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 8^th. 

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.

ACPD-CALT Bulletin

March 2022 mars

matières - contents

1. Mise à jour de la colloque 2022 / Update on Conference 2022

2. CIAJ-ICAJ L’honorable Rosalie Silberman Abella : une vie d’avant-garde Les 12 et 13 mai 2022 | The Honourable Rosalie Silberman Abella: A Life of Firsts May 12-13, 2022

3. Domestic Violence in the Law School Curriculum Survey (English only)

4. Research Survey Professeur(e), how are you doing? A survey on linguistic diversity and quality of life at work among university professors | Sondage: Professeur(e), how are you doing? Une étude sur la diversité linguistique et la qualité de vie au travail des professeur·e·s d'université

Items relevant to teaching and learning in legal education can be sent to [email protected] re: ACPD-CALT Bulletin. | Les nouvelles pertinents à l'enseignement et à l'apprentissage en éducation juridique peuvent être envoyés à [email protected] au sujet de : ACPD CALT Bulletin

UPDATE: CALT 2022 Conference & AGM

Instead of holding a traditional multi-day conference, we plan to hold a one-day virtual event on Wednesday 8 June, including our AGM, followed by a weekly series of virtual sessions over the remainder of June. The one-day event will be organized by the CALT conference committee. For the weekly sessions, a Call for Proposals will be released shortly, inviting members to propose sessions that they will undertake, with the logistical and promotional support of CALT. If there is sufficient interest, further occasional virtual sessions could be scheduled during July and August.

This decision has been taken following consideration of the results of the poll of members relating to participation in a proposed virtual or hybrid conference, as well as notification from ACCLE that they are not proceeding with an in-person component to their proposed conference in the week of 6 June. We still hope to collaborate with ACCLE on the 8 June event.

Mise à jour de la colloque 2022

Au lieu de tenir une conférence traditionnelle de plusieurs jours, nous prévoyons d'organiser un événement virtuel d'une journée le mercredi 8 juin, y compris notre AGA, suivi d'une série hebdomadaire de sessions virtuelles pendant le reste du mois de juin. L'événement d'une journée sera organisé par le comité de la conférence ACPD. Pour les sessions hebdomadaires, un appel à propositions sera lancé prochainement, invitant les membres à proposer des sessions qu'ils réaliseront, avec le soutien logistique et promotionnel du ACPD. Si l'intérêt est suffisant, d'autres sessions virtuelles occasionnelles pourraient être programmées en juillet et août.

www.ciaj-icaj.ca

The Honourable Rosalie Silberman Abella: A Life of Firsts – May 12-13, 2022

The uOttawa Public Law Centre, the Canadian Institute for the Administration of Justice, the Human Rights Research and Education Centre, and The Advocates’ Society invite you to come together and celebrate the remarkable career legacy – and exceptional life! – of the Honourable Rosalie Silberman Abella.

This event will take place in person in Ottawa and online, in the presence of our guest of honour. Some 65 speakers, who are key players in the justice system from across Canada and abroad, will examine her influence on law and society.

We hope to see you all there to pay tribute to this outstanding woman and jurist, who has left her imprint at so many levels!

Location: In person at Delta Hotel Ottawa City Centre, and online (live streaming)

Cocktail: May 11^th, 2022, National Gallery of Canada

Full brochure and registration form: https://ciaj-icaj.ca/en/upcoming-programs/justice-rosalie-abella-conference-2022/

L’honorable Rosalie Silberman Abella : une vie d’avant-garde – Les 12 et 13 mai 2022

Le Centre de droit public de l’Université d’Ottawa, l’Institut canadien d’administration de la justice, le Centre de recherche et d’enseignement sur les droits de la personne et la Société des plaideurs vous invitent à célébrer la remarquable carrière – et la vie exceptionnelle ! – de l’honorable Rosalie Silberman Abella.

Cette célébration aura lieu en personne à Ottawa et en ligne, en présence de notre invitée d’honneur. Plus de 65 acteurs clés du système de justice du Canada et d’ailleurs y prendront la parole afin de mettre en lumière son influence sur le droit et la société.

Nous espérons que vous y viendrez en grand nombre afin de rendre à cette femme et juriste hors du commun un hommage à sa mesure.

À très bientôt,

Lieu : en personne à l’hôtel Delta Ottawa City Centre, et en ligne (diffusion en direct)

Cocktail : le 11 mai, au Musée des Beaux-Arts du Canada

Programme et formulaire d’inscription : https://ciaj-icaj.ca/fr/programmes-a-venir/conference-juge-rosalie-abella-2022/

CALT member Jennifer Koshan (UCalgary) shares this survey on domestic violence and legal education for a project she is involved in. If you are able, please complete the survey as soon as possible - it will close in late March.

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[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

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]"

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. 

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.

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

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. 

Click here for a pdf of this posting.

 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. 

Click here for a PDF of this posting. 

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.

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.

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]

We are delighted to confirm that the virtual conference will take place over four days, from Monday 7 June to Thursday 11 June.   Two sessions will be offered on each day, as well as the CALT AGM on Tuesday 8 June.  A ‘program-in-brief’ is now available on our website here.

Sessions will be conducted via Zoom, hosted by Schulich School of Law, Dalhousie University. Registration will be required, but there will be no registration fee.  An Eventbrite registration page is coming soon and will be the source for further program information.  For any questions, please contact us at [email protected]

Please SAVE THE DATES and STAY TUNED.

CALT conference 2021: SAVE THE DATES!

We are delighted to confirm that the virtual conference will take place over four days, from Monday 7 June to Thursday 11 June.   Two sessions will be offered on each day, as well as the CALT AGM on Tuesday 8 June.  A ‘program-in-brief’ is now available on our website here.

Sessions will be conducted via Zoom, hosted by Schulich School of Law, Dalhousie University. Registration will be required, but there will be no registration fee.  An Eventbrite registration page is coming soon and will be the source for further program information.  For any questions, please contact us at [email protected]

Please SAVE THE DATES and STAY TUNED.

We are pleased to release the Call for Proposals for the 2021 annual conference of the Canadian Association of Law Teachers (CALT).   The conference will be held in a virtual online format throughout the week of 7 to 11 June (which is the week following the virtual gathering of the Congress of the Social Sciences and Humanities). 

Call for Proposals 

CALT annual conference 2021

7-11 June, 2021

Virtually Hosted by:

 Schulich School of Law, Dalhousie University, Nova Scotia

We are pleased to release this Call for Proposals for the 2021 annual conference of the Canadian Association of Law Teachers (CALT).   The conference will be held in a virtual online format throughout the week of 7 to 11 June (which is the week following the virtual gathering of the Congress of the Social Sciences and Humanities). 

The virtual platform for the conference will be provided by the Schulich School of Law at Dalhousie University, Nova Scotia.  We gratefully acknowledge their participation and support.

Subject to the level of response to the Call for Proposals, and logistical factors, our tentative plan is to schedule 6 plenary sessions over the course of the week, with no more than two sessions of up to two hours duration on any one day. 

The general focus of the conference will remain on legal education and pedagogy.  We primarily invite proposals on two specific themes:

1. “Building Back Better: Lessons from Adapting to Teaching in the Pandemic”;
2. “Bridging Divides: Confronting Colonialism & Anti-Black Racism” – the theme of the cancelled 2020 conference.

We will also consider proposals that address non-theme topics and issues of current interest in legal education and law, but preference may be given to theme-related proposals and proposals that address teaching and learning.

We are pleased to announce that the Canadian Association of Law Teacher’s annual conference is resuming in 2021. The conference will be held in a virtual online format throughout the week of 7 to 11 June (which is the week following the virtual gathering of the Congress of the Social Sciences and Humanities).  A Call for Proposals will be issued soon.  The CALT AGM will also be held during that week.  See the Conference page for more information.

We are pleased to announce that the Canadian Association of Law Teacher’s annual conference is resuming in 2021. The conference will be held in a virtual online format throughout the week of 7 to 11 June (which is the week following the virtual gathering of the Congress of the Social Sciences and Humanities).  A Call for Proposals will be issued soon.  The CALT AGM will also be held during that week.

Subject to the level of response to the Call for Proposals, and logistical factors, our tentative plan is to schedule 6 plenary sessions over the course of the week, with no more than two sessions of up to two hours duration on any one day.  The general focus of the conference will remain on legal education and pedagogy.  We anticipate inviting general proposals with that focus, as well as inviting proposals engaging two specific themes: one theme focusing on lessons from adapting to teaching in the pandemic; the other reaching back to the theme of the cancelled 2020 conference, “Bridging Divides: Confronting Colonialism & Anti-Black Racism.”

David Sharpe Professorship of Indigenous Law at Queen’s University.  The Faculty encourages applications from established academics with a view to an appointment to a tenured position at the rank of Professor or Associate Professor. The Faculty will also consider applications from early career academics with a view to an appointment to a tenure track position at the rank of Assistant Professor. Consideration of files begins on February 1, 2021. For more information see:

https://law.queensu.ca/faculty-recruitment

In Fall 2020, the Lakehead Faculty of Law moved most classes online. Generally, the online instruction has gone well. The experience of switching to online in March provided useful lessons in how to adapt. So too did teaching two Spring courses, a new option that was over-subscribed.

Queen’s Law has adopted a hybrid model for the 2020-21 academic year. All large upper-year lecture classes are online. Many 1L classes and a select number of upper-year seminars and clinical courses meet partly in-person and partly remote. This model provides students, especially 1Ls, some opportunity for in-person classes. All students have the option to take classes fully remotely.

When the Faculty of Law at the Université de Montréal resumed classes this fall, most classes were online. However, a small number of classes were taught in person. In addition, several first-year courses used a hybrid format, with some proportion of students attending in person, on a rotating basis. Professors who adopted this hybrid format reported that in-person attendance was below capacity, raising questions about whether the effort to offer such a format had been worthwhile.

In Fall 2020, the Faculty of Law at the University of Windsor moved online for all but select clinical and experiential learning opportunities. This will remain essentially the same in Winter 2021, with some important smaller group work occurring in person with a priority on the first-year experience. 

Classes this fall are online. Instructors were told in May to prepare for online teaching although there were still questions about whether some in person teaching would be encouraged/allowed. There were some efforts to hold some in person classes earlier in the term, mainly to give our 1L students at least one chance to meet with some classmates. All in person meets had to have options for those students who are attending from elsewhere or who preferred not to attend in person.

In the fall of 2020, the CALT website is featuring updates from law professors about how their institutions are responding to the challenge of teaching during a pandemic.

The University of Alberta Faculty of Law has moved to largely online delivery of the curriculum, with some exceptions for approved seminars, clinic courses, and a handful of lecture classes which could be taught in a safe environment or with rotating small group sessions.