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

Sonia Lawrence

  • published UBC Indigenous Jr Faculty Position in Home 2022-09-16 18:30:41 -0400

    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.

     

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  • published The Open Access Revolution in Home 2022-07-11 10:51:43 -0400

    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.

     

     

     

     

     

     

     

     

     

     

     


  • published Award Winners 2022 in Home 2022-06-13 17:08:16 -0400

    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

     

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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.


  • published CALT Conference Series 2022 in Conference 2022-03-14 17:09:10 -0400

    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.


  • published Join our email list 2022-02-24 07:45:19 -0500

    Join our email list

    CALT sends out emails infrequently - a maximum of once per week, and usually once per month or less. 

    Being on the mailing list is not the same as being a member. 

    If you would like to become a member instead of just joining the list, (members are automatically added to the email list)  please click here.

     

    Sign up

  • 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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  • 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. 

    Click here for a pdf of this posting.

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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. 

    Click here for a PDF of this posting. 

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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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  • 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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