Stetson University College of Law - Florida's First Law School

Group exercises • Students are divided into small groups to work throughout the semester. Groups must be diverse (from different countries, gender, race, etc.).• Group exercises foster the following competencies: mentoring and collaboration, leadership, delegation and supervision.• Projects are complex and multilayered to be challenging, engaging, and stimulating. Complexity makes a project difficult for one person alone to complete. Completing a successful task requires “positive interdependence” and active collaboration. The exercises focus on both the process of cooperation and the product. The various projects and exercises are intended to instill in and communicate to the students multiple competencies of a highly successful lawyer. These competencies are based on four pillars: knowledge, skills, behaviors, and values. I develop group exercises for each class in order to foster the following competencies: (1) Collaboration and Mentoring. Each group must include foreign and US students. US JD students are encouraged to mentor the foreign students on U.S. law/issues, and the international students are encouraged to mentor the US JD students on global topics and issues from their countries of origin. Collaboration and mentoring: allows all students to play an important role by strengthening existing skills and expanding one another’s expertise; inspires confidence, honesty, trustworthiness and reliability; improves a student’s ability to request feedback and be receptive to feedback.(2) Leadership, delegation and supervision. Students choose a leader or leaders who is/are keen in understanding others and their strengths and who can coordinate, delegate and supervise. Someone who can make everyone excited about working together is a plus. Leader(s) encourage(s) problem solving, accountability and communication. (3) Managing and controlling the project: This includes assigning team roles, time management, efficiency, and meeting deadlines to obtain high-quality product. Ability to work independently to collaborate with the group (positive interdependence) is key and entails initiative, motivation, effort, and a strong work ethic.(4) Negotiation skills: Students engage in various discussions (on the process and substance) that promote reaching a consensus—which is key to collaboration. Students have choices, beliefs, and views that they will defend through oral or written communication using evidence and analytical reasoning. They will argue respectfully and constructively. They will negotiate by proposing solutions and having a discussion, and by engaging in a dialogue to reach a common vision. (5) Analytical skills: Identify the legal issue from the facts; Apply the law; Draw conclusions; Offer suggestions.(6) Gain legal competency and practical knowledge.(7) Improve research skills.(8) Increase competency in effective written and oral communication. I meet with each group to describe the expectations for teamwork and the role of peer review. Peer review is a crucial element to fostering competencies. Group members realize that their peer is not only a contributing member of the team but one who will encourage cooperation, honesty, trustworthiness and excellence through his/her role as reviewer, International Law, January 2020

Continued involvement as an elected member of the International Association of Prosecutors (IAP), January 2020

Continuing appointment, Trustee, IBA Human Rights Institute Trust, International Bar Association Human Rights Institute, 2020

Tainted Harvest: Transborder Labor Trafficking and Forced Servitude in Agribusiness, 37 Wisconsin International Law Journal (forthcoming) (2020)

Attended regularly scheduled International Bar Association Human Rights Institute Trustee meetings to review and authorize disbursements of funds for various human rights programs carried out by NGOs and law societies/associations worldwide, International Bar Association Human Rights Institute Trust, 2019

64th Session of the United Nations Commission on the Status of Women, March 11, 2020. (UNCSW 64). Assisted in developing the program on Challenges Effecting Implementation of Gender Equality and Proposals to Attain It by 2030: A View from Africa and the Americas. I was also to be a panelist discussing issues in the Americas, United Nations Commission on the Status of Women, New York, NY, USA, 2019–2020

Continuing appointment to the ABA Council, Latin America and Caribbean Law Initiative, American Bar Association, 2020, American Bar Association, 2019–2020

Australia, TRATADO ANGLOIBEROAMERICANO SOBRE COMPLIANCE PENAL (Nicolás Rodríguez-García, Miguel Ontiveros Alonso, Omar Gabriel Orsi, Fernando Rodríguez-López eds. 02019–2022) (with co-authors Renato Machado de Souza )

Canada, TRATADO ANGLOIBEROAMERICANO SOBRE COMPLIANCE PENAL (Nicolás Rodríguez-García, Miguel Ontiveros Alonso, Omar Gabriel Orsi, Fernando Rodríguez-López eds. 02019–2021) (with co-authors Renato Machado de Souza )

2019

Estados Unidos de América, TRATADO ANGLOIBEROAMERICANO SOBRE COMPLIANCE PENAL (Nicolás Rodríguez-García, Miguel Ontiveros Alonso, Omar Gabriel Orsi, Fernando Rodríguez-López eds. 02019–2021) (with co-authors Renato Machado de Souza )

Faculty Highlights Repository

Luz Nagle

2019