Registrants of the 43rd Annual Clinical Conference can sign up in advance for one of three workshops offered. Workshop attendance is limited to pre-registrants. Once a workshop has reached capacity, it will no longer be available for registration. Plan to sign up by March 20. Workshops will take place on Sunday, May 3, 9 am – 1 pm (Workshops are held at the same time as the Workshop for New Law School Clinical Teachers.). 

Clinicians of Color Workshop
(80 person maximum with waitlist) 


Sherley Cruz, University of Tennessee College of Law  
Renee Hatcher, John Marshall Law School 
Tameka Lester, Georgia State University College of Law 
Deborah Archer, New York University School of Law 
Kimberley Basnight, Echos Media 
Amber Baylor, Texas A&M University School of Law 
Chante Brantley, SMU Deadman Law
Llezlie Green Coleman, American University Washington College of Law 
Lolita Darden, Suffolk University Law School 
Nadiyah Humber, Roger Williams University School of Law 
Carla Laroche, Florida State University College of Law 
Kim McLaurin, Suffolk University Law School 
Sunita Patel, University of California, Los Angeles, School of Law 
Etienne Toussaint, UDC David A Clarke School of Law 
Nicole Smith Futrell, City University of New York School of Law 
Julia Vázquez, Southwestern Law School
Anthony Verona, University of Miami School of Law
Erika Wilson, University of North Carolina School of Law

The workshop will explore topics such as navigating issues of race and implicit bias within our institutions, navigating the unwritten rules of academia (like status), balancing teaching/scholarship/service, understanding and supporting members through the promotion and tenure process, developing a pipeline of future clinicians of color, maximizing the impact of our scholarship, and the paths to leadership positions in the academy. These topics will provide the Clinicians of Color community with tools and calls to action that will strengthen our foundation and help us continue to build for our future. Collaboration, lawyering skills, mindfulness, self-care, resiliency, professional development, and community are central themes of these conversations. 

The workshop will consist of a plenary welcome, two concurrent sessions, and a plenary closing session. Concurrent sessions will provide opportunities for groups of diverse experience to engage in deep conversations about Clinicians of Color community goals, needs, and issues.  

Learning Law Through Experience and by Design Workshop (24 person maximum with waitlist) 

Christopher Roberts, The University of Texas School of Law  Carwina Weng, Indiana University Maurer School of Law

Do you hope your students will be justice-ready at the end of the semester? Fearless problem solvers? Understand what it takes to be the best prepared lawyer? Reflective learners? Once you as a teacher understand your goals for your students, you can construct an effective course to meet your vision. This workshop is targeted to clinical faculty who are ready to visualize what their students will become (in skills, knowledge, and values) at the end of their course, and then how to build a clinic, field placement, or skills course to achieve that vision.  

Consider our conference theme—Fortifying our Foundation and Building for the Future. The conference planners focus on ways the clinical community can strengthen ourselves and our community of educators. This workshop is designed with just that aim in mind. For experienced clinicians, our workshop enables them to retool their courses to better reach their aspirations for their students’ learning. For less experienced clinicians, the workshop provides the platform to discover how the sundry parts of a course, well-synthesized and sequenced, can deliver deep student learning.  

The workshop introduces a design process for creating an effective, intentionally-designed instructional path for any experiential learning course. It will help each participant identify the animating theory for their course, plus learning goals, final assessment, evaluation rubric, and learning outcomes. This process is particularly challenging as teachers shift from covering many laws, skills, and values to identifying one or two goals drawn from their animating theory about lawyering. It is anchored in the mission to provide students with durable learning, as they can focus on the most essential content of the course and transfer that learning to different and more challenging contexts in their careers.  

The workshop also will cover both formative and summative assessments; how they can help clinicians visualize the “successful student”; and how they can support a law school’s program assessment demands. Overall, the workshop addresses how clinicians can examine exactly what learning they wish to facilitate for their students and how to authentically identify the student characteristics that will demonstrate that learning. 

Navigating the Complexities of the Clinical Teaching Market (all are welcome) 

Natalie Nanasi, SMU Dedman School of Law 
Daniel M. Schaffzin, The University of Memphis, Cecil C. Humphreys School of Law 

This interactive workshop aims to demystify the “new normal” in clinical hiring and impart strategies and skills for successfully navigating the market so that participants can be best positioned to secure the jobs they seek. Participants will hear from and interact with clinicians who have experience across all facets of the hiring process. The workshop sessions will address the many different aspects of the job search, including: the characteristics and trends defining today’s clinical teaching market and the hiring done within it, entering the market (evaluating positions and completing FAR forms), initial interviews (at the AALS Faculty Recruitment Conference or outside the formal process), callbacks, and receiving and assessing offers. This workshop will fill in gaps for experienced candidates or those who come from well-established and resourced fellowship programs as well as inform and advise those who are considering entering the market for the first time or without the benefit of such resources.