CANADIAN ASSOCIATION OF LAW TEACHERS
L’ASSOCIATION CANADIENNE DES PROFESSEURS DE DROIT

The National Requirement Review: A letter to the Federation of Canadian Law Societies

In response to a call issued September 22, 2022, CALT has submitted a letter to the Federation of Canadian Law Societies about the upcoming National Requirement Review.  The text of the letter is in this post below the break or you can find a .pdf file here.

In brief, we expressed concern about process and substance.  We suggested that it was necessary that the review be "meaningfully collaborative, adequately evidence-based and aimed at generating consensus among key stakeholders".  We also noted three substantive points:

1. with the exception of the need to integrate the Calls to Action of the Truth and Reconciliation Commission, any effort to expand the breadth, depth or specificity of the competencies that are currently articulated in the National Requirement as mandatory criteria for approved Canadian law degrees ought to be framed as an effort to articulate supplementary guidelines, rather than added requirements

2. the National Requirement review must embrace an approach to articulating competencies appropriate to ‘whole lawyers’, to ‘diverse professional practise contexts’ and for the ‘whole continuum’ of legal education and competence development, thus rejecting the undesirably narrow, ‘technical’ and ‘one-size-fits-all’ vision of competence for legal education and legal practise that was articulated in the initial work of the NCA Assessment Modernization Committee

3. the National Requirement review must not pre-emptively or prematurely adopt starting ideas that lack evidence-based credibility or that have not been subjected to appropriate critical assessment.

The letter, below the jump, explains the concerns and considerations underlying these positions.

The thoughts of our members about this upcoming review and how ACPD-CALT should engage are very welcome - you can contact us at [email protected]

 

 

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2023 Call for Proposals

Find this post in PDF form

Find the call in french / Appel en francais.

CALL FOR PROPOSALS  

Annual Meeting 2023 

Deadline for proposals December 23 2022.   

Submit proposals using this form

The Canadian Association of Law Teachers first in-person meeting since the Summer of 2019 will be at York University in Toronto as part of the 2023 Congress of the Humanities and Social Sciences (May 27 to June 3 2023).   

 

CALT’s meetings will be  on Monday May  29 and Tuesday May 30 2022.   

The CALT Banquet and awards will be held concurrently with the Canadian Law and Society Association on the evening of Sunday May 28th, 2022, the night before our meetings begin.   

On Monday May 29 CALT will host a Luncheon for Junior Professors - all of those appointed to their first full time tenure track position in or after the month of January 2020.  

Congress 2023 is an important moment to come together and attempt to re/connect with our communities.  We are  particularly focused on the way our communities have both grown and changed since our last meeting, and of issues left on the table when we canceled our 2020 conference.  The Congress theme, Reckonings and Re-Imaginings has particular resonance in that light and will be somewhat familiar to  Canadian scholars and learners of law:   

The third decade of the twenty-first century has brought us into unprecedented times. An unrelenting global pandemic, protests for racial justice, and escalating climate disasters have heightened our awareness of the urgent need for collective action to help us create a more equitable and sustainable world. The lessons from Black Lives Matter, Idle No More, the Truth and Reconciliation Commission, and the Inquiry into Missing and Murdered Indigenous Women and Girls, have been joined by new lessons, new reckonings about what is needed to live in non-hierarchical relationships that can truly honour our human differences, while protecting the land, water and air we all need to live together.  

In the theme, “Reckonings and Re-Imaginings,” we invite the Congress community to pause and reflect on the lessons we have learned, but also to begin the work of imagining and enacting the terms under which we might create a radically different world. What might it mean for us to commit to knowing and caring for each other across our differences, understanding that the world we want to live in tomorrow is dependent on the action we take together today? Can we re-imagine a new set of social relationships grounded in decoloniality, anti-racism, justice, and preservation of the earth? This invitation for both reflection and action requires a genuine investment in the project of learning and growing, a willingness to participate in active and meaningful co-engagement, and a commitment to exercising patience and care in doing the hard work of changing belief systems and the world.”   

See more at the Congress main site here. 

AN EXPANDED FOCUS 

In putting together our program, we are proposing two particular areas of attention in addressing the themes above:  

  • We would like to pay particular attention to the work and needs of those members of the academy who have joined in the last 3 or 4 years (along with programming aimed at graduate students in law);
  • We are looking to make more space for discussions of scholarly legal research inside or across areas of legal scholarship - beyond the scholarship of teaching and learning.    

These plans complement our familiar focus on teaching and learning law in Canada.   

PROPOSALS 

We encourage the submission of complete or partial (with space for more participants)  proposals for sessions of 1.5hrs or 1 hour. We are open to a variety of formats and themes, as set out below and we encourage you to reach out to colleagues at different institutions and career stages to generate possibilities. 

Participants should assume that remote participation—for presenters and audiences—will not be supported at this conference. All participants should plan to attend the conference in person.  If you have questions or concerns please be in touch at [email protected]   

Form  (all sessions slots are 1.5 hours – you may request a 1 hour session) 

  

Substantive Themes related to Reckonings &  Reimaginings (feel free to identify more than one)  

  

  

  

  i.     Workshops (participatory workshops led by one or more people) 

  

a. Topics which relate to or engage with Indigenous and / or Black communities and  law or legal education  

  ii.     Roundtables (large number of speakers or expectation that all participate) 

  

b. Post Pandemic Reckonings and Reimaginings 

iii.     Panels (3-4 speakers presenting research work, with or without drafts and commentators) 

  

c. Teaching and Learning in Legal Education 

iv.     Author meets Reader 

  

d. Focus on scholarship about a particular issue. 

  v.     Another format 

  

e. Focus on scholarship in a particular subject area. 

  

By the time of the conference, all participants must be registered as members of CALT and registered for Congress   We would be delighted if you chose to become a member now: please visit https://www.acpd-calt.org/join_adhesion. 

The requirement of membership does not include JD students or community members who may be participating in your proposal. Please contact us directly in that case at [email protected] or indicate that people in this position are a part of your proposal. 

Submit proposals using this form.   

https://forms.gle/MXiYF2XsPutQcRt97  

Our Deadline is December 23 2022 but we will begin reviewing proposals on November 23 2022.    

Questions should be directed to  contact@acpd-calt.org 

 

We also anticipate a role in arranging ‘CALT-sponsored” Open Sessions (available to all Congress attendees).  These should closely relate to the theme-related sessions and so invite suggestions for sessions or speakers and expressions of interest in co-arranging specific sessions.  Limited funding may be available to support non-academics in travel and attendance in relation to these open sessions where applicable.  Creative proposals are welcome.  

  

 

CALT may award a “Congress Graduate Student Merit Award” worth approximately $500 to one graduate student who is presenting their work at our meetings.  Only students who are presenting work which can be described through an abstract of 250 words will be able to apply for this award.  The award recipient will be notified by May 2023, and funds will be disbursed in June 2023.  If you or someone participating in your proposed session is interested in this opportunity please indicate using the box available in the submission form.  

 

CALT members participating at Congress may also be eligible to receive a “Child and Dependent Care Subsidy” (up to 200 per person) via the Federation of Social Sciences and the Humanities. An application is required, and decisions about this subsidy will be released on May 2 2023.  Information about this opportunity will be distributed to all who are on the program in late March 2023.  


a short reading list on Student Evaluation of Teaching

Student Evaluations of Teaching:  A Short, Annotated, List of Resources

June 2022

Download a .docx version here

(important additions? write to [email protected] or [email protected])

 

LABOUR ARBITRATION DECISION

 

 

Ryerson University v Ryerson Faculty Association, [2018] 2018 CanLII 58446. https://canlii.ca/t/hsqkz

 

Decision limiting use Ryerson can make of SETs in T&P decisions.  See Freishtat and Stark Expert Reports, below.

 

ACADEMIC ARTICLES

Student evaluations are an intensely studied area, particularly in disciplines which make use of statistical tools.  The volume of published material is truly astounding. There are also a number of new studies which try to evaluate the impact of moving to online teaching on evaluations.  What follows is a very small selection.

 

Lavallee, Jaime, “How To Be Biased in the Classroom: Kwayeskastasowin - Setting Things Right?” (2022) 48:3 Mitchell Hamline Law Review, online: <https://open.mitchellhamline.edu/mhlr/vol48/iss3/3>.

A new-to-the-legal-academy female Cree-Metis teacher describes and analyzes her experience and approach teaching a new mandatory course in Indigenous law, and what she found in her course evaluations.  See also La Touche et al, below, on the question of impact on instructors.

Lazos, Sylvia R, “Are Student Teaching Evaluations Holding Back Women and Minorities?: The Perils of ‘Doing’ Gender and Race in the Classroom” in Gabriella Gutiérrez y Muhs et al, eds, Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Utah State University Press, 2012).

An effort to summarize the plethora of studies suggesting problems with how students evaluate instructors who are women and/or minorities if they talk about gender and race in the classroom.

Abel, Richard L, “Evaluating Evaluations: How Should Law Schools Judge Teaching?” (1990) 40:4 Journal of Legal Education 407–465, online: <http://www.jstor.org/stable/42898120>.

An older piece from a CLS inclined professor.

Fisher, Warwick et al, “Student evaluations: Pedagogical tools, or weapons of choice?” (2020) 30:1 Legal Education Review, online: <https://ler.scholasticahq.com/article/14561-student-evaluations-pedagogical-tools-or-weapons-of-choice>.

Australian context.  

Ho, Daniel E & Timothy H Shapiro, “Evaluating Course Evaluations: An Empirical Analysis of a Quasi-Experiment at the Stanford Law School, 2000-2007” (2008) 58:3 Journal of Legal Education 388–412, online: <http://www.jstor.org/stable/42894079>.

An effort to evaluate reliability and validity on the occasion of a change in method of administration (to online) and change in wording of some questions. Concludes that these changes rendered the results under the old method and new method incompatible for comparison.

Kreitzer, Rebecca J. & Sweet-Cushman, Jennie (2022). Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform. Journal of Academic Ethics 20 (1):73-84. https://philpapers.org/rec/KREESE

Recent meta-study of evaluations,. Illustrates complex and multi-directional findings around gender and race in evaluation, indicating that downgrading female and/or POC instructors might not be the only impact that can be seen from SETs.

Lubicz-Nawrocka, Tanya & Kieran Bunting, “Student perceptions of teaching excellence: an analysis of student-led teaching award nomination data” (2019) 24:1 Teaching in Higher Education 63–80, online: <https://doi.org/10.1080/13562517.2018.1461620>.

A potentially useful illustration of how student responses to what “excellent” teaching is tend to cluster, using data from student-led teaching award nominations.  No gender/race analysis but perhaps helpful in understanding what students appreciate and why we might be helped by hearing positive feedback from students.  

Reverter, Antonio et al, “Unravelling student evaluations of courses and teachers” (2020) 7:1 Cogent Education 1771830, online: <https://doi.org/10.1080/2331186X.2020.1771830>.

A recent study looking at the evaluations at an Australian economics school concludes “The overall teaching rating awarded to academics clusters most with approachability and encouragement of student input—aspects of temperament and style—and not with explanatory skill or organisational ability.”

Tevis, Britt P & K E Powell, “Student Evaluations of Teaching: An Unlawful Barrier to Women’s Professional Advancement in Australian Universities” (2019) 37 39.

Australian article taking on the impact of teaching evaluations on professional advancement for women.

Cashin, William E. Student ratings of teaching: A summary of the research. Center for Faculty Evaluation & Development, Division of Continuing Education, Kansas State University, 1988.

 

An example of a study finding  that gender and race do not play a role in teaching evaluations. 

 

REPORTS

 

 

La Touche R, Kowalchuk L, Wijesingha R. (Re)Prioritizing Pedagogic Feedback: Faculty Experiences with Qualitative Comments from Student Evaluations of Teaching (SETs) A Report Prepared for the Canadian Sociological Association (CSA).; 2020. https://www.dropbox.com/s/jwojtf85rmuz5it/SET_Full_Report_REV-compressed.pdf?dl=0

Read with Lavallee, above. Focused on how faculty receive the qualitative comments made by students on SETs.

Freishtat, Richard L, Expert Report on Student Evaluations of Teaching (SET), by Richard L Freishtat (2016).

 

Expert Report prepared for the Ryerson arbitration

Stark PB. Expert Report on Student Evaluations of Teaching  (Faculty Course Surveys) Prepared for The Ryerson Faculty Association and The Ontario Confederation of University Faculty Association.; 2016.

Expert Report prepared for the Ryerson arbitration

Ontario Confederation of University Faculty Associations. OCUFA Briefing Note on Student Questionnaires.; n.d. https://ocufa.on.ca/assets/OCUFA-Briefing-Note-Student-Questionnaires.pdf

 

Report of the OCUFA Student Questionnaires on Courses and Teaching Working Group. Ontario Confederation of University Faculty Associations; 2019. https://ocufa.on.ca/assets/OCUFA-SQCT-Report.pdf

 

Ontario Faculty Association Agreements: Student Questionnaires and Peer Evaluation of Teaching. Ontario Confederation of University Faculty Associations; 2019. https://ocufa.on.ca/assets/SQCT-companion-FA-agreements.pdf

Survey of Ontario Faculty agreements and what they say about SETs / Peer Evaluation of teaching.

 

VIDEO

 

Validity and Equity Problems in Law School Teaching Evaluations, Faculty Conferences: Northwestern Pritzker School of Law.; 2022. Accessed June 12, 2022. https://www.law.northwestern.edu/research-faculty/events/conferences/teaching-evaluations/

Video of a recent panel discussion on this issue hosted by Northwestern.

 

REFORM

 

Dalhousie University, “Holistic Evaluation of Teaching Policy”, online: Dalhousie University <https://www.dal.ca/dept/university_secretariat/policies/academic/holistic-evaluation-of-teaching-policy.html>.

Description of an effort to revamp evaluations of teaching to reduce reliance on SETs.

 

WHY (how)  DO WE DO STUDENT EVALUATIONS?

How a selection of universities explain what they are doing when they do SETs.

 

Berkeley Law, “Teaching Evaluation Procedures”, online: Berkeley Law <https://www.law.berkeley.edu/academics/evaluation-procedures/>.

University of Ottawa, “Evaluation of teaching and courses”, online: University of Ottawa <https://www2.uottawa.ca/about-us/provost/evaluation-teaching-courses>.

University of Toronto Faculty of Law, “Course Evaluations | Academic Handbook”, online: <https://handbook.law.utoronto.ca/courses/course-evaluations>.

University of Western Ontario Faculty of Law, “Academic Policies and Procedures”, online: https://law.uwo.ca/current_students/student_services/academic_policies_and_procedures.html

York University, “Course Evaluations”, online: <https://courseevaluations.yorku.ca/facultyhelp/midcoursetraining/>.

 

 

NOT JUST FOR T&P: A reminder of how students use SETs sometimes…

 

“The Canons Big Book of Course Reviews: 2022-23 Edition”, Canons of Construction (University of Alberta Faculty of Law Student Newspaper) (17 March 2022), online: <https://www.canonsonline.com/2022/03/the-canons-big-book-of-course-reviews-2022-23-edition/>.

 


2023 Call for Proposals

Find this post in PDF form

Find the call in french / Appel en francais.

CALL FOR PROPOSALS  

Annual Meeting 2023 

Deadline for proposals December 23 2022.   

Submit proposals using this form

The Canadian Association of Law Teachers first in-person meeting since the Summer of 2019 will be at York University in Toronto as part of the 2023 Congress of the Humanities and Social Sciences (May 27 to June 3 2023).   

 

CALT’s meetings will be  on Monday May  29 and Tuesday May 30 2022.   

The CALT Banquet and awards will be held concurrently with the Canadian Law and Society Association on the evening of Sunday May 28th, 2022, the night before our meetings begin.   

On Monday May 29 CALT will host a Luncheon for Junior Professors - all of those appointed to their first full time tenure track position in or after the month of January 2020.  

Congress 2023 is an important moment to come together and attempt to re/connect with our communities.  We are  particularly focused on the way our communities have both grown and changed since our last meeting, and of issues left on the table when we canceled our 2020 conference.  The Congress theme, Reckonings and Re-Imaginings has particular resonance in that light and will be somewhat familiar to  Canadian scholars and learners of law:   

The third decade of the twenty-first century has brought us into unprecedented times. An unrelenting global pandemic, protests for racial justice, and escalating climate disasters have heightened our awareness of the urgent need for collective action to help us create a more equitable and sustainable world. The lessons from Black Lives Matter, Idle No More, the Truth and Reconciliation Commission, and the Inquiry into Missing and Murdered Indigenous Women and Girls, have been joined by new lessons, new reckonings about what is needed to live in non-hierarchical relationships that can truly honour our human differences, while protecting the land, water and air we all need to live together.  

In the theme, “Reckonings and Re-Imaginings,” we invite the Congress community to pause and reflect on the lessons we have learned, but also to begin the work of imagining and enacting the terms under which we might create a radically different world. What might it mean for us to commit to knowing and caring for each other across our differences, understanding that the world we want to live in tomorrow is dependent on the action we take together today? Can we re-imagine a new set of social relationships grounded in decoloniality, anti-racism, justice, and preservation of the earth? This invitation for both reflection and action requires a genuine investment in the project of learning and growing, a willingness to participate in active and meaningful co-engagement, and a commitment to exercising patience and care in doing the hard work of changing belief systems and the world.”   

See more at the Congress main site here. 

AN EXPANDED FOCUS 

In putting together our program, we are proposing two particular areas of attention in addressing the themes above:  

  • We would like to pay particular attention to the work and needs of those members of the academy who have joined in the last 3 or 4 years (along with programming aimed at graduate students in law);
  • We are looking to make more space for discussions of scholarly legal research inside or across areas of legal scholarship - beyond the scholarship of teaching and learning.    

These plans complement our familiar focus on teaching and learning law in Canada.   

PROPOSALS 

We encourage the submission of complete or partial (with space for more participants)  proposals for sessions of 1.5hrs or 1 hour. We are open to a variety of formats and themes, as set out below and we encourage you to reach out to colleagues at different institutions and career stages to generate possibilities. 

Participants should assume that remote participation—for presenters and audiences—will not be supported at this conference. All participants should plan to attend the conference in person.  If you have questions or concerns please be in touch at [email protected]   

Form  (all sessions slots are 1.5 hours – you may request a 1 hour session) 

  

Substantive Themes related to Reckonings &  Reimaginings (feel free to identify more than one)  

  

  

  

  i.     Workshops (participatory workshops led by one or more people) 

  

a. Topics which relate to or engage with Indigenous and / or Black communities and  law or legal education  

  ii.     Roundtables (large number of speakers or expectation that all participate) 

  

b. Post Pandemic Reckonings and Reimaginings 

iii.     Panels (3-4 speakers presenting research work, with or without drafts and commentators) 

  

c. Teaching and Learning in Legal Education 

iv.     Author meets Reader 

  

d. Focus on scholarship about a particular issue. 

  v.     Another format 

  

e. Focus on scholarship in a particular subject area. 

  

By the time of the conference, all participants must be registered as members of CALT and registered for Congress   We would be delighted if you chose to become a member now: please visit https://www.acpd-calt.org/join_adhesion. 

The requirement of membership does not include JD students or community members who may be participating in your proposal. Please contact us directly in that case at [email protected] or indicate that people in this position are a part of your proposal. 

Submit proposals using this form.   

https://forms.gle/MXiYF2XsPutQcRt97  

Our Deadline is December 23 2022 but we will begin reviewing proposals on November 23 2022.    

Questions should be directed to  contact@acpd-calt.org 

 

We also anticipate a role in arranging ‘CALT-sponsored” Open Sessions (available to all Congress attendees).  These should closely relate to the theme-related sessions and so invite suggestions for sessions or speakers and expressions of interest in co-arranging specific sessions.  Limited funding may be available to support non-academics in travel and attendance in relation to these open sessions where applicable.  Creative proposals are welcome.  

  

 

CALT may award a “Congress Graduate Student Merit Award” worth approximately $500 to one graduate student who is presenting their work at our meetings.  Only students who are presenting work which can be described through an abstract of 250 words will be able to apply for this award.  The award recipient will be notified by May 2023, and funds will be disbursed in June 2023.  If you or someone participating in your proposed session is interested in this opportunity please indicate using the box available in the submission form.  

 

CALT members participating at Congress may also be eligible to receive a “Child and Dependent Care Subsidy” (up to 200 per person) via the Federation of Social Sciences and the Humanities. An application is required, and decisions about this subsidy will be released on May 2 2023.  Information about this opportunity will be distributed to all who are on the program in late March 2023.  


Dean Search: University of Victoria Faculty of Law

See here for a PDF listing the position and contact information, from the firm conducting the search.

No deadline is currently listed. 

 

"As a member of the University’s senior leadership team the Dean will collaborate with other Deans, academic leaders, senior administrators, staff, and other key stakeholders to implement and proactively advance UVic’s Strategic Plan and objectives as well as its Strategic Research, Indigenous, and International Plans. The Dean facilitates collaboration and leadership within the Faculty of Law and is expected to play a leadership role in shaping legal education in Canada and internationally. The Dean will provide leadership for the faculty’s future strategy, building on the law school’s evolving and emerging strategic goals and objectives The Dean will be a visionary leader who will enhance the Faculty of Law’s commitment to furthering equity, diversity and inclusion, excellence in scholarship, teaching, and service. The successful candidate will have a graduate degree in law or a related discipline and be eligible for an appointment at the rank of Full Professor. Experience in the Canadian post-secondary sector is an asset. The successful candidate will have a strong academic track record, knowledge of program development and experience in academic leadership. The successful candidate will have exceptional interpersonal skills with the ability to inspire innovation and collaboration and meet the evolving and diverse needs of students, faculty, and staff."


UBC Allard School of Law: Indigenous Faculty Position (Deadline Nov 14 2022)

Peter A. Allard School of Law University of British Columbia

Tenure-Track or Tenured Indigenous Faculty Appointment

See job ad on the Allard UBC Law website here or text below.

The Peter A. Allard School of Law at the University of British Columbia seeks to recruit an outstanding Indigenous faculty member and invites applications from Indigenous candidates for a full-time tenuretrack or tenured appointment, ideally at the rank of Assistant or Associate Professor. It is hoped that the position will commence July 1, 2023, subject to negotiation with the successful candidate. The successful candidate will be appointed to the rank appropriate to their qualifications and experience. Salary will be commensurate with qualifications. The position is subject to budgetary approval.

 

Read more

The Open Access Revolution: Workshop Recap

 

At CALT's July 6 web session on Open Access publishing we heard from practitioners, law teachers, and publishers about options for Open Access with CanLII.  I thought I knew what could be done with “online”, “open access” text books – but I think I’d fallen a bit behind and what I saw made me even more keen to join up.  There are lots of reasons to think about this, normative reasons (low price, public access) and functional/pedagogical reasons (customization, easy access, downloads possible, printing possible, and additional features such as embeds, links, etc).

Scroll down for more on Open Access resources and more on CanLII's platform.

Samuel Beswick is Assistant Professor at Allard where he’s teaching Torts.  You can see his Open Access, Torts casebook on CanLII:  Tort Law: Cases and Commentaries (2021 CanLIIDocs 1859). He put together two brief slides easily accessed here, to highlight important points, and he’s also done a short explainer at SLAW, here.  Those are really useful, but I think that taking a look at his casebook is perhaps the best way to see what’s possible (the artist who did the cover illustration is a student – you can see her work here).   

Sam was particularly interested in highlighting two things in his casebook.  First, a bit of comparative law from around the common law world in terms of tort doctrine.  Second, the question of how Tort law should work when the alleged tortfeasor is a public entity.  Doing his own casebook allowed him to bring those things to the fore.

Beswick's Tort Law is relatively purely a casebook – there is some commentary but it’s not from him.  But what a casebook! In particular:

  1. The cross referencing means that students can easily follow a case which might appear in a case book multiple times (for instance, in terms of the duty of care, the standard of care, and the remedy).
  2. The “additional reading” or “resources” linked can include video, news articles.
  3. The links mean that students can easily move from the excerpts he’s providing to the full text if they want to.

The work is hosted on CanLII and available completely open access.  Students can download it, access it via the web, or print it.  Sam, in fact, has it printed and requires that students buy it (at cost of printing/binding) so that they have it in print form (there were some interesting side conversations about comprehension and concentration when reading online/in print).   Sam said too that because CanLII SEO game is strong, he’s getting views from people who are probably just looking for general tort information but his book comes first when they search!

Sam has also enhanced his book with teaching tools including quizzes and help “structuring the answer on an exam” – these tools are hosted elsewhere but also available open access.  (I did not do very well on the defences quiz, 26 years post-Torts with Prof. Weinrib, scraping a pretty bare pass).

Reminder that CALT membership is open for online purchase (here). Please consider becoming a member if you find this kind of workshop and resource useful.

John Fiddick and Cameron Wardell are civil litigators in B.C., and the lead editors of The CanLII Manual to British Columbia Civil Litigation - open access on CanLII here (cover art for this Manual is by….Cameron Wardell!).  This is a different kind of project but it also highlights the incredible possibilities of OA as supported by CanLII, as a tool for access to justice and a space of collaboration not just sole authorship.

Initiated out of a concern that self-represented litigants (and new professionals) had limited places to go for a comprehensive guide to the civil litigation systems in BC.  It is deliberately written a format and language that will be accessible to the ordinary citizen.  Each of the 9 “pathfinders” (for instance, in personal injury law, residential tenancy law, and worker’s compensation law) in Administrative Law, Criminal Law Employment Law was written by a volunteer author, and a huge team of volunteer checkers and editors helped bring this project to fruition.   CanLII provided some coordination and formatting support, but the content is all volunteer-expert supplied.

Alisa Lazear,  Manager of Community and Content at CanLII, was closely involved in the development and production of the BC Manual and Sam’s Torts casebook.  While the casebook was largely a sole author production (Sam wrote it in word, and then it was uploaded to the CanLII platform), the Manual required more development and coordination.  CanLII is fielding a number of proposals for similar Manuals across the provinces.  The BC Manual is being well used (first citation, here).  As Cameron pointed out there are (Cameron’s emphasis!) “very serious lawyers” who use no database other than CanLII now.   Those of us (like me) who entered legal research just as analog methods were giving way to full text, fully commercialised databases, might not realize this – I’m not sure I did. 

 

If you want to read more about Open Access Resources in legal education, you can read the  Code of Best Practices in Fair Use for Open Educational Resources and/or  watch a series of topic specific recorded webinars about Fair Use for Open Educational Resources  here (h/t to Osgoode’s Carys Craig, the only scholar from a Canadian Law School involved here I think).  The materials are “…intended to support authors, teachers, professors, librarians, and all open educators in evaluating when and how they can incorporate third party copyright materials into Open Educational Resources to meet their pedagogical goals”.  The clear concern here is that understandings of IP and copyright might be stifling educational use beyond what the law actually requires.

If you want to know more about CanLII platform and policies around hosting Open Access resources, you can try here (Author guidelines), here (Lexbox, free to sign up, which will show you what your materials will look like on CanLII)  and here (Reflex, which automatically finds and hyperlinks an references in your materials which connect to CanLII resources – other hyperlinks need to be manually added). Despite  CanLII's small number of staff, it is developing into a significant player in Canada as a supplier of Open Access Resources in legal practice and legal education. Alisa Lazear also recommended this guide to publishing Open Access educational resources put together by a not-for-profit: The Rebus Guide to Publishing Open Text which details the kinds of things you have to think about, and the process from beginning to Open Access (well, and beyond, since with legal material you always have to think about updates/being up-to-date).

 

Apologies for any errors or misunderstandings in this post, entirely my own. Huge thanks again to Alisa, Sam, John and Cameron, and Sarah Sutherland of CanLII.

 

 

 

 

 

 

 

 

 

 

 


Workshop Report: Incorporating Disability into the Law School Curriculum

 

CALT is really grateful to this amazing group of professors who brought us a wonderful workshop on Incorporating disability into the curriculum on June 29 2022. 

  • David Lepofsky – Disability Advocate, Adjunct Professor of Law, University of Toronto and Chair of the Accessibility for Ontarians with Disabilities Act Alliance

 

Co Authors

  • Odelia Bay – PhD Student, Osgoode Hall Law School, York University
  • Ruby Dhand – Associate Professor, Faculty of Law, Thompson Rivers University
  • David Ireland – Associate Professor, Faculty of Law, University of Manitoba
  • Richard Jochelson – Dean, Faculty of Law, University of Manitoba
  • Freya Kodar – Associate Professor, Faculty of Law, University of Victoria

Anna Lund, Associate Professor, Faculty of Law, University of Alberta (moderator)

David Lepofsky opened the session, describing his report on this topic, originally written for Osgoode Hall Law School and soon to be published in the Windsor Yearbook of Access to Justice as a paper. David noted that he’s given talks at many schools on this topic and welcomes requests to do so – just reach out.

The lead author of Law and Disability: Cases and Materials, Laverne Jacobs (also the 2022  winner of CALT’s Academic Excellence Award!) spoke about the aims and scope of book (available here, tell your librarian and your colleagues), which she noted was “inspired by the notable absence of material about the lives of people with disabilities in law school curricula”.  She described it, in part, as  a “necessary part of cultural competency of students, disabled and non disabled alike”. 

Describing how she brings disability into the public law context, Dr. Jacobs (who teaches, inter alia, Admin law) suggested two practical tips.  First, reread an older case in light of changes in the law.  She suggested  Eldridge v. British Columbia (Attorney General), [1997] 3 S.C.R. 624, with which many will be familiar, which could be reread to ask whether the Medical Commission properly exercised discretion when it did not include sign language translation on the list of funded services.  Next, she suggested that a more recent case like Vavilov could be read with a disability lens.  Students can be asked to outline the actual impact on people with disabilities, people who access many statutory regimes of benefit provision, for instance.   She also recommended, in the area of equality and human rights law, Disability Rights Coalition v. Nova Scotia (Attorney General), 2021 NSCA 70 (CanLII), <https://canlii.ca/t/jjg28> , noting that it focuses on evidentiary requirements which are often important in disability related cases.

Odelia Bay, a sessional instructor in labour law and PhD candidate at Osgoode Hall Law School talked about how she uses her classroom to model accessibility and contrast it with accommodation, working in her teaching to assume that all her students are people with disabilities.  She also  establishes the difference between social and individual/medical models of disability and how these produce different legal analyses and outcomes.  She noted in particular the complexities of episodic disabilities, cases which challenge the idea of predictability in disability and “accommodation”, pointing to some a case she takes up in her contribution to the volume which involves the return to work of a person with bipolar disorder and the labour arbitration over what accommodations were required.  She noted that cases also offer the possibility of a discussion of social class and private support.  In the case she takes up, the person making the claim was a professor, and the final outcome included insurance payouts which lessened the financial cost of accommodation for the university.  But in many cases, people with disabilities will not have this kind of support.

Freya Kodar teaches in the areas of income support law, pension law, social welfare law and tort law.  Her engagement with disability analysis focuses on the ways that income support law provides income support across life course, but raises many questions about the adequacy of that support.  She particularly noted her efforts to ensure that students are able to problematize the need (in legal contexts) to present disability in a negative light in order to qualify for support.  Students can work on identifying the ways that this fits with the medical model and differs profoundly from how a disability justice approach or a social model/critical model might frame the issue.

David Ireland and Richard Jochelson wrote about disability in the criminal law context, considering in particular jury representations for people with disabilities (pointing out that in the case of Indigenous people in Canada, the percentage of people identifying as disabled seems to be higher and perhaps substantially higher than the 1 in 5 usually cited for the rest of the Canadian population)  and then the work done at inquests into deaths in state “care”, considering not only deaths in custody, but a other contexts as well. Their contribution also considers how mental and physical disability plays a role (or does not) in sentencing decisions. Like many of the presenters, these two emphasized the need to alert students to the failings of the legal profession in its own approaches to access and accommodation.

Finally, Ruby Dhand, who teaches mental health law spoke about her work in teaching this substantive content of mental health law (which, as she pointed out, intersects with a huge number of overlapping legal areas including human rights law, clinical legal education, health law, criminal law) as well as in furthering discussions about and importance of mental health in the profession.  Prof Dhand pointed to the importance of encouraging students to use a trauma informed lens in their own work as lawyers.

This discussion and this book highlight the ways that “disability” issues pervade our law, and people with disabilities are users of all of the doctrine and systems that are used by the non-disabled – with some systems uniquely focused on people with disabilities.  Thus the necessity of including this material and habituating our students to thinking about the way that disability is and should be treated in law seems clear.  Equally, we are teaching in spaces that include people with disabilities and thus must think about our own practices with respect to disability and access.  Finally our students, whether living with disabilities or not and whether planning to practice something that we might label “disability law” or not, must be prepared to have people with disabilities as their clients and colleagues and to respond in professional and appropriate ways to different needs and concern.

Get the book.

CALT is very grateful to all of the presenters in this workshop for their published work and their daily ongoing work to foreground and support the work of access and inclusion in form and practice.


Workshop Wednesday July 20 2022 @2PM EST

OCCUPATIONAL HEALTH AND SAFETY: A Primer and Strategic Mapping Exercise

Wednesday July 20, 2022 2:00PM EST

You will need to register in advance for this meeting by clicking here.

After registering, you will receive a confirmation email containing information about joining the meeting.Text in a circle reading Summer Sessions ACPD CALT 2022

The COVID-19 pandemic has put worker health and safety at the forefront of the news. Over half the workforce of Cargill’s meatpacking plant in High River, Alberta contracted the virus, resulting in at least three deaths. SEIU Healthcare, a union representing front line workers, asked police to investigate after three personal care attendants died from COVID-19, which they had contracted at work. Occupational health and safety law is intended to ensure that workplaces are safe, but not many lawyers have any familiarity with it. Few law schools offer dedicated occupational health and safety courses, while in some others OHS may be touched upon in a related course, but in most the topic is entirely absent from the curriculum. This session aims to provide law professors teaching in adjacent areas of law (e.g., labour & employment; business associations law) with knowledge and strategies for incorporating basic occupational health and safety law into their courses.

The goals of this session are two fold:  

  1. To provide law professors with a primer on occupational health and safety law, so that they feel more comfortable incorporating it into their classes, and 
  2. To provide law professors with space to consider where and how they might incorporate materials on occupational health and safety into their courses. 

Anna Lund (Moderator), Associate Professor at University of Alberta, Faculty of Law

Eric Tucker (Presenter), Professor at Osgoode Hall Law School, York University

Eric Tucker will deliver the primer on occupational health and safety law.  Eric Tucker has published extensively on occupational health and safety law and teaches a dedicated seminar on the subject at Osgoode Hall Law School.  His primer will cover the following questions   

  • What are the key policy goals of occupational health and safety law? What are the big ideas that illuminate this area?
  • What are key sources of occupational health and safety law? What resources could a law professor draw on to learn more about it?
  • Why is it important for students to understand occupational health and safety law? In what circumstances will they encounter it in practice?
  • What are some of the new and current questions in occupational health and safety law and scholarship?

Attendees at this session will be invited to take part in a mapping exercise.

First, they will be asked to identify where they may already be covering occupational health and safety law in their courses.

Next, they will be invited to consider where they might try to incorporate it more substantively in future iterations of their course.  

 


Workshop Wednesdays: July 6 2022 12PM Eastern

The Open Casebook Revolution

Please register in advance for this meeting by clicking here. After registering, you will receive a confirmation email containing information about joining the meeting.
The open access law book “revolution” (as named by  The Faculty Lounge), is gaining momentum. Open access law books are materials compiled and edited for law students, practitioners and/or the public that are freely hosted on websites and as downloadable, searchable, printable, mark-up-able PDFs. In the United States, dozens of open access law casebooks are popping up on platforms such as SSRN, Open Textbook Library, eLangdell and H2O.

old library in perspective, looking down symmetrical rows of shelves

In Canada, CanLII hosts Professor Beswick’s casebook, Tort Law: Cases and Commentaries, and Messrs

 Fiddick and Wardell’s handbook, The CanLII Manual to British Columbia Civil Litigation. These materials are freely available alternatives to commercial cas

ebooks and handbooks, which are typically expensive, heavy, and have a short shelf-life.  

Open access law books have clear practical, pedagogical and societal advantages. On the practical side, compared to commercial alternatives, open access books are simpler to edit, faster to publish, easier to update, and free. On the pedagogical side, they empower flexibility and innovation. They can be more readily structured to suit the editor’s teaching aims. They can link to podcasts 🎧, videos 📺, blogs, news, articles, books, and judgments. Readers can keyword search and highlight text. Students don’t break their backs carrying them. They can also be integrated with quizzes and exam exercises. On the social side, open access legal materials advance access to justice. Commercial materials are often beyond the reach of the public and, in some cases, students.

Open access legal publications help to keep the law accessible.  

This roundtable  will appraise and praise the practical, pedagogical and societal benefits of open access law books for law teachers, students and lawyers. We will begin by taking 10 minutes each to highlight the design innovations of our respective books and the impact we see them having.

We will then discuss among ourselves and with attendees the tricks and challenges for making such materials. We hope to encourage others to venture into creating open access casebooks, handbooks and other resources for students and curious members of the public.  

Sarah Sutherland (session chair), President and CEO, Canadian Legal Information Institute

  • Samuel Beswick, Assistant Professor, Peter A. Allard School of Law, University of British Columbia (presentation slides)
  • John Fiddick, Director, Whitelaw Twining.
  • Cameron Wardell, Partner, Mathews, Dinsdale & Clark LLP

text in a circle reading Summer Sessions ACPD CALT 2022


WORKSHOP WEDNESDAY June 29 12:30EST

INCORPORATING LAW AND DISABILITY INTO THE CURRICULUM

June 29 1230-2PM EST

Please register in advance for this meeting: click here. After registering, you will receive a confirmation email containing information about joining the meeting.

22% of Canadians over the age of 15 have at least one disability. Graduates of law schools will serve clients with disabilities, work alongside colleagues with disabilities and may themselves have or acquire disabilities over the course of their career. Key competencies for graduating law students include being familiar with how the law conceptualizes and addresses disability and having frameworks to critique the shortcomings of the existing law.  

The aims of this session are

(1) to provide concrete examples of how topics relevant to meeting the legal needs of individuals with disabilities can be incorporated into a wide range of courses across the law school curriculum and

(2) to engage law professors in a discussion of these topics.  Each participant will discuss a different area of law and how they bring awareness of the lived experiences of persons with disabilities into their classroom teaching.   

The session will touch on:  

  • models of disability and theoretical underpinnings 
  • equality and human rights law 
  • accessibility legislation (including the federal Accessible Canada Act)
  • employment law
  • benefits law
  • criminal law
  • tort law 
  • administrative law 
  • mental health law  

 

Time will be reserved after the roundtable for a dialogue among participants and attendees.  

The session participants include the contributors to Law and Disability in Canada: Cases and Materials (Toronto: Lexis Nexis Canada, 2021) and David Lepofsky, a longtime disability rights activist, who has a forthcoming article in the Windsor Yearbook on Access to Justice entitled, “People with Disabilities Need Lawyers Too! A Ready-To-Use Plan for Law Schools to Educate Law Students to Effectively Serve the Legal Needs of Clients with Disabilities, As Well As Clients Without Disabilities”.  

Anna Lund, Associate Professor, Faculty of Law, University of Alberta (moderator)

  • Odelia Bay – PhD Student, Osgoode Hall Law School, York University and co-author Law and Disability in Canada: Cases and Materials
  • Ruby Dhand – Associate Professor, Faculty of Law, Thompson Rivers University and co-author Law and Disability in Canada: Cases and Materials.
  • David Ireland – Associate Professor, Faculty of Law, University of Manitoba and co-author Law and Disability in Canada: Cases and Materials.
  • Laverne Jacobs – Professor, Faculty of Law, University of Windsor and lead author and General Editor, Law and Disability in Canada: Cases and Materials.
  • Richard Jochelson – Dean, Faculty of Law, University of Manitoba and co-author Law and Disability in Canada: Cases and Materials
  • Freya Kodar – Associate Professor, Faculty of Law, University of Victoria and co-author Law and Disability in Canada: Cases and Materials.
  • David Lepofsky – Disability Advocate, Adjunct Professor of Law, University of Toronto and Chair of the Accessibility for Ontarians with Disabilities Act Alliance. 

2022 CALT Award Winners

We are delighted to announce the winners of CALT's Academic Prizes for 2022.  In awarding the Prizes during our (virtual) AGM, President of CALT and Chair of the Awards Committee, Angela Cameron spoke. about the large pool of excellent papers.  Our tireless adjudication Committee struggled to choose winners this year, and we are grateful to them for their work. 

Find out more about CALT's awards here

 

2022 Scholarly Paper Prize

Marie Manikis (McGill University).   “Recognising State Blame in Sentencing: A Communicative and Relational Framework” Cambridge Law Journal (forthcoming)

Honourable mentions: 

Ignacio Cofone (McGill law): "Immunity Passports and Contact Tracing Surveillance” (published in the Stanford Technology Law Review) 

Stefanie Carsley (UOttawa law)- “Regulating Reimbursements for Surrogate Mothers” (published in the Alberta Law Review) 

CALT Prize for Scholarship of Teaching and Learning 2022 

David Sandomierski (University of Western Ontario) , John Bliss (University of Denver), and Tayzia Collesso (JD, UWO). “Pass for Some, Fail for Others: Law School Grading Changes in the Early Covid-19 Pandemic” (under review for publication)

Honourable mention:

Sarah-jane Nussbaum  "Critique-Inspired Pedagogies in Canadian Criminal Law Casebooks: Challenging 'Doctrine First, Critique Second' Approaches to First-Year Law Teaching" in (2021) 44 Dalhousie Law Review https://digitalcommons.schulichlaw.dal.ca/dlj/vol44/iss1/7/ 

 

CALT Prize for Academic Excellence 

This Prize honours exceptional contribution to research and law teaching by a Canadian law teacher in mid-career. 

Winner: Prof. Laverne Jacobs, Professor, Associate Dean, Research & Graduate Studies at the University of Windsor Faculty of Law 

Prof. Jacobs is an accomplished and respected teacher, researcher, administrator and social justice advocate. The Adjudication Committee Chair noted:

"....the number, breadth, depth and remarkable positivity of the reference letters that accompanied Prof. Jacob’s nomination for this prize. Her peers, students and members of her community seemed so excited to have the opportunity to speak enthusiastically to her many accomplishments- they were a pleasure to read, and constituted a real tribute to Prof. Jacob’s broad and enduring impact."

 


OFFICIAL NOTICE OF ANNUAL GENERAL MEETING JUNE 8 2022 3PM-4PM

AVIS OFFICIEL DE L'ASSEMBLÉE GÉNÉRALE ANNUELLE/ OFFICIAL NOTICE OF ANNUAL GENERAL MEETING

VEUILLEZ NOTER QUE l'Assemblée Générale Annuelle de l'Association canadienne des professeur(e)s de droit aura lieu le / TAKE NOTICE that the Annual General Meeting of Canadian Association of Law Teachers will be held on 

Mardi le 8 juin 2022, à 1500h HAE    / Tuesday 8 June 2022 at 3 PM EDST

Via Zoom Internet Meetings

Please register in advance for this meeting to  receive a zoom link via email.  Merci de vous inscrire à l'avance.  Vous recevez ensuite un e-mail avec un lien “zoom”: https://yorku.zoom.us/meeting/register/tJ0vc-GgqD0iHN26dq2ZM7hI1elzyHxFqJ94

Avis présenté ce  27 mai 2022/ Notice given this 27 of May, 2022

 

version .docx version

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UBC Allard School of Law 2022-2023 Global South Visiting Scholar In-Residence || Deadline: June 30, 2022

Tell your friends and please circulate: 

2022-2023 Global South Visiting Scholar In-Residence Program

Call for Applications

Deadline: June 30, 2022

The Peter A. Allard School of Law at the University of British Columbia, Vancouver, Canada, situated on

the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people, seeks to host

an exceptional scholar from the Global South for a short-term, fully funded visiting scholar in-residence

program. For the purposes of this competition, “Global South” includes all low or middle-income countries

located in Africa, Asia, Central and Latin America, the Middle East, Oceania and the Caribbean.

The successful Global South Visiting Scholar (GSVS) will spend a minimum of two weeks and maximum of

one term in residence at the Peter A. Allard School of Law. For this iteration of the program, the GSVS

must be able to complete this opportunity during the 2023 calendar year. In order to facilitate active

participation in the Law School community, the GSVS must arrange to be in residence during Allard’s

academic year, January-March 2023 or September-November 2023. Preference may be given to

candidates who are able to attend during the January-March 2023 term. As part of their visit, the GSVS is

expected to give lectures, hold sessions with faculty and graduate students, and conduct independent

research. The ideal candidate will be an early to mid-career scholar with a demonstrated commitment to

research and/or legal work in the area of resource extraction and/or land grabs, with a particular focus on

the rights of Indigenous peoples and local communities. Preference will be given to candidates with a

demonstrated interest in international or comparative law.

 

MORE INFORMATION AND APPLICATION INSTRUCTIONS HERE.


CALT Conference Series 2022

CALL FOR PROPOSALS

Online workshops and roundtables (and more)

to be held in June 2022

 

Deadline for Proposals April 22 2022

In lieu of a conference this summer, CALT proposes a series of Wednesday sessions in June, with a longer session including our AGM on June 8th

CALT is now soliciting proposals from Canadian law teachers for online roundtables or workshops connected to legal education.

For events included in the series, CALT will provide publicity (through its website, mailing list, and other channels) and assume responsibility for the technical aspects of hosting the meeting (registration through Zoom, etc.).

CALT would be glad to consider partnering with other academic or professional organizations in order to co-host particular events in the series.

 

Proposals should address a unified theme, and be designed for a total duration of 60 to 120 minutes, including activities and/or discussion.

 

Sessions may be in one of two formats: workshops (with active learning and participatory approaches aimed at capacity building); or, roundtables (interactive discussion and exchange, either with a small group of panelists with some participation by the room, or intended to engage the whole room). Other formats may be proposed.

 

Proposals should be contained in a standalone Word document (i.e. not in the body of an email) that is no longer than 2 pages and must provide the following information:

  • Session title;
  • Session format (workshop, roundtable or other) and length
  • Brief description of session topic, content and agenda (100-500 words)
  • Identification at least 3 presenters, including a session chair.

**Please note while CALT has currently suspended membership fees, we will be reinstating modest membership fees before June 2022, in the <$50 range for full time faculty.  All presenters will be expected to become CALT members and pay the membership fee)

  • Brief biographical information for each contributor (including institutional affiliation and position title or program status);
  • Identification of partner (co-hosting) organization, if any;
  • Preferred dates, if any (June 1, 15, 22, 29 are the Wednesday dates we are looking at – along with the second Wednesday of the month in some of all of July through December.

Please send all proposals, in Word format, as well as any suggestions or expressions of interest, to <[email protected]> no later than April 22 2022.

The CALT Conference Committee will review all proposals and make selections based on timeliness, rigour, anticipated interest of CALT members, and potential for interactive exchange and learning impact.

If a proposal is selected, members of the CALT Conference Committee will contact the persons making the proposal to agree upon a date and time. The Committee may request additional information and modifications.


CALT Letter to the Canadian Federation of Law Societies / ACPD Lettre à la Fédération des ordres professionnels de juristes du Canada 

[version fr]

December 23, 2021

Dear Ms. Villeneuve,

Thank you for inviting representatives of CALT to participate in the focus group on the FLSC’s Competency Profile Development project on November 12, 2021. We shared some initial thoughts at the meeting and promised we would follow up by the end of the year.

As you are aware, we have concerns about the Competency Profile and the process that has been adopted to this point.

We are very much aware of, and in agreement with, the need for the renewal of the NCA process. We recognize that the increasing number of entrants to the practice of law who have not received a legal education in Canada is a regulatory challenge for all law societies. However, our concern, as the representative organization for Canadian law professors, is that the solution that you are proposing will inevitably have an impact on the National Requirement for Canadian law schools. While we question the presumption that the NCA process should necessarily impact the National Requirement, the facilitator in the focus group explicitly posited this inter-relationship. Our concerns, which we detail below, focus on what we see as deficiencies in content and process of developing the Competency Profile from the perspective of how it may impact Canadian law schools.

First, CALT is committed to the idea of life-long learning for lawyers, as are most law societies. For us this means there are at least three stages of legal education: academic training, pre-call bar admissions processes or their equivalent, and post-call continuing professional development. For each of these stages to work, there must be respectful collaboration between the law societies and the legal academy. Regrettably, the process that has been adopted to develop the Competency Profile for NCA students falls short of respectful collaboration. From what you have shared with us, it has been ongoing for at least two years without any formal communications with Canadian law schools or bodies representing the legal academy. Moreover, you have indicated that your hope is to complete the profile by February or March 2022, thereby indicating that you believe that most of the work has now been done. Our concern is that any consultations at this stage are too little and too late to be meaningful.  This is especially so given the potential impact on the National Requirement.  In our view, Canadian law schools, individual law professors with subject-matter expertise, and relevant associations of law teachers ought to have been integrated into this process in a more substantial way at a much earlier time. We are also concerned that the current work on the competency profile appears to have overlooked the need to consult with clients and communities, especially justice-seeking communities, about what competencies lawyers ought to have. As we will indicate in our final paragraph what is required is a fundamental rethink and reset of both the process and the aspirations of the project.

Second, our core concern is that by identifying an extremely detailed list of level one competencies, in effect the FLSC is presuming to dictate to law schools, whether they are in Canada or elsewhere, what to teach law students. Law schools have an academic mission that is distinct from the mission of law societies. One of the fundamental responsibilities of law schools, among others, is to help our students, through a variety of perspectives and pedagogical approaches, to think critically about both law and the legal system. However, the idea of critical thinking barely appears in your list of competencies. Rather, the goal seems to be to ensure that students are ‘practice ready’ in a highly technical sense.  In keeping with the idea of a continuum of learning, law schools acknowledge that their programs lay an important foundation for legal practice across the range of knowledge, skills and values required for competent lawyering.  But law schools do not confine themselves to that foundation and can only go so far in that direction.  The foundation laid in law schools enables graduates to be ready to transition to practice, but it does not seek to make them practice ready in the narrow and limited sense spelled out in the draft Competency Profile. In our opinion this is an attempt to unilaterally change the objectives and operations of law schools, specifically by downloading the long-standing responsibilities of the legal profession for transitional practical training to them.

Third, the outlining of 11 domains, each with multiple sub-competencies, will generate numerous problems:

  • If the profile, and all its details, is applied to law schools, it will dictate nearly the entirety of law school course offerings. Students will have to enroll in a substantial number of mandatory courses in all years of study. As such, the profile will limit student choice vis-à-vis their course selections. If students have to fulfill these competencies, there will be little room for them to explore the wide variety of offerings, both substantive and pedagogical, currently available at Canadian law schools. For example, in recent years, in response to student demands, many law schools have begun offering specializations/certificates in certain areas of law. To attain such a certificate, students are required to take a designated number of credits in a given field. This will be impossible to achieve if they must comply with the competency profile as it is currently designed.

 

  • The competency profile itself presumes a uni-dimensional lawyer, because the focus seems to be to prepare lawyers for a traditional vision of generalized solo practice. Solo practitioners are an extremely important part of the legal profession and are often on the front lines of access to justice. However, even solo practise is highly heterogenous and increasingly specialized, and of course many law school graduates do not pursue this practice route at all. They join larger firms, become government lawyers, work in-house, and so on. Moreover, in all of those practise environments there is constant change in legal substance, processes and approaches – which are the focus of the competencies – whereas the deeper capacity for critical thinking, to which law schools are oriented, is an enduring requirement.

We agree  that there should be support for lawyers who seek solo practice, and that law schools can play an important role in establishing foundations for solo practice. But law schools must limit themselves to that foundational role, while also providing a foundation for a broader spectrum of practise environments and in relation to the broader range of contexts in which our graduates may engage.  

  • The competency profile will stymie innovation and modernization of law school curricula. Law schools are very much aware that law and the legal profession are in transition locally, nationally, and internationally. We constantly assess and rework our course offerings to ensure that our students have a legal education that is relevant to a rapidly changing world. The micromanagement and inherent rigidity embedded in the competency profile is ill-suited to such a fluid and forward-looking understanding of the nature and function of university-based legal education.'

 

  • The competency profile will result in a cookie-cutter approach to legal education, whereby each law school will have to offer a roughly similar curriculum. In recent years we have witnessed the increasing diversification of Canadian law schools, as each has pursued its own vision. Rather than embracing this diversity, the profile promotes uniformity and demands conformity.

 

  • The channeling of students into a significant number of mandatory courses will dramatically impair joint academic programs between law and other disciplines such as computer science, Indigenous studies, social work, the humanities, engineering and business administration. It will also negatively affect the potential for students to spend a term on exchange at a university in another country. Both joint programs and exchanges depend on students having a reasonable amount of flexibility in their choice of courses.

 

As we have noted earlier, we envision the relationship between the law societies and universities to be collaborative  and co-operative. To this end we suggest that the next steps should be 1) to create a new level one profile that better encapsulates the objectives of academic legal education and is the product of a partnership between law schools and the law societies and 2) to merge what is currently level 1 with level 2 and ensure that the law societies provide adequate transitional education opportunities prior to the call to the Bar, including, where appropriate, through collaboration with interested law schools (such as through the integrated practise program available in Ontario). Furthermore, in pursuit of the goal of life-long learning, we would also encourage for law societies, perhaps in partnership with law schools where appropriate, to design and deliver robust mandatory continuing professional development programmes.

We trust that this submission will provide a more specific articulation of the concerns of CALT and look forward to further consultation with the FLSC.

 

Richard Devlin & David Wiseman,

On behalf of the Executive of CALT/ACPD

 

 


Lincoln Alexander School of Law (Ryerson/X): Six (6) Ass't Prof/Tenure Track Positions in Law

Six tenure track Assistant Prof positions! "Applications received by December 6, 2021, are guaranteed consideration, but the positions will remain open until filled".  Details below the jump or here on Ryerson's website.

"Any confidential inquiries about the opportunity can be directed to the School Hiring Committee Chair, Professor Asher Alkoby at [email protected]"

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Job Opportunity (deadline Nov22): ED & General Counsel Canadian Civil Liberties Association

The CCLA is hiring a combined ED/GC ("consideration will be given to splitting the roles"). Accessing the page at the search firm is a little tricky - click here, and choose Ontario and Legal as your filters.  The ad is copied below. 

"The Canadian Civil Liberties Association (CCLA) is a non-profit organization in Canada devoted to the defence of civil liberties and constitutional rights. CCLA is a human rights and national civil liberties organization committed to defending the rights, dignity, safety, and freedoms of all people in Canada. Founded in 1964, CCLA is the pre-eminent voice advocating for the rights and freedoms of all Canadians and all persons living in Canada, working in the courts, before legislative committees, in the classrooms, and in the streets, protecting the dignity and rights of Canadians.

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Call for Papers/Conference Family Law Reform: Revue de Droit de Université de Sherbrooke

 

 

Call for Papers

Family Law Reform

(special issue scheduled for publication, Summer 2023)

 

Sherbrooke, November 1, 2021

Following the presentation of Bill 2 – Loi portant sur la réforme du droit de la famille en matière de filiation et modifiant le Code civil en matière de droits de la personnalité et d’état civil, October 21, 2021, by the Minister of Justice Simon JolinBarrette, the Faculty of Law of the Université de Sherbrooke will host a one-day conference on this Family Law Reform proposal in the Spring of 2022.

This conference, organized under the direction of Professors Andréanne Malacket (Université de Sherbrooke) and Johanne Clouet (Université de Montréal), will be presided by the Honorable Nicholas Kasirer (Honorary President). It will bring together leading experts who will examine different facets of this substantial reform in private law, notably by addressing its impact on the following subjects:

  • Filiation by blood;
  • Filiation by assisted procreation, including surrogacy;
  • Adoption;
  • Gender identity;
  • Tutorship and parental authority; • The right to know one’s origins.

The preliminary program as well as the date of the conference will be announced within the next few weeks. 

In addition to this conference, the proceedings of which shall be published, the Revue de droit de l’Université de Sherbrooke has decided to issue a general call for papers.

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DEADLINE EXTENDED Allard School of Law UBC Tenure-Track or Tenured Faculty Indigenous Faculty Appointment (due Nov 15 2021)

Peter A. Allard School of Law University of British Columbia 

Tenure-Track or Tenured Faculty 

Indigenous Faculty Appointment 

DEADLINE EXTENDED TO NOV 15 2021

The Peter A. Allard School of Law at the University of British Columbia seeks to recruit an outstanding Indigenous senior facultymember and invites applications from Indigenous candidates for a full-time tenure-track or tenured appointment, ideally at the rank of Associate or Full Professor. It is expected that the position will commence July 1, 2022, subject to negotiation with the successful candidate. The successful candidate will be appointed to the rank appropriate to their qualifications and experience. The position is also subject to budgetary approval. 

Absent exceptional circumstances, a LL.B., J.D. or equivalent law degree plus relevant advanced graduate level education in law or related fields will be required. Exceptional circumstances can include placement in relevant senior political, administrative, and/or legal positions. The successful candidate will be an Indigenous person with a strong record of academic research and/or professional activities, demonstrated achievement in education, and a commitment to contributing to one of Canada’s premier law schools. For those meeting the educational criteria, additional experience in working with Indigenous communities is an asset. There are no subject area requirements for the candidate’s scholarly and teaching contributions to Allard Law, although it will be helpful for candidates to identify ways in which their work will contribute to the School’s programs in teaching and research. Salary will be commensurate with the qualifications of the candidate. 

Click here for a pdf of this posting

 

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Allard School of Law UBC: Up to 2 Assistant/Associate Professor Appointments

Peter A. Allard School of Law University of British Columbia 

Assistant/Associate Professor Appointments 

The University of British Columbia’s Peter A. Allard School of Law invites applications for up to two tenure-track or tenured appointments at the level of Assistant or Associate Professor. We seek candidates whose demonstrated research and teaching interests are focused in at least one of the following areas: health law, disability law, tort law, trusts, conflict of laws, and professional ethics. Successful candidates will demonstrate an ability to teach in our core curriculum. 

The Allard School of Law is committed to excellence in legal education and research. As part of an outstanding public university, situated on traditional, ancestral and unceded Musqueam lands in one of the most open, diverse and beautiful places in the world, we provide an inspiring environment for legal scholars and students to study law and its role in society, and to contribute to improving lives in our local communities, across Canada, and around the world. 

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Allard School of Law UBC Canada Research Chair Tier 2 (Due October 17, 2021)

 

 Peter A. Allard School of Law University of British Columbia 

 Canada Research Chair (Tier 2) in Law 

The Peter A. Allard School of Law at the University of British Columbia (UBC), Vancouver, invites applicants for a Canada Research Chair, Tier II in Law. This position is expected to be a full-time, tenure-track appointment at the rank of Assistant or Associate Professor. Candidates with several years of full-time teaching experience and a substantial research record well beyond their graduate work may be considered for an appointment at the Assistant Professor level, if they are not yet appointable at the Associate level. 

The successful candidate will have a JD, LLB or equivalent law degree and, absent exceptional circumstances, a completed PhD or SJD or other doctoral degree in law or a related discipline. The successful candidate will have an outstanding academic profile, including scholarly publications and research plans that demonstrate the potential to contribute to the nationally and internationally acclaimed record of research and scholarship at one of Canada’s premier law schools. The successful candidate will also be expected to establish a productive scholarly agenda, to provide effective teaching and mentoring of JD and graduate students, to teach in the core curriculum, and to assume leadership roles within the School of Law appropriate for the appointed rank. 

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ANNOUCEMENT -- Registration Open for CALT 2021 Conference

We are happy to announce that registration is now open for the CALT 2021 virtual conference (7-10 June) here.  There is no registration fee, but registration is obligatory.   Also, an updated Program in Brief, as well as the Full Program, are now available.


CALT 2021 Conference Registration

We are happy to announce that registration is now open for the CALT 2021 virtual conference (7-10 June) here.  There is no registration fee, but registration is obligatory.   Also, an updated Program in Brief, as well as the Full Program, are now available.


Teaching Wellbeing in Law: June 1, 1-335PM online.

Brandon Stewart (Dalhousie) and Lynda Collins (Ottawa) are inviting people to join in on June 1, 2021 from 1:00-3:35pm EST for an online symposium on Teaching Wellbeing in the Law. 

Speakers will include:

  • Professor Marilyn Poitras (University of Saskatchewan), who created Canada’s first law school course in “Happiness and the Law” and now directs the Indigenous Law Centre at the University of Saskatchewan
  • Professor Rhonda Magee (University of San Francisco), author of The Inner Work of Racial Justice: Healing Ourselves and Transforming our Communities through Mindfulness
  • Professor Thomas Telfer (Western University), who teaches “Mindfulness and the Legal Profession”
  • Daniel Lussier-Meek (University of Ottawa), Director of Indigenous and Community Relations
  • Professor Brandon Stewart (Dalhousie University), co-author of “Engendering Hope in Environmental Law Students”
  • Professor Jordana Confino (Fordham University), who teaches a course on Positive Lawyering
  • Professor Karen Ragoonaden (University of British Columbia), who is an expert in Mindful Approaches to Anti-Oppression Pedagogy
  • Professor Lynda Collins (University of Ottawa), who teaches “Happiness and the Law”
  • Heather Cross, Appellate lawyer and teacher of “Mindfulness in the Law”

Below you can find both connection information and a working program. Please direct any questions related to the symposium to [email protected]

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