housesthe Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, andinternational studies, among others. The research centers generate opportunities for funded scholarly research.

Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institutionand an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States.

At time of offer, a background check is required.

http://law.sandiego.edu/martinez

http://www.aysps.gsu.edu

http://www.aysps.gsu.edu

http://www.academicjobsonline.org


Download the HO app from:

http://www.uakron.edu

http://www.uakron.edu


PROVOST AND EXECUTIVE VICECHANCELLOR FOR ACADEMIC AFFAIRS

ROLLA, MISSOURIMissouri University of Science and Technology (Missouri S&T)seeks an accomplished and innovative leader for the positionof Provost and Executive Vice Chancellor for Academic Affairs.This is an exceptional opportunity for a successful leader whovalues the role of integrated education, research andapplication in helping to solve the world’s great challenges.Located in the Ozarks Highlands, the university was foundedin 1870 as one of the first technological schools west of theMississippi River. Missouri S&T is one of the nation's topresearch universities and is consistently recognized for itsreturn on investment. It is a public institution that enrolls morethan 8,100 students from 50 states and 55 foreign countrieswith 55 degree programs in engineering, science, computingand technology, business, management systems, education,the humanities and the liberal arts. As the chief academic officer and senior member of theChancellor’s cabinet, the provost is responsible for the overallacademic mission of the university. She or he works with theChancellor and her cabinet, vice provosts, deans, faculty,students and staff to inspire and promote innovation andexcellence in research and technology transfer, scholarship,teaching and learning, outreach, and engagement. Theprovost will be critical in implementing the bold strategic plan,including growing the faculty by 25 percent by 2020 with 100hires in selected areas. The provost must demonstrate acuityin understanding, managing and articulating financialchallenges facing a public research university in the rapidlyevolving landscape of higher education in the state ofMissouri, the nation, and the world. Missouri S&T has retained the services of Isaacson, Miller toassist with this search. Confidential inquiries, nominations,referrals, and resumes with cover letters should be directed inconfidence to: Vivian Brocard, Vice President and Director,or Ariannah Mirick, Associate, at [email protected] submission of materials is strongly encouraged. Tolearn more about Missouri S&T, visit http://www.mst.edu.

Equal opportunity shall be provided for all applicants on the basis of their demonstrated ability and competence without discrimination on the basis of their race, color,

religion, sex, sexual orientation, national origin, age, disability,and status as Vietnam era veteran.

SAVE THESE DATES& RESERVE YOUR SPACE

ISSUE DATE THEME ISSUE AD DEADLINE

• Jan. 13 Year in Review Jan. 7

• Jan. 27 Financing a College Education Jan. 21

• Feb. 10 Feb. 4

• Feb. 24 Women in Higher Education Feb. 18

• March 10 March 4

• March 24 Community College Issue March 18

• April 7 Graduate School Issue April 1

• April 21 April 15

• May 5 Colleges for Hispanics April 29

• May 19 May 13

• June 9 June 3

• June 30 Health Professions Issue June 24

• July 14 July 8

• August 4 Arts Issue July 29

• August 25 August 19

• Sept. 8 Sept. 2

• Sept. 22 Back to School Issue Sept. 16

Call Hispanic Outlook advertisingrepresentatives at1-800-549-8280

or e-mail your ads [email protected]

2014 Publication Dates2014 Publication Dates

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http://www.imsearch.com


Seeking Full-Time FacultyFlorida State College at Jacksonville is looking for innovative full-time faculty who are dedicated to student success. Weare a progressive, four-year state college offering associate and bachelor degrees. Our northeast Florida location has beau-tiful beaches, moderate temperatures and a cost of living that is below the national average. Courses are taught in modernclassrooms, online, or a hybrid blend of both. Creativity and critical thinking are encouraged in our students and our fac-ulty. Our goal is to make learning enjoyable so that students will want to continue to learn throughout their lives.

Our college supports faculty development with programs that encourage the integration of technology and research-basedteaching and learning. As a result, social networking and pedagogical tools such as mastery and cooperative learning areused extensively. Our faculty has access to the Blackboard learning management system and a variety of online and proc-tored testing options. We are constantly striving to give students the knowledge, skills and assistance that they will needto succeed in this ever-changing world.

Are you interested in joining our community of dedicated educators? If so, faculty positions are currently available in thedisciplines listed below:

Accounting • Automotive Service Technology • Aviation Maintenance Technology • Biological Sciences • Business Analytics • Computer Information Technology • Computer Networking

• Early Childhood Education • Engineering Technology • Graphic Design • Mathematics • Music • Nursing • Ophthalmic Technician • Psychology • Respiratory Care • Spanish • Speech

For a complete description of these, as well as other positions that we have available please visit https://Jobs.FSCJ.edu.

Review of candidates will begin in mid-late January 2014 and continue until an appointment is made for each position.Interested candidates must submit a Florida State College at Jacksonville online application, available athttps://Jobs.FSCJ.edu, and unofficial student copies of transcripts confirming the award of the required degree and/orcoursework. A resume will not be accepted in lieu of submitting an online application. Additional information on FloridaState College at Jacksonville can be found at http://www.FSCJ.edu.Florida State College at Jacksonville does not discriminate on the basis of age, race, color, national origin, sex, disability, religious belief, marital status, genetic information, or veteran status in employment or the provision of services and is an equal access/equal opportunity affirmative action college.

www.FSCJ.edu

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replacement positions inThe Hispanic Outlook

inHigher EducationDigital Magazine

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REGIONAL VICE CHANCELLOR FOR ACADEMIC AFFAIRSUniversity of South Florida St. Petersburg is a separately accredited, fiscally autonomous, urban institution withinthe University of South Florida System. Nearly 5,000 students are enrolled in 35 undergraduate and graduatedegree programs through the colleges of Arts and Sciences, Business, and Education. USF St. Petersburg iscommitted to excellence in research and teaching, and values faculty-student research collaboration,interdisciplinary perspectives, university-community partnerships, and a student-centered environment supportiveof diversity. USF St. Petersburg’s beautiful waterfront campus is located in downtown St. Petersburg. As an integral and complementary part of a multi-campus university, USF St. Petersburg retains a separateidentity and mission while contributing to and benefiting from the associations, cooperation, and resourcesof a premier national research university system.The Vice Chancellor for Academic Affairs (Chief Academic Officer) provides leadership and oversight forAcademic Affairs and Student Affairs, including colleges, academic programs, faculty academic supportunits, and student life and engagement at the USF St. Petersburg. This position reports directly to theRegional Chancellor (Chief Executive Officer).Minimum Qualifications: The successful candidate will: (1) have earned a Ph.D. or its equivalent from aregionally accredited institution of higher education, and have demonstrated significant academic andresearch accomplishments commensurate with the level of Full Professor; (2) provide evidence of at leastthree years of successful academic leadership responsibilities at a college or university including effectivebudget oversight, supervision of a complex faculty unit, as well as faculty recruitment, mentoring, andretention; (3) demonstrate active engagement with the evolving higher education landscape; (4) displayactive experience with achieving and/or maintaining regional and/or professional accreditations; and (5)show academic leadership experience at the level of a college dean/director or higher at a Master’s-grantinginstitution or better with a strong focus in quality research.Preferred Qualifications: The successful candidate will provide evidence of: (1) strong interpersonal andcommunication skills with the ability to negotiate and advocate effectively in complex environments; (2) strongcollaborative management skills; (3) a commitment to developing and enhancing a robust student life; (4)implementing and supporting shared governance and decision-making; (5) building and maintaining relationshipswith colleges/units across an institution; (6) the ability to articulate a vision for metropolitan/urban universities;(7) advancing diversity and inclusion, multicultural and global perspectives, and engagement with the community;(8) high integrity, energy, and enthusiasm; and (9) an entrepreneurial leadership style.Application Process: Interested candidates should submit an online application by visiting our Website at www.usfsp.edu/jobs. Candidates should also include: (1) a letter of application; (2) a currentcurriculum vitae; (3) a statement of educational and leadership philosophy; and (4) the names,addresses, telephone numbers, and e-mail addresses of five persons who are willing to providereferences. Individuals wishing to place names in nomination should submit a letter of nomination thatoutlines the nominee’s abilities and accomplishments relative to the minimum qualifications alongwith the nominee’s address, telephone numbers, and e-mail address. Requests for information orwritten nominations should be directed electronically to the USF St. Petersburg Human ResourcesDepartment at [email protected]. For disability accommodations, contact 727-873-4115 or, if you arehearing or speech impaired, please contact the agency via Florida Relay Service at 1-800-955-8770within five days of an event.For best consideration, application materials should be received prior to January 31, 2014.

USFSP is an EO/Equal Access Institution.Welcoming....Diverse....Inclusive

•• TTaammppaa •• SStt.. PPeetteerrssbbuurrgg •• SSaarraassoottaa -- MMaannaatteeee

All advertising included on our website

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cooley.edu

Civil LitigationCooley Law School

graduates lead in

SCAN & LEARN MORE

Cooley Law School Graduates Lead.Cooley stresses legal knowledge, practice skills, andprofessional ethics, concepts that are now receivingmuch attention in legal education, but have beenin place at Cooley since its founding in 1972.Learn about Cooley Law School at cooley.edu40Years of Excellence

José BrownAttorney, Cline, Cline & GriffinJosé Brown is an attorney with the Martindale-Hubbell AV-rated law firm Cline,Cline & Griffin. The Flint, Michigan, law firm was established in 1928, and is wellknown for excellence in medical malpractice defense, and general, civil, andbusiness-oriented matters. Brown specializes in civil litigation, including personalinjury law, professional liability defense, general defense, dental, hospital andmedical malpractice defense. He serves on numerous boards, associations andcommittees, an author for the Amicus Curiae Committee of the MichiganSociety of Hospital Risk Managers, a Lifetime Fellow of the Michigan StateBar Foundation, a Cooley Class representative, and the only Cooley graduateto have a hole-in-one at the annual Alumni Golf Outing event!

Thomas M. Cooley Law School is committed to a fair and objective admissions policy. Subject to space limitations, Cooley offersthe opportunity for legal education to all qualified applicants. Cooley abides by all federal and state laws against discrimination. Inaddition, Cooley abides by American Bar Association Standard 211(a), which provides that “a law school shall foster and maintainequality of opportunity in legal education, including employment of faculty and staff, without discrimination or segregation on thebasis of race, color, religion, national origin, gender, sexual orientation, age or disability.” ICG.1213.058.AD

Cooley Law School leads in diversityCooley stands firm in its belief that a diverse student body enhancesboth the academic experience and the legal profession. Based onthe data reported in the ABA-LSAC O cial Guide to ABA-ApprovedLaw Schools (2011 Edition), Cooley Law School ranks first in totalminority enrollment.

•1st in J.D. Minority Enrollment•1st in J.D. Foreign National Enrollment•1st in J.D. African-American Enrollment•6th in J.D. Hispanic Heritage Enrollment•6th in J.D. Asian-American Enrollment

http://www.cooley.edu


POSITIONSARIZONAArizona State University 24Central Arizona College 23FLORIDAFlorida State University 29University of South Florida 30GEORGIAGeorgia State University 26MISSOURIMissouri University of Science & Technology 28NORTH CAROLINAUniversity of North Carolina, Asheville 24OHIOUniversity of Akron 27

TEXASTexas A&M University, College Station 25

INSTITUTIONALUniversity of San Diego CA 26University of the District of Columbia DC 23Stetson University FL 32Thomas M. Cooley Law School MI 31DePaul University IL 23New York Law School NY 6Southern Methodist University TX 24

*To see all our “Employment and other Opportunities,”

including all Web Postings, visit our website at www.HispanicOutlook.com

A D V E R T I S I N G I N D E X


Failure is simply the opportunity to begin again, thistime more intelligently. – Henry Ford

Failure is hard for any Hispanic student to face, but itgoes down easier if there is something to gain from it.Usually there is, and young Hispanics need to learn how

to find the lesson or opportunity that remains when thingsdo not go as planned.There is always an excuse for giving up and walking away

when faced with failure, but most of the time fear is theunderlying reason. Fear of failing again, fear of success, fearof being stuck and fear of facing limitations can discouragemany people, but Hispanic teens with limited support aremost vulnerable to giving up when they fall short of adesired goal.Adults can help Latino students learn to handle failure

and view it as a possible opportunity if they ask the rightquestions. (Questions get heard more readily than state-ments do because they give the student the benefit of know-ing that only his determination – not his competence – is inquestion. Those questions are helpful if they are framed toshare the student’s disappointment or frustration while ask-ing about his plans to get back on track). Ask the studentwhat is keeping him from trying again. Is it an attitude thatthere is only one, sole chance for success? Are his expecta-tions realistic? Is the definition of success too narrow to har-vest any lessons? Is the student resisting something new? Oris the shame, guilt, humiliation or loss so great that heseems immobilized to try again? The family’s response is a crucial influence on how a

Latino student processes and gains from failure. If parentsare quick to say, “!Te dije!” which is really a discouraging “Itold you so,” only a negative message will be heard. If familycan accept the failure and encourage the student to persist,the chances are greater that he will.When faced with less than positive results, adults can

guide a Latino student back to her/his original vision or

goal. What would success feellike? How or why does itinspire? Practice the overallvisualization of success with-out every detail that could create failure. Focus on what theend result will be, and then inquire about Plan B (or C orD) for getting there. This approach helps remind the studentof the honor in her/his dream and the desire to do well,moving past the latest failure. Finally, walk the discouraged Latino student through

developing and starting an alternative plan. What lessonswere learned from the failure? How can the student accom-plish whatever needs to be done differently? Break the taskinto small steps and help individuals do one small step at atime, adjusting their course as necessary and enjoying theirsuccesses as they proceed.Objective listening without judgment is typically the most

useful tool an adult can use when reaching out to a discour-aged Hispanic student. Seeking to understand the student’sexperience and perception of failure helps the adult under-stand the student’s struggle and pain. If students can conveytheir upset and disappointment and be heard without criti-cism or judgment (though sometimes teens hear criticismwhen it is not there), they are more apt to find their ownsolutions and develop an alternative plan to try again. Evencasual conversation can help a Hispanic student rechargehis battery after discouragement and find the will to go on.What are his past successes and how did they manage tosucceed? How can he use those strategies in the current sit-uation to succeed as he tries? Who else does he know whocan serve as a role model for perseverance? Whether it is aparent or relative who made it through tough times, a his-torical figure famed for not giving up or celebrities whohave shared their stories, Latino students can more easilyrelate to someone they know or admire to humanize theexperience and assuage the pain of failure.

LEARNING FROM FAILUREPPrriimmiinngg tthhee PPuummpp......

Miquela Rivera, PhD, is a licensed psychologist withyears of clinical, early childhood and consultativeexperience. She lives in Albuquerque, N.M.

12/23/2013 our annual law school issue

Documents

lorenzo garca

gleefully portrayed

club politicalevent

latino student leader

h i s p

issueof illegal immigrants

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