Luz Nagle, As a Trustee, reviewed and approved grant involving Investigation and Documentation of Torture in Latin America, IBA Human Rights Institute Trust, January 2020
2020
January
Luz Nagle, 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, Human Trafficking, January 2020
Paul Boudreaux, Attended and participated in AALS Annual Conference and various meetings, AALS Annual Conference, Washington, DC, DC, USA, January 2020
Roberta Flowers, Ethics and Bankruptcy, Paskay Bankruptcy Conference, Tampa, FL, USA, January 2020
Mark Bauer, Spoke to student ACS group on impeachment, Stetson ACS, Gulfport, FL, USA, January 2020
Luz Nagle, As a Trustee, in coordination with the Annual Jurist Conference Final Report (IBAHRI) worked with ICJ to facilitate discussions regarding the protection of the legal profession at the African regional level and in the development of standards for the protection of judges and lawyers at the African Commission or African Union (AU) level), IBA Human Rights Institute Trust, January 2020
Luz Nagle, Use of Student Peer Evaluations The student groups are required to self-grade themselves. Each group member is to evaluate his or her performance and that of the other members. The evaluation has a numerical and narrative section. The narrative supports numerical feedback. The comments allow me to individualize the efforts each student puts into the project and see how and where I need to guide the group or adapt my teaching. The goal of this method: Encourages the students’ sense of responsibility and involvement, assists students to develop skills in independent judgment, and makes the students “own” their task and the results of their efforts, International Law, January 2020
Mark Bauer, Financial Literacy, Campus to Career Conference, Gulfport, FL, USA, January 2020
Luz Nagle, Use of Student Peer Evaluations The student groups are required to self-grade themselves. Each group member is to evaluate his or her performance and that of the other members. The evaluation has a numerical and narrative section. The narrative supports numerical feedback. The comments allow me to individualize the efforts each student puts into the project and see how and where I need to guide the group or adapt my teaching. The goal of this method: Encourages the students’ sense of responsibility and involvement, assists students to develop skills in independent judgment, and makes the students “own” their task and the results of their efforts, Human Trafficking, January 2020