Social Dreaming Matrix Project Workshop

Marc Maltz, Partner, Triad Consulting Group LLC
Evangeline Sarda, Boston College Law School

Social Dreaming (SD) is a means to understand our dreams in relation to the communities and organizations in which we live and work. In a Social Dreaming Matrix (SDM), participants gather to share dreams and explore the social nature of dreams. The focus is always on the dream, not the dreamer. From this stance, each dream and our associations to it connect to other dreams and to the broader world. When dreams are taken collectively, the matrix provides insight into the broader contexts in which we live and provides access to new ways of thinking about our work, interactions, and context.

Workshop participants will learn about SD and how to host SDMs. Then, each morning of the conference, workshop volunteers may host or participate in an SDM open to all conference participants, like morning meditation or yoga sessions. The collection of dreams will be available to workshop participants for meaning-making with potential post-conference follow-up.

Scholarship Support Workshop

Michele Estrin Gilman, University of Baltimore School of Law
Jeffrey J. Pokorak, Suffolk University Law School

The Scholarship Support Workshop is designed to support new and emerging scholars in identifying scholarly topics, developing writing strategies, gaining feedback on writing, and obtaining publication. This workshop is a safe space to ask questions, share ideas, and obtain support. In part one, we consider the advantages clinicians have as scholars, and we brainstorm about ways to overcome writing barriers. In part two, we discuss the nuts and bolts of the presentation and publication processes. In part three, each attendee shares a scholarly idea and receives feedback in a roundtable format designed to help them refine their thesis and the scope of their project. Attendees do not share written work or drafts. Prior workshop attendees have reported that the workshop motivated them to start and complete their scholarly projects.

Clinicians of Color Workshop

Sherley Cruz, American University, Washington College of Law
Llezlie Green Coleman, American University, Washington College of Law
Renee H.Hatcher, The John Marshall Law School
Julie D. Lawton, DePaul University College of Law
Tameka Lester, Georgia State University College of Law
Marbre Stahly-Butts, Law for Black Lives
Erika Wilson, University of North Carolina School of Law

The Clinician of Color Workshop seeks to deepen both the relationships and professional support systems of clinicians of color while providing support for advancement in the legal academy. The workshop will feature a number of segments covering issues uniquely relevant to clinicians of color, including but not limited to the following: navigating issues of race within our institutions, issues facing communities of color in relationship to our clinical work, the pedagogy of movement lawyering, understanding and supporting members through the promotion and tenure process, developing a pipeline of future clinicians of color, and helping clinicians of color move into leadership positions in the academy. The workshop will be led and co-facilitated by committee members and co-chairs with active participation from attendees. The workshop will be followed by a happy hour co-hosted with Law 4 Black Lives.

Learning Law Through Experience and by Design Workshop

Danielle Cover, University of Wyoming College of Law
Margaret E. Reuter, University of Missouri-Kansas City School of Law
Chris Roberts, The University of Texas School of Law
Carwina Weng, Indiana University Maurer School of Law

Looking to change your experiential learning curriculum? Finding yourself designing a whole new program, clinic, or externship course? Whether your focus is social justice lawyering, skills, ethics, and/or substantive knowledge, this workshop will help you design a course that turns your teaching goals into learning outcomes and situates the course within your school’s broader mission. Participants will read about and use backward design, an approach to instructional design pioneered by Grant Wiggins and Jay McTighe, to build a course of each participant’s choosing. Participants will also use a draft of an upcoming publication written by Carwina Weng, Meg Reuter, Chris Roberts, and Danielle Cover as a model for creating an effective, intentionally designed instructional path. By the end of the workshop, participants will have identified the intellectual home for their course, learning goals, final assessment, evaluation rubric, and learning outcomes. They also will receive feedback from colleagues and facilitators on their drafts.