What the Best Law Teachers Do:
Nominees

"I saw Laurie Zimet present at a AALS conference. In a 15 minute presentation, she demonstrated at least 5 techniques of experiential learning. The demonstrations flowed very well, and Laurie was able to both present her topic and demonstrate multiple techniques fluidly. Although I have been fortunate enough to be mentored by many great teachers, I feel that Laurie's short presentation vastly improved my ability to produce better learning in my own classroom. Laurie demonstrated what teaching could be."

"A Professor who cares about the students. He makes time for all his students. He challenges all of us to think critically about the law. No law or case is beyond challenge and no position on either side of the political spectrum is beyond consideration. His skills as a teacher are great. He gives over the material in a clear and concise manner."

"I took Professor Young's Federal Courts course when he was visiting Harvard Law School in the Spring of 2005. That course was by far the best I took while at HLS, and Professor Young by far the best teacher. His command of the material and the outlines he prepared for his students made the very difficult subject of federal courts easier to learn and understand. By simply giving students "the basics," Professor Young created the opportunity for in-depth discussion that I frequently found absent from other courses in which students merely had to focus on discerning the law. His friendly personality and the stories of his experiences clerking on the Supreme Court also helped to make the material (which can by dry) much more interesting. The understanding of the federal courts and federal jurisdiction that I gained from Professor Young's course has proven invaluable to me on a daily basis in my current job as a law clerk for a federal circuit judge."

"What makes Joshua Wright an exceptional professor is his ability to connect with his students while teaching and challenging them at the same time. Students really learn and digest the material Prof. Wright presents in his lectures. But, he doesn't spoon feed his students. He has high expectations, and his students work hard to meet them. Not only is he exceptional in the classroom, but he is the most accessible professor at GMU. He is always available to meet in person for further instruction, a friendly debate, or advice and mentoring. Prof. Wright has a knack for spotting potential and nurturing and challenging those students who desire to go further than just mastering the course material. Prof. Wright's dedication, ambition, and excellent scholarship have been an enormous inspiration to me. He's been an outstanding mentor and leader throughout my law school career, and he never tires of providing me practical and truthful advice as I pursue my goal of becoming an academic myself."

"I took Dean Worthen's Legislation class. He is very good at bringing out all perspectives from members of the class. He is not a lively Professor but it is obvious that when he teaches everyone is engaged in the topic. It was obvious that Dean Worthen's wasn't wasting our time trying to teach us his preferred method of statutory interpretation. Instead he made students understand the different methods so that we could feel comfortable using the best method for the needs of our clients. It was exciting to feel like we were learning something very useful. Dean Worthen had the ability to bring us from the ethereal level of classroom philosophy to ground level attorney practice. Through Dean Worthen's class we gained a desire to learn not just what people said but why they said it the way they did. We learned to seek for the value in other methods of research. I always wanted to do well in Dean Worthen's class."

"Stephanie produces exceptional learning through her dedication to her students, her innovation and creativity in the classroom, and the linkages she provides to between doctrine and practice. Her love of teaching is infectious, drawing students into her courses despite the complexity of the material and despite her reputation for giving “killer exams.” She challenges students, demanding excellence from them. She makes seemingly esoteric material accessible to them by using a problem approach in her classroom, developing problems that resonate with issues and experiences that the students have encountered. Her first class in Income Tax, for example, asks the students to provide advice to a hypothetical 1L student who has received a tuition scholarship, a stipend for living expenses, and an award for books and materials. She brings her own experiences, professional and personal, into the classroom to demonstrate principles and policies. Students learn and remember because she makes it fun. Stephanie constantly experiments with techniques that will produce exceptional learning in her students. She adopted the problem approach early in her teaching career, before others even had a name for it. She regularly incorporates group work in her courses. She incorporates role plays and simulations, both rehearsed and spontaneous. When her students were struggling with the Rule Against Perpetuities, she wrote a play to demonstrate the concepts and the policies and then had her students participate in the production. Her students work crossword puzzles and play a version of Wheel of Fortune in class. She has been a leader in the use of technology, using “clickers” and podcasts to enhance her student’s learning. Stephanie has always used a variety of assessment techniques in addition to the traditional essay exam. She has assigned research assignments in Income Tax as well as drafting judicial opinions, client letters, and OpEd pieces in both Income Tax and Estate Tax. She promotes group work in assessment by encouraging students to discuss assignments with each other and allowing students to work on some projects in groups. She is one of the few faculty at this law school that uses multiple choice questions in her examinations so that students will be prepared to face the bar exam."

"Professor Stephanie Wildman is a legal scholar, whose quiet poise, ingenuity, and passion for social justice is a testament to all who aspire to make a difference in the lives of others. As a former student of Professor Wildman’s, I never encountered another law professor who was so committed to breaking down the walls that traditionally exist between the law school classroom and the outside world. Beginning on the first day of her seminar “Law and Social Justice,” Professor Wildman ushered us all into her classroom and told us to move our desks so that we would be facing one another. Week after week, we gathered in that circle to discuss, lament, and question a myriad of social justice issues ranging from housing discrimination to labor abuses. If I had to give one reason why Professor Wildman deserves to be recognized as a best law teacher, I would say it was because she taught me that showing empathy while practicing law is not a sign of weakness, but instead a sign of one’s strength. Throughout first year law classes, we are systematically taught to think from a neutral, rational standpoint, devoid of all emotion. Professor Wildman taught us to embrace and articulate our emotions over difficult subject matters, and thereby enabled my classmates and I to become better analytical thinkers, and therefore better lawyers, prepared to deal with a world that is not devoid of emotion, and where issues are not merely seen in black and white."

"Professor Whitehead teaches corporations and securities regulation to huge numbers of students. Gets near perfect evaluations in the notoriously difficult Sec Reg, mainly because he offers extraordinary organization and clarity in a fiendishly complicated subject, spends endless amounts of time with his students outside of class, invests the time and energy to offer an optional midterm exam--in short, demonstrates an impossible level of commitment to his students. He is the latest proof that students will love a class in which they're made to work extremely hard if the professor works just as hard to make it worth their while."

"Professor Weinberger uses his wonderful sense of humor to tell the story of the case, not just a recitation of the facts. He artfully infuses the socratic method with "what if" and then ofetn says "the answer is we don't know yet", but it's an interesting thought to ponder. Thereby teaching us to find not only the answer, but the next question as well. Outside of the classroom, Professor Weinberger is equally engaging and humble. He frequently asks students not only what they think about a question, but why they think what they do. He then offers more questions to expand the scope of student thinking to reach a conclusion. Professor Weinberger is intellectually demanding, but in a way that says he wants to reveal to you something interesting (ie the judges reasoning), rather than these are the facts and here is the result."

"Prof. Weber demonstrated expertise in the all of the subject matters he taught, but particularly in disability law. He emphasized the need to sharpen one's substantive knowledge of the law in order to 'practice the law.' It was refreshing to see a professor bring the law to life by sharing his experiences with actual legal cases and work in the community on disability laws." "As a teacher, he was thorough and always patient with questions from students. He made sure we all understood the material oftentimes so well that many of my colleagues and I felt he was preparing us right then and there to practice in the field of disability law." "Prof. Weber also took time to mentor and counsel students outside of the classroom. I remember many times approaching him to ask questions about his own career path and what avenues I should take and how candid and open he was with his responses. He was always willing to help whenever he could." "I think the combination of substantive expertise and practical real-life legal experience in disability law is what made Prof. Weber a great law teacher. He demonstrated time and time again what a big difference in the community "scholar-attorneys" really can make and this still inspires me to this day."

"I took Prof. Warren's bankruptcy class because I had heard she was a great professor, but was dreading it because I generally hate any finance-related subject matter. It became my favorite course, and one of the ones from which I learned the most during my time at Harvard. One thing that was very helpful was her assigned "homework" problems, which she went over every class and each student was required to complete. Going through those problems made us actually internalize the course material before cramming season and made the class discussions much more interesting because everyone - not just the gunners - was up on what was going on. And she would not let you off the hook for slacking. She'd call students' bluff who tried to improv an answer, but was always humane in doing so and kept the tone humorous."

"Professor Walthall is the epitome of an exceptional educator. Besides being a tremendous scholar and a respected authority in the areas of business entities, commercial law, and constitutional law, he is a truly outstanding teacher. Professor Walthall engages his students and colleagues with humility and humor, and he challenges them to understand the importance of each case, who it impacts, and how it fits in the larger picture. In return for his effort, Professor Walthall demands nothing short of excellence. Professor Walthall does not merely ask students to be prepared for every class. He goes beyond and asks them to actively learn from one another. In the classroom, as well as outside of class, he routinely initiates discussion and expects students to challenge each other. In a sense, Professor Walthall is preparing his students for the process of critical review, and in legal education, what more can one ask? Every student who registers for one of Professor Walthall's classes understands the level of commitment that is required, and there is a reason every class he teaches is filled completely. In fact, Professor Walthall is so well respected that he sometimes teaches at another highly respected law school in the state. His enthusiasm and passion for teaching are so memorable that I can recall lessons from his classes nearly 20 years after I first learned them. That, I think, is the hallmark of an exceptional educator and I know his current students would report the same."

"Professor Walker teaches Corporations and Tax to huge numbers of students, many of whom say they refuse to take these courses from anyone else. Her gets near perfect evaluations in Tax, of all things, even while teaching sections of over 100. He maintains his reputation as an extremely humane professor even while working his students as hard as anyone in the school."

None provided by nominator.

“I took Prof. Volokh's Free Speech class while he was visiting at Harvard. The most striking thing about that class was how well Prof. Volokh's organization of the subject matter aided our learning. It helped that we were using his textbook, which is unique among texts I used and I consider a model for usability and logic. It included an outline of major areas of free speech that always kept the student grounded in how a particular area fit into the whole system. His well-organized textbook reflects his skills as a teacher, not hiding the ball from his students but helping them understand the subject matter better. Prof. Volokh also was excellent at forcing the students to think logically, stopping people who used mushy language or thinking. For example, rather than simply letting students say that a rule of law would "chill" other speech, he made us articulate the fact that the rule would not limit protected speech itself, but would make other people less likely to engage in protected speech. Working from our premises through each logical step in our arguments forced all of us to think and write more clearly and to analyze cases or statutes more rigorously.”

"Professor Upchurch engages students in active learning during every class session, and commands the attention of every single student in the room. She also constantly explores new and different teaching methods to teach complex legal concepts. Professor Upchurch demonstrates an extensive knowledge of the subjects she teaches, but she uses it to push students in their own exploration of law, instead of coming off as pretentious or lofty. She can read students extremely well, and always adjusts during class to get at what students are struggling with so that everyone is keeping up. Professor Upchurch is also what I would consider to be a very holistic teacher. She very clearly is concerned about us outside of the classroom. She realizes what concerns and issues students are having, especially first year students, and she makes a point of being available outside of class. Despite her extremely busy schedule, she makes a point of getting to know her students outside of class and is very supportive in helping everyone with questions or concerns about being a law student in general."

"Although she has been at GW for less than 5 years, Professor Amanda Tyler has already won our annual Outstanding Teacher Award, recognition of her stellar teaching and mentoring abilities. She has already earned a reputation as one of GW's best teachers, and this at a school where teaching is ighly valued. Professor Tyler teaches Civil Procedure, Federal Courts, and other public law-related courses. Students appreciate her ability to explain complex material, at the same time as she is able to challenge them to think critically about the cases. As part of her teaching style, Professor Tyler asks students the difficult questions, prompting them to learn more deeply about the subject matter. Although students mention the heavy workload, they don't complain; instead, they compliment Professor Tyler on her ability to convey the material to them clearly and with passion and enthusiasm. Her teaching philosophy emphasizes the importance of learning to argue from different perspectives, to understand the arguments that litigants might make. . . Students feel 'honored' to be part of Professor Tyler's classes."

"Professor Travis was an extremely successful teacher for two different reasons: First, she was able to break apart complicated areas of law into sensible and easily flowing paths of reason. She did not simply present law to memorize, she walked us through the reasoning behind law in a way that made the material 'stick.' Her repetition of foundational concepts, is what made it easier to learn the exceptions and oddities of the law, which is what is really so difficult to master. She would constantly bring the class backwards to where we had started, so that students would never lose track of how we had gone from point A to point Z. Every one I have spoken with from her Torts class agrees that she taught the material in a way that will stay with us for a long time. Professor Travis has a unique ability to make the pieces of an enormous jigsaw puzzle of information fit together just right in a student's mind. Secondly, Professor Travis allowed for discussion sessions every day in class, to debate either the reasoning or policy concerns behind law. She reminded us daily to push at the holes in an area of law -- especially to see where a law might apply unfairly to certain groups of people. Her policy discussions were very helpful for engaging us in the rules, so we could see how they are practically applied. Additionally, she helped us to think analytically about the words in a rule, to consider what impact the wording will have in real life application. In these ways she made the law of Torts very clear and memorable."

"Prof. Thomas makes me interested in property law. Other professors I've had don't get into the practical aspects of what they teach. Prof. Thomas doesn't "hide the ball" or leave us to figure things out with no help. He makes sure we understand the concepts he's teaching by quizzing us in class and giving practical examples of each concept he teaches. I entered las school interested in media and entertainment law, but after one semester in his property class, I'm leaning more toward real estate. Prof. Thomas is just plain nice, and anyone who takes his class will see that he truly cares about what his students are learning."

"[Professor] Teeter is always the best professor in teaching evaluations, no matter what he teaches. He is thoughtful about his methodology and absolutely caring in his attitude. Students do not want to disappoint him. He is truly extraordinary in his ability to reach students at all levels. Students respond to him regardless of their age, gender, ethnicity, or other diversity issues. Students remember the material, use it sophisticated fashions now and later. He also reaches the students on a personal level. I wish I knew how he did it . . ."

"He is truly a gem at the Howard School of Law, always engaging and challenging our class to dig deeper beyond the text of the law. His passion for teaching and the Howard Law community makes him someone truly deserving of the distinction as one of the nation's best law professors."

"My most treasured memory of law school is that of the first day of Torts. Professor Steve Swanson who, sitting casually on the front row of desks in a t-shirt and jeans, managed to brush past the posturing and pretentiousness of law school and invite us into a challenging but exciting new world." "I went on to take three more classes with Steve and now count him as a dear friend and a valued colleague. Without a doubt, Steve has one of the most probing minds I have ever encountered. But his gifts as a teacher have far more to do with his deep respect for people. Steve inspires students, catalyzing their own legal interests and ambitious. He gives students plenty of room to grow and explore, thoughtfully picking opportune moments to offer advice or, when necessary, redirect efforts. In this respect, Steve is a minimalist. But like all great minimalists, he does more with a few brushstrokes than most do with an entire pallet of paint." "As a new teacher, I am often awed by how easy Steve makes it all look. He never seems to force a conversation in class; he never struggles for meaningful participation from students. Students have fun in Steve's classes. The fun comes from Steve's genuine enthusiasm and the ways in which he gets students to trust themselves and each other as they test and prod the materials at the heart of their studies. Perhaps most fundamentally, Steve sees students as his collaborators."

"Professor Sonia Suter, who teaches Torts, and Genetics and the Law, is one of the students' favorite teachers. As one student explained in an evaluation: `In no way a slight to the other members of the faculty, Professor Suter's level of instruction exists on an unrivaled plane of comprehensibility and accessibility. Altogether, a pitch-perfect balance between controlled progress through the doctrine and receptiveness to students' questions.' Students appreciate the organization of her classes, and find her explanations of concepts thorough, detailed, and very helpful. The way she structures her class makes learning both enjoyable and much easier than students had anticipated. Her torts students appreciate her clarity. They also find her very approachable, and she consistently (and constantly) counsels students on their personal and professional choices. She is well-known as a very `caring' professor, who, as one student explained, was our section's `mother hen.' She also mentors other professors, providing insight into the teaching process, giving them advice on exam-drafting, and discussing difficult pedagogical issues with them."

Has a profound understanding of a variety of areas of Law, and so he is able to identify overlap. This helps tremendously with clarification of complex issue (something that Law is rife with). Further he brings a unique combination of professionalism along with humor to the classroom. Finally he draws upon vast professional experience to infuse our education with a note of pragmatism--something invaluable to a legal education. Outside of conveying information and shepherding understanding, he reinforces a sense of duty and responsibility that comes with the education. Gently, but persuasively, Professor Surtees encourages service in one's community.

"When I first entered law school I felt somewhat lost. The material was new, the faces were new, the grading system was new, and I seemed to have no piece of firm ground to stand on. More than any other faculty member, Professor Strazzella made himself accessible to students. His office door was almost constantly cracked open, inviting any student to poke his or her head inside. He would discuss the criminal law, to be sure, but he rarely stopped there. My office-hour conversations with Professor Strazzella frequently touched on family, hobbies, sports, or anything besides law. Whether he knew it or not, those discussions helped me put the entirety of my first semester law school experience in perspective, and little by little, the ground firmed up beneath my feet. In class, he could be intimidating. His teaching style was almost unerringly Socratic. And yet, as frustrating as it often was, each student, including myself, came away with an appreciation for the ambiguity and wonder of the law. With each class our logical faculties were honed, and our ability to ask the right questions, and to identify and defend our conception of the rule was improved. While other professors certainly contributed to this process, none had a greater impact on my mind that first semester than Professor Strazzella."

"Since joining our law faculty in 1990, Professor Stein has earned a reputation among our students and our faculty as an extraordinarily gifted teacher. Many of his colleagues look to him as a model of outstanding teaching. Professor Stein teaches in the areas of Real Property, Land Finance, Land Use, Land Acquisition and Development, and Law and Economics. These courses can be conceptually difficult, particularly for first-year students; however, Professor Stein succeeds in making difficult concepts clear, and he also manages to make them interesting, enjoyable, and stimulating. When Professor Stein was promoted from Associate Professor to full Professor, I had the opportunity to observe him teach several classes. I was extremely impressed by his ability in both large and small classes. In large classes, he is both an outstanding Socratic teacher and, where appropriate, a clear, concise, and informative lecturer. Professor Stein has the ability to vary his style in order to effectively communicate material to his students, and he welcomes questions and responds to them respectfully and fully. In a small class, such as the Advanced Property Seminar, Professor Stein successfully and effectively elicits thoughtful comments from the students who engage in a high level dialogue about difficult conceptual material. Throughout his tenure at the College of Law, Professor Stein’s teaching evaluations have been outstanding, and he is consistently among the top ranked group of law professors. His students rank him extremely highly in his effectiveness as a teacher, his knowledge, and his management of the class. The UT law faculty is the most dedicated to its teaching mission of any with which I have been associated. Professor Stein ranks among the most dedicated and most effective of that outstanding group, and he has distinguished himself as one of the College’s truly great teachers. Professor Stein was honored by our students and his peers in 1992 and again in 2001, with the Harold C. Warner Outstanding Teacher Award, which is the highest honor the College bestows in recognition of excellence in classroom teaching. In addition, Professor Stein was awarded a teaching focused Fulbright Professorship at Shanghai Jiaotong University, Shanghai in the People’s Republic of China."

"Tina Stark is an exceptional teacher and mentor! She combines her many years of real world experience as a top deal lawyer with an almost instinctive ability to distill down difficult concepts so her students can comprehend. She encourages her students to ask questions and is a strong advocate of active learning. Prof. Stark comes to class meticulously prepared to present the day’s lessons in a clear and concise manner. However, her ability to read students allows her to adjust as necessary to be sure the lesson is being received. She cares about her students and is passionate about teaching. Prof. Stark teaches her students to think about the relationship between law and business. In addition to the doctrinal lessons, she presents her students with numerous opportunities to hone practical legal skills which allow them to make a meaningful contribution upon graduation – not to mention avoid the “deer in the headlights” moment. Prof. Stark provides detailed written and oral feedback on all assignments and takes time to explain how concepts fit into the big picture. Her commitment to the students can be seen both in the classroom and during her often extended office hours. In return, students are eager to enroll her class. By any measure, Prof. Stark is deserving of recognition as one of the nation’s best law professors."

"Professor Stanchi is one of the rare law school teachers who teaches her students with a mix of intelligence, clarity, attention to detail, dedication, and humor that makes her an effective and accessible teacher. She connects with her students on an individual level during class and office hours, providing extensive and focused individualized feedback on writing assignments. I remember turning in a draft of a writing assignment that I knew had problems, but I could not identify how to fix them. When Professor Stanchi gave me her feedback, I was amazed at the precision of her comments and the way she framed them so that I not only understood, but could effectuate her suggestions. Her students are able to take her classroom lessons and examples and her feedback from assignments and become effective advocates rather than just learning how to write an acceptable memo or brief. She takes what could be a dull course and engages her students in the art of persuasion. She expands th e curriculum of the law school by offering a course in Law and Feminism in which she challenges her students to think critically about difficult and nuanced issues. She is also a true mentor to students, freely offering her time and experience. First as a student and now as a graduate, I have gone to Professor Stanchi many times for advice or insight on a range of professional and personal issues. I firmly believe that the successes of her students as lawyers can be credited to her skills as a teacher."

"I would like to nominate Dean Spoon, because he has the unique ability to set high standards for his students while consciously never making the students feel defeated. Dean Spoon is consistently pressing his students for more information and never hesitates to correct an incorrect statement from a student. However, so different from other professors he reminds students that there is more to a person's value than a grade on a final, or a wrong answer in the class. Dean Spoon clearly possesses an abundance of knowledge, yet never just recites information, he always teaches. Professor Spoon's knowledge never overshadows his teaching, rather it buttresses his tough, yet kind, teaching style. I would dare to say that I am not the only student who can attest to the encouraging environment that Dean Spoon creates in his classroom. He manages to always keep contracts interesting, and is always there to answer a question, review a test score, or provide a little pep talk. Professor Spoon is a teacher that any student should feel privileged to come across."

"Professor Spaulding breathes not just nuance but new life into what are traditionally the least interesting classes in law school: procedure and ethics. Beyond the basic doctrine, Professor Spaudling provides us with plentiful historical context for the general doctrine and the individual decisions. The ping-pong of the federal courts from Federalists to federalism and back again miraculous gains a thread of basic sense when placed in the context of the founding, Reconstruction, the New Deal, and the post-Warren Court. Beyond simple context, Professor Spaulding draws out even the quietest students, engaging the entire class in discussions and debates of the doctrinal, constitutional, and policy considerations at play. He knows how to illustrate primary points cogently, to answer questions of students still seeking to grasp the material. For those reaching beyond the material at hand, he pushes back, challenging them to dig deeper into their reasoning and create a stronger and more comprehensive argument. Through his direction, the dry and confusing landscape of federal jurisdiction becomes an intuitive and captivating exploration of American law. Outside the classroom, Professor Spaulding takes an intense interest in the academic and career interests of his students. He routinely volunteers welcome guidance helping students not only with his classes, but with their entire careers."

[Nominator's comments withheld upon request of the nominator.]

"Jeff Snapp is a professor that is not only engaging in his lectures, but he genuinely care about his students and his students' progress. He integrates real world examples and assigns projects that will be useful for students in the real world. He is also available to students outside of the classroom, and sees to it that each student understands the material. One example that sticks out is Professor Snapp's method of teaching us how to work through the elements of a trial. He did this by describing a case that he was quite familiar with--the death of his best friend. He did not share that information until the end of the lecture, but he really got into it and engaged the students in learning the process through his own personal experience. He likes to incorporate real world examples into each of his lectures, which not only helps the students learn more, but it actually helps us understand why it is important to be learning such things."

"Professor Smith is the epitome of an excellent teacher. I hear from her students all the time that she makes her subject matters clear and interesting. She is always interested in talking about teaching ideas and innovations. She is the first one to support a fellow collleague in any teaching activity that requires help from colleagues. I teach evidence and want my students to experience using evidence rules the way they are often used in practice i.e. in a courtroom arguing to a judge why a particular piece of evidence is admissible or not. In order to have all my students have this kind of simulated exercise I need to call upon my colleagues for help. Professor Smith is ALWAYS the first in line to help and come forward in a pinch. She is the main person on our faculty to push forward ac ademic support classes and additional supports so that all our students can learn. She is the main person on our faculty who will always rai se the question of any potential new faculty member--how will this person teach our students? Does this person care about teaching at all and particularly about teaching our students. She is the best!"

"Professor Smith was my torts professor during my first semester of law school. His course was exciting and interesting in a way that few other courses have matched. First, his obvious brilliance as a practicing lawyer lent credibility to his often unexpected insights into the cases we read. The text of the cases was always a jumping off point for a fascinating discussion of what actually happened in both the courtroom and in the factual scenario. Second, Professor Smith taught black letter law without ever letting us lose sight of the flexibility and nuance of the law. In class discussion he kept the sought-after simplifications and generalizations just out of reach until we had explored the full range of possibility. But then, he would always explain the doctrine. Third, Professor Smith is extremely kind to students and understood our plight as 1Ls. Finally--and this is an aspect of great teaching that probably could never be taught--this professor is extremely funny, extremely smart, and he has a remarkable way with words. There was never a dull moment."

"Bill Slomanson's teaching career spans over thirty years. He has received ten Student Bar Association annual teaching awards from our students. He taught our first distance learning course in 1997, as presented in his teaching-oriented Electronic Lawyering and the Academy, 48 JLE 216 (1998). He has extensively incorporated the Internet into his teaching, perhaps best exemplified by the course website for each of the courses he teaches at Thomas Jefferson School of Law and Kosovo's Pristina University School of Law ("Current Course Pages" at ). He uses the problem method in all of the classes he teaches. He uses his own teaching materials, exclusively, for two of the three classes he teaches. In his 1L federal civil procedure course, Bill encourages participation by using playing cards to call on self-selected student law firms. Once chosen, each firm is then given up to two minutes to prepare the arguments for each side of each major case. This encourages collaborative learning, so that the majority of his students feel like they are all "in it" together. In his upper division California Civil procedure skills course, students present their respective case arguments to the Court (class) from two lecterns at the front of the "Courtroom." This experience gives each student multiple opportunities to develop confidence. They thereby learn the course material in a stimulating environment. They also enter practice with a far better sense of how to do it. For more than a dozen years, Bill has required both classes to do skills-oriented midterms (e.g., draft a motion or pleading) and finals. This not only prepares them for their skills final, but also the Performance Testing component of an increasing number of state bar exams. Bill's continuing innovations and excellence were featured in recent publications of two AALS sections. The Academic Support Section's Innovations on Legal Education Resource Guide, prepared for the January 2010 AALS Meeting in New Orleans, featured Bill's work on page 3, entitled "Pouring Skills Content into Doctrinal Bottles." The December 2009 Newsletter of the Teaching Methods Section featured Bill's work on p. 7, entitled "Small Picture Approach." It describes Bill's reduction of classroom "noise." Students refer to their "Small Picture" laptops for Bill's Internet charts and periodic classroom problems-rather than "Big Picture" Power Point slides at the front of the classroom."

"I have sat in on Prof. Slater's class. He combines wit, humor, and insight, pushing students to think at a level many have never operated on before. He employs innovative methods (group work, etc.), adheres to high expectations, and offers courses and scholarship in areas of law that have often been neglected in legal academia."

Not provided.

"Professor Shellenberger is one of the most dedicated professors I have ever met. The extent to which he concerns himself with being sure his students excel academically while maintaining their mental stability during law school (which is quite the feat!) is unparalleled. He started the ACE (Academic Core Enrichment) Program at Temple to assist students, mostly 1Ls, with the adjustment to the academic rigor of law school. He conducts lectures and holds small seminars to help students with briefing cases and absorbing the material, taking reading and class notes in preparation of outlining, completing outlines in a way helpful for exam preparation, and coping with the stress of finals season. He brings in professors, older students, and current students to serve as counselors, answering questions, giving advice and coaching 1Ls in the various ways of developing the stamina necessary to succeed in law school. Professor Shellenberger meets with the counselors, prepares these lectures and runs the ACE program on top of teaching multiple courses each semester. He also makes himself very available to students, both by being approachable and patient, as well as by holding regular office hours. His dedication to the students motivates the students to be well prepared for his lectures. He brings a lot of real world experience to the table, and is thus able to encourage students to engage the material in ways that are tangible, increasing understanding of the material."

"Professor Gary M. Shaw is an educator who models for his students the importance of deliberative inquiry. Sitting in Professor Shaw's class, one immediately learns that each student matters; and no one is exempt from the rigorous task of grappling with legal issues. What follows from this is each student's authentic understanding that she or he, too, can be successful. The nature of the law school environment is to stratify and set lines of demarcation among student abilities. We learn that very quickly. Thus, it is the exceptional educator who can by his actions show that everyone can achieve. In short, Professor Shaw does not give up on students. If law professors had to take a Hippocratic oath, perhaps that might be the first statement. Professor Shaw implements the Socratic Method of analysis in a way that creates a spirit of trust. The learning that emerges from this form of dialogue does not require agreement on the part of teacher and student. Rather, what transpires in the dialogue results in an understanding that the student is the focus of the learning process."

“For many years, the Dean of Students Services has informally polled students as they prepare for the bar exam by asking them whose voice or voices they heard as they were preparing for the bar. Three faculty at Touro are always mentioned. Professor Seplowitz is one of those teachers. She is recognized as an extraordinary classroom teacher who always makes time for her students. She is involved with the students in many ways outside the classroom as well.”

"Professor Seamon is certainly worthy of best law professor of the year. He teaches Civil Procedure, Administrative Law, and Constitutional Law I. He produces exceptional learning. In class he explains complex issues thoroughly and turns them into logical steps or tests that law students can apply to the law. He is not verbose or vague on issues like some law professors can be. He provides a list of objectives for every assignment, he has hand outs that show the black letter law, and he is very organized with his teaching plans. I have learned more in his class (Constitutional Law) than any other class in law school. I was able to understand and grasp the important concepts in his lectures. He is very approachable and is willing to take the time to explain things to his students. No question is a bad question in his class. The atmosphere is very comfortable because he treats every question seriously and makes sure he answers them. Students don't feel like they are put on the spot or under interrogation like some classes. He also gives so much enthusiasm to the subjects he teaches that it is often contagious. Not only is Professor Seamon an exceptional teacher, but he is a great guy too. We are so lucky that he is part of the faculty here at the University of Idaho College of Law."

"Dean Schizer is an outstanding person as well as lecturer. He displays tremendous respect for his students. His clarity of teaching as well as his ability to draw the students into discussion made him by far the best professor I had at Columbia. What was particularly interesting is that he has a strong tax focus, which is not known as the most engaging of topics. Nevertheless, Dean Schizer's classes are always full and well attended. Despite his outstanding intellect, Dean Schizer is very approachable. His natural humility marks him as an exceptional human being."

None provided by nominator.

"I had the privilege of being Professor Schepard's student at Hofstra Law School from 2005-2008 and worked with him in many different capacities in the family law programs he instituted at Hofstra. Professor Schepard makes opportunities available to his students that are unprecedented in law school communities. Instead of simply teaching the law through class lectures and exams, he connects students with legislators, local and national advocacy groups, legal organizations, and courts to facilitate hands on learning experiences. For example, as the Reporter for the Uniform Collaborative Law Act of NCCUSL, Professor Schepard enlisted the assistance of numerous research assistants to provide meaningful input at all stages of the Act's creation. As Editor in Chief of the Family Court Review, an interdisciplinary law journal, Professor Schepard offers 30 students every year the ability to produce a highly regarded periodical in the family law community, providing up to eight students every year the opportunity to be published. As Director of the Center for Children, he selects up to 5 first year students to participate in a fellowship that trains them over the next three years to become highly effective family law public interest lawyers. Every national and state family law initiative he is involved in, which are numerous, Professor Schepard involves his students to the fullest extent possible and encourages their confidence to make change and be strong advocates. His breadth of knowledge is overwhelming and his ability to effectively relay that knowledge is inspiring. More over, his skill in helping students understand and attain the knowledge on their own is what empowers them later as lawyers."

"Professor Scharffs is without a doubt one of the finest teachers I have had in my lengthy career as a student. I am not able to pinpoint one specific thing; it's some combination of conduct and effect. . . I have had three classes from Professor Scharffs, but the one I enjoyed most was probably international business transactions. The class was structured around several themed "problems" in the textbook, and our assignments involved mainly reading and trying to understand the concepts and laws at play behind them. In class, we did not necessarily go over a detailed explanation of the reading, but rather we discussed it, picking out issues not necessarily highlighted in the text. Driving every discussion was the professor's skill and experience, and in particular his extreme familiarity with each obscure concept we mentioned. Never did we have a "this is what you do when you see this type of a problem" lecture, yet somehow, I came away from the course understanding exactly what to do, what to look for, and what to consider in a wide variety of business situations. The class was such that I actually learned useful skills, not obscure doctrines, and the masterful presentation was such that it encouraged me to develop these skills by myself and facilitated such development. Perhaps that doesn't make much sense. So let me try a more abstract approach at describing why I think Professor Scharffs is an excellent teacher. First, take his classroom style. On one hand, he is more relaxed than the traditional, stuffy law school professor: he is much more approachable, much easier to talk to, and much less intimidating. I am personally not one who enjoys in-class participation, yet there is something Professor Scharffs's manner that made me want to join in the discussions. On the same token, there is something about the way he presents the material that makes the student want to learn. Secondly, he is genuinely concerned about his students, and he lets them feel that: he is the kind of professor I would feel comfortable taking any problem to, and I would know that he would gladly help me resolve it. Thirdly (and perhaps most importantly), he has a great deal of knowledge and experience, but rather than wearing it on his lapel as a badge for stude nts to gaze at in awe, he keeps it neatly tucked away, letting his skill speak for him instead of his degrees. . . [H]e is someone who enjoys teaching, interacting with students, yet treating them as equals rather than trembling peons."

"I have taken multiple courses with Professor Sargentich, and he is by far the best teacher at HLS that I have encountered. Professor Sargentich does three things better than anyone else: 1) Course Structure: A course with Professor Sargentich is just like the best book or article you've ever read. The whole story/argument is there on that very first page, yet it becomes more and more exciting as it unfolds. His courses have clean lines of argument running through them from beginning to end, and every piece is clearly situated within a broad story, outlined in the first week of class. 2) Simplicity: I don't think I'll forget the four or five most important issues in any of the areas of law I studied with Professor Sargentich. He presents the materials in such a clear, well thought out way that everything is simple and memorable. He helps the students discover conflict and opacity, but all while allowing us to keep our bearings. In law school, it is sometimes frustrating to deal with professors seemingly intent on confusing students. Sargentich makes everything clearer. 3) Secondary Materials: HLS is known for great scholars. It's no wonder that these scholars incorporate secondary materials into their courses. But no one is a match for Sargentich--he edits the materials down to little golden nuggets, and he explains them perfectly. I do not exaggerate when I say that he teaches Kant better than my undergrad philoosphy professors, using only two pages of text!"

"Prof. Samuels is an exceptional legal educator for several reasons. First, he experiments with alternative means of evaluating and grading student performance. He recognizes that the traditional law school essay exam is at best an imperfect tool for gauging students' abilities as practitioners and scholars. Second, he recognizes that case book readings do not always facilitate learning best, although they are easiest for faculty to assign. Therefore, he spends a great deal of time developing his own course packs. Third, Prof. Samuels asks his students to read between the lines of cases, statutes, and other legal authorities. He thinks deeply about underlying policies and philosophies of jurisprudence and encourages his students to do the same. Yet Prof. Samuels takes great pains to teach substantive law as it exists. He presents material in detail as well as grand overview. His Civil Procedure students, for example, leave his class with a detailed working knowledge of the Federal Rules as well as a sense of Justice Brennan's IPJ philosophy and the fundamental question IPJ always asks. No professor I had in law school so clearly and effectively taught both the detail and the big picture of a substantive area of law as Prof. Samuels did. I wish they all had."

"When you walk by Professor Samuel's classroom, you often hear laughter: Even though it may be 8:30 in the morning and the topic might be citation, Mimi brings an energy to her teaching that few can match. And, because they are engaged, her students learn, and they learn lots -- lots about research, lots about about analysis, lots about writing, and lots about what it means to be a lawyer in today's world. Mimi's teaching is, however, more than just her good instincts and her personality. She has a unique ability to help students bridge the gap between thinking and writing like a non-lawyer and thinking and writing like a lawyer and, in making that transition, her students develop a confidence in their own ability to learn. Mimi is also a leader in cross-country and cross-cultural education, having taught in Russia, India, Uganda, Kenya, South Africa, Afghanistan, and China. Thus, discussions with her about her teaching would provide a great vehicle for exploring what makes a good teacher in collaborative educational programs."

"Irma innovates. She proposes new ideas for approaching material and seeks out interesting ways to engage students. I will offer just one example. She suggested that we could enrich first-year students's experiences by teaching them outside the Torts and Property and Contracts boxes. She proposed that she (teaching Contracts to our joint section that year), I (Torts), and the third Property professor engage in a debate on surrogacy with the students as our interrogators/judges. Each of us took the position that issues involved in surrogacy arrangements would be best handled by our particular area of law. The students reported that this exercise, more than anything else they studied, made clear different doctrinal approaches. Irma's wealth of knowledge in such a variety of transactional and litigation courses undergirds her willingness to experiment. She also recognizes that teaching is about continual communication--she was using TWEN and other ways to hold electronic discussions with entire classes when some of us were just learning how to program our VCRs. She knows how to have fun in the classroom--and she conveys that sense of excitement about learning to students."

"He inspires students and colleagues alike. He has the unique ability to bring out the best in even the most challenging student and to support the most gifted students in their quest to reach their highest potential. His teaching evaluations were always glowing and students often clapped at the end of particularly inspiring classes that he taught. He is a gifted teacher and lawyer but is humble—a rare combination . . . He has been honored for his public service, and deserves national recognition for his extraordinary contribution to teaching and his unwavering devotion to his students."

"Carol Rose is my ideal law professor. She loved her subject, knew everything about it, taught with great good humor and respect for every student, and didn't take the law too seriously. She trusted her own judgment about what was important to teach -- imagine, skipping the rule against perpetuities in a property course! And she always managed to harmonize the policy underpinnings of the law with the doctrine."

" . . . He has the unique ability to take information that you would normally think was incredibly dull, and turn it into something fascinating. It's ironic, when I was a student I had NO desire to do anything that even remotely dealt with corporations or the business world, but his class made me see the relevance of this industry. It's no coincidence that a few years after graduating I joined the Securities and Exchange Commission - somehow with Prof. Rogers class, it didn't seem so intimidating anymore. And he's not afraid to make a fool of himself to teach a concept. Often, you will see Prof. Rogers, _literally_ jumping up and down in his class in order to keep students engaged in what they were learning. Being on the other side of the podium now, I understand how difficult that can be in our profession, yet as a student I remember how effective that was when Rogers did it. But as much as his classroom performance makes him an excellent teacher, it's his dedication to the students that makes him extraordinary. It manifests itself on many levels. For me, it was Rogers deciding that I had excellent potential but the ability to get distracted (a very accurate assessment I may add) so he assigned me an unknown mentor/guardian angel - someone to check in on me both during and after law school. I didn't even discover the arrangement until much later - and probably never would have from Sherm - it was my mentor who told me that Rogers had taken him aside and asked him to "look after me." . . . And I know that I'm not the only one because I know of many alumni who have maintained close ties with Prof. Rogers for years (and decades) after they've had him class. He is genuinely proud of his students, and it shows in how he looks after them, long after they've left his classroom."

None provided by nominator.

"I have been studying his textbook and teaching website with an eye toward adopting it for my Crim class. An amazing combination of in-depth case studies, background readings assigned to select students who must present the material to the class, online mechanisms for voting on the resolution of cases before class, a nice combination of cases, problems and treatise like materials. Really cutting edge."

"Professor Robertson extends himself in order to ensure students learn. In the first year contracts, he posts - daily - questions on TWEN for studentsto work through in anticipation of class. Students report that if they work through those, they are well prepared for class. Students whose learningstyle requires that they think before they talk greatly appreciate this opportunity for reflection. . . He gives three exams in [his survey UCC course], helping students learn from each one, even though it again places demands on his time. He also has students work in "law firms" for this course, thus encouraging collaborative learning and ensuring better classdiscussion because of the level of pre-class preparation in a 3L course."

"Professor Robbins enjoys a wonderful reputation for teaching excellence among her students. She is known for her fierce commitment to her students as well as her willingness to address their individual concerns. The 2005 graduating class voted her ‘Lawyering Professor of the Year’ the first time the school granted this award. The Women’s Law Caucus honored her with its annual award in 2004. In addition, her evaluations consistently reflect the student’s high opinion of her outstanding performance. Her evaluations are consistently higher than the law school average score. Many [of her students] [have] called her ‘the best teacher I had in law school.’ Professor Robbins’s time in the classroom is a fraction of the total time she spends working with students. She holds regular office meetings including, when better for the students, on weekends, early mornings and even nights at her house. She provides detailed written and oral feedback on all student assignments. In doing so, she is patient, kind, and congenial. She is renowned for her purple pen and her comments are just as likely to explain why she is praising an effective part of the student’s writing as they are to suggest better ways to handle a particular legal or persuasive strategy.” “Professor Robbins’s teaching is innovative in that she regularly develops course materials in a variety of interactive formats so that students with different learning styles are equally likely to learn effectively from her. In any given class period she appeals to visual, kinetic and auditory learners. She also respects the experiences and autonomy of her students, and understands that their individual life experiences guide and shape how they learn. In this respect, she employs role play and a variety of scenarios to encourage students to interact with material instead of merely memorizing it. In her clinical courses, she asks students to do quick creative visualization exercises to help demonstrate the kind of assumptions that attorneys may unknowingly bring into a client’s case. Similarly, she also has been known to bring in board games to help teach legal synthesis and to use popular magazines to demonstrate that the best and most persuasive writing employs similar techniques of appealing to a particular audience.”

"How lucky I am that a computerized random selection placed me in Professor Sarah Ricks' legal research and writing (LRW) class during my 1L year at Rutgers University School of Law, Camden. Professor Ricks epitomizes the best qualities of a professional school teacher by presenting her students countless opportunities to hone practical legal skills outside the classroom. Not even a month into first semester, Professor Ricks had already offered her two LRW sections three "Practice of Law Field Trips." On these optional trips, Professor Ricks sought to expose students to various legal career paths, whether they be meeting an in-house transactional attorney for a Fortune 500 company or shadowing prosecutors from the juvenile unit at the Philadelphia District Attorney's office. Forever imprinted on my mind is the field trip I was privileged to attend---an intimate bar association working lunch, where three classmates and I were able to meet and ask questions of the newest local members of the federal judiciary. As a way of rounding out our 1L legal research and writing experience, Professor Ricks hosted our moot court rounds at the federal courthouse in Philadelphia, and brought in panels of practicing attorneys with backgrounds as diverse as non-profit law, governmental law and corporate law as judges. Professor Ricks offers similar hands-on lawyering experiences in her upper-level electives. For example, in her Advanced Legal Writing course, Professor Ricks allows students to workshop previously composed pieces, with the end goal being that students enter the reformatted pieces into legal writing competitions or submit them for publication to legal journals. The workshop format acquaints students with the process of written and verbal critique of their colleagues---a skill necessary in the actual practice of law. Additionally, in her Civil Rights course, Professor Ricks relies on simulations, in which students must role-play various scenarios fleshing out the nuances of § 1983 law. For example, students might simulate a bureau of prisons meeting, in which the protocol for housing transgendered prisoners or treating ill inmates is debated."

"I have Prof. Raphael as a Constitutional Law instructor. His even-handed approach to nuanced Constitutional questions ensure that the individuals in the class argue relevant points so as to avoid any sort of false liberal-conservative dichotomies. Prof. Raphael keeps his students up to date on any changes in Constitutional law and engages the class in thought-experiments about how certain precedents and rules were developed."

"Professor Ramji-Nogales is one of the rare professors who genuinely cares about her students. During my first year of law school she was my civil procedure professor. She was one of the only professors who knew all of her students names and was by far the most accessible professor. She did a fantastic job of teaching a course that most first years dread, and she made it actually interesting and understandable. She also takes a very practical approach to teaching that most professors lack-she provides practice-oriented hypos throughout the semester to both prepare students early for the exam and show us the practical implications of the subject. Professor Ramji-Nogales had a baby towards the end of the semester during which she was teaching us, and yet she still was in touch with her students to answer questions and prepare us for our final. Two years later, she still knows me by name. She is simply just a warm, caring, and very good professor."

"From the day she gave the best job talk I'd ever seen (content was good, presentation was amazing) to last year's 'workbook' for her contracts class, it's been clear that she is an amazing teacher. She's gotten one kudo after another for her teaching. She uses a range of teaching methods aimed at different learning styles, she is amazingly creative, she personally mentors students and connects them with each other and with professionals. She started a volunteer project, Immigrant Families Advocacy Project, in which about one third of the 1L class are participating this year. I particularly love her new contracts workbook, a series of assignments in which she asks students to identify and work with their contracts in the real world -- e.g. try to negotiate the terms of a form contract."

"Professor Rahdert has an incredible legal mind! He is readily approachable and always willing to discuss a legal issue or problem. After you speak with him you not only understand the issue but are challenged to develop your understanding at the next level."

"Through his unparalleled knowledge of constitutional law and history, Professor Prygoski has an uncommon ability to convince his students to buy into the complex nature of the constitutional system. This not only allows his students to appreciate the Supreme Court and its nuance, but also allow them to develop a "feel" for the difficult decision making that happens on the Court. It's this "feel" that helps students learn the law and develop a life-long interest in the constitutional process. When subject areas are complex and time consuming, it is not enough to teach the black-letter law. Most professors would likely admit that their true passion is seeing students "get it" to the point where they can teach it to themselves and others. Numerous students have exited Professor Prygoski's classes with this ability. He certainly instilled this passion and ability in me. Thomas M. Cooley law school is the largest law school in the country. Among its students, professors, satellite programs, and alumni, NO ONE garners admiration like Professor Prygoski. He is without a doubt one of the best law professors in the country."

"Professor Pouncy doesn't discuss case law. He doesn't analyze it. He dissects it. He rips it apart, exposing the viscera to his students. And then he sews it back together. Perhaps no other teacher in my law school experience has asked this simple question more consistently and effectively: "Who is the plaintiff? Who is the defendant? What do they want?" That's what our adversarial system is all about. In the search for rules of law, legal doctrine, narrow and broad holdings, the real controversy is often lost in the arcane analysis. But not in Professor Pouncy's class. Professor Pouncy takes great pride in teaching Professional Responsibility, calling it 'the most important class in law school.' I guess he's seen and heard of enough lawyers who have ruined their careers to know that issues of professional responsibility are paramount. PR is an umbrella hanging over the entire practice of law."

"Students in her class learn contract law on the pragmatic level while at the same time being exposed to legal theories. The practical approach is important because, quite simply, we need to learn the law. Yet the theoretical approach gives us the unique opportunity to develop a critical perspective and learn how to inform our own decisions. In Professor Post's classes, most often topic discussions continue long after class has ended. . . [If] a professor can engage her students to such an extent that they independently continue to delve, question, critique, research more, well, in short, isn't that the measure of a teacher's success? . . . As Professor Post once commented, 'class is a journey we take together.' And an incredible journey it is."

"Professor Post is exceptional at facilitating the transition for students into complex legal analysis amidst peers of the same intellectual caliber as themselves, which tends to be a first for many students straight out of their undergraduate careers. Professor Post's lectures are designed not only to teach students the substantive law and reasoning behind each legal decision, but also to encourage students to critically engage the material like post-bar lawyers. For example, he assigns the full, unedited text of cases, forcing students to engage the raw legal material and analyze it as they will be expected to do post-graduation. In lecture, he tests the students' analysis of that material with organized, well delivered lectures, and pointed questions about nuances in the cases. Beyond effectively teaching students to engage raw legal material, he is enthusiastic and dynamic in his delivery. Professor Post arrives each morning with a smile and a sense of humor as he introduces difficult concepts and fields questions from the class. He engages students in real world applications of the cases and caters to different learning styles. Professor Post is patient with students who need to discuss concepts; uses technology and visual aids for students who need to see the concepts synthesized; and keeps class entertaining with tangible forms of the ideas at issue in copyright cases (for example, he somehow got his hands on an actual "Tornado Taz" from Nadel v. Play by Play)."

"He produces exceptional learning by bringing real world experience to the classroom. He commands respect from his students because he is not just an academic, but rather he is actually practicing the principles he teaches everyday in his successful law practice. He brings this professional attitude to his classroom, teaching his students how to cut through the non-sense and write like a lawyer. In my personal experience with him, he always was willing to give me extensive, substantive, highly helpful feedback. Simply put, I entered law school with a long-winded "liberal arts" writing style, and I left Professor Pinguelo's classroom with a direct style that has won me nothing but praise from my Appellate Advocacy professor and my Supervising Attorney at my Summer 2007 internship. What I believe he is most successful at getting across is how to condense a massive amount of facts and case-law into a clear and concise brief. This was something I had real trouble with prior to his class, and he worked with me on this topic extensively throughout the year. I give him much of the credit for why I was able to make the Seton Hall Law Review."

"Professor Pierce goes a step further than just reading from the case book. He puts in practical application to what he's teaching. He also is not afraid of hands on learning and in large seminar situations solicits drafting examples from students and corrects them. This is entire format for the Advanced Oil and Gas class. Professor Pierce is so involved in the Oil & Gas community that there is a general respect for him in the industry. He really may be a genius. However, when asked questions that may seem unintelligent he always responds respectuflly, humbly, and with genuine understanding that law school and the classes he teaches are difficult. He treats all students the same. Any student that goes into his office looking for help finding a job will get help. He pulls out the blue book of Kansas attorneys and starts listing names that you should call that work in your area. He takes a genuine interest in the sucess of his students. I have never met a more unassuming, kind, and intelligent person."

"I had Prof. Petit as a visiting Contracts professor while I was at Harvard. He is, of course, very entertaining, but more than that, he is excellent at stimulating discussion of even fairly boring topics. He strongly encourages students to look deeper into contracts topics, and was unusually accessible for office hours, even compared to professors who were on campus full-time. Both for students who were struggling and for students who were excelling, Prof. Petit made this the class we looked forward to every week and gave us a great grounding in contract law. He really motivated students to try their hand at either writing contracts or writing good restatements of doctrines (I wrote a shrinkwrap license for a stuffed chicken - don't ask...)."

Ana Penn, provides us with original course materials, with supplemental case readings that reinforce the concepts, and asks probing questions that require deep legal analysis and reasoning. She is an inspiration, is truly dedicated to her students' understanding, while taking into consideration their limitations without prejudice and understanding diverse cultural backrounds. I highly recommend that Ana Penn be considered for this nomination.

"Prof. Paton is a very engaging professor. Not only knowledgable he makes coming to class a pleasure. He makes you want to get involved and participate in discussions. He makes you want to do your readings ahead of time and become engaged in the material. His passion for his subjects easily rubs off on his students. Additionally, and more importantly for me, Prof. Paton takes a genuine interest and role in his students' professional and personal lives. Not only a teacher, he is also a mentor, a role model and a friend. I have turned to him countless times for career and personal advice since he was my professor. Without his knowledge and guidance I would not be the person or lawyer that I am today."

"When I think about why Radha belongs on any list of outstanding teachers, two things really stand out--Radha cares about her students and she cares about her teaching. Radha constantly strives to improve her teaching--to make it more effective and meaningful for her students. In a recent conversation she said: 'Last night I was lying awake thinking about what to do to reach my kinesthetic learners. . . .' Every student deserves a professor like that--someone that lies awake at night thinking about how to help her students succeed. She is always willing to try new ideas in the classroom and to go the extra mile to produce better learning for her students. The students in her courses emerge with a better command of the substance and confidence in the material. In everything she does--from presentations to colloquia--she models effective teaching methods. She is collaborative, supportive and thoughtful. She inspires me to do better in the classroom and for our students.”

". . . [Professor Pareja]'s courses require students to actively learn material. His teaching style incorporates problem-based learning, quizzes, written exercises, class participation, student teaching of material, along with his own creative and practice-based presentation of materials. His courses are rigorous and challenge students to grapple with new material in a way that ensures they understand and are able to apply the material. Student comments regarding [his] teaching demonstrate that he is well-regarded by his students for his high expectations of their performances. Because of his teaching, several students have decided upon tax as their area of concentration and practice, a decision which even surprised some of them."

"Dean O'Rourke, who is still teaching Secured Transactions, is a winner of the university-wide teaching award. She is a real no-nonsense teacher whose 2-credit course feels like a 4-credit course to the students, but whose clarity, thoroughness, and high expectations leave all students extremely grateful by the end of the course."

"Professor Oliver is the very model of a concerned educator. She is patient but firm, thorough but flexible, concerned but not doting . . . Students say that she takes complex material, like the Immigration statutes, and conveys it to them without oversimplification. Professor Oliver manages to set high expectations for her students and to treat them with the utmost respect at the same time. Never haughty but always professional, her students respond by not just learning the law but also learning how to be a legal professional. Students leave her elective classes knowing the law and also being fluent enough to feel comfortable as practitioners. Students leave her first-year courses not only knowing how to write but also with a deeper understanding of sophisticated legal analysis. Finally, Professor Oliver is one of the most accessible and helpful faculty I have ever met. Outside of class, she will work for her students and spend whatever time a student needs to master the material."

"In 1996, Franklin Pierce Law Center conducted a nationwide search for a 'Visiting Professor of Teaching Excellence' to assist their faculty in improving its teaching. They selected Professor Occhialino . . . As a student of Professor Occhialino, I wanted to say a few things about why I believe he is one of the best legal teachers in the nation. -First, he devotes more time to preparation than any other professor. That much is clear from his classroom performance. He scripts out every class down to the minute, highlighting the parts of cases that he wants to address, and then determining which questions will be asked. -His expectations for students and for himself are very high. He is extremely ambitious in terms of the amount of material to be covered and the depth of understanding he expects from students, and that pushes students to do more. . . -He brings out class participation in a very unthreatening way. Instead of shaming students who aren't prepared or who answer questions the wrong way, he will gently correct them with a quip like, 'what I think you meant to say was....' This makes students less afraid of answering questions in class and ensures a few laughs. He also tends to ask leading questions, which (surprisingly) lead to better, more focused discussions than broad, open ended questions. -He sets up class discussions in a very evenhanded way - when he wants to have a discussion on whether a certain rule is good policy, he is always quick to point out the benefits to both sides and jumps in to support students who take unpopular positions. This is not by accident. - He scripts these policy debates beforehand and looks to bring out the best arguments on both sides. He is also quick to shut down tangents and irrelevant comments, sometimes by telling students that their points would be better discussed after class. -All of his classroom management skills would not be enough to make him a great teacher without his ability to present a methodical approach to working out legal problems. He does not hide the ball from students - instead, he provides them with a systematic approach to analyzing problems that he repeats as often as possible throughout the year. For example, if he is teaching the tort of negligence, he will preface nearly every case with a recitation of the elements of negligence and, if any of the elements are in doubt, a recitation of the rule regarding that element. By the end of the semester, students know all of the rules down pat. -He is extremely accessible outside of class, responding to both emails and unannounced drop-ins by students."

"Professor Laurel Oates creates an interactive classroom where students are fully engaged. She selects her teaching methods (class discussion, role plays, lecture, small group work) very deliberately, matching what it is that she wants her students to learn with the teaching method most likely to accomplish that learning. She has studied educational theory extensively and has paid particular attention to the work done on "transfer in learning" as she believes that the real measure of her students' success is whether they can transfer what they have learned in her class to the multiple and different challenges they will face when practicing law. Professor Oates has also applied the "spiral curriculum" theory to the legal writing program at Seattle University School of Law: students begin with smaller and simpler research and analysis and move to progressively more difficult and complex issues, always returning to the earlier skills as well so that they can review and master them."

"He's a spectacular teacher and a wonderful writer and person. He always gets rave reviews from students and others. Tim was also named one of the 10 best law professors in Illinois by the Law Bulletin two years ago."

"Jeffrey O'Connell was my Torts professor in the 1993-1994 academic year at the University of Virginia School of Law. Professor O’Connell’s lectures were lively and engaging. He was clearly animated by a love of the subject, and he quickly charmed our class. In addition to being intellectually challenging, his class was fun. We spent more time outside of the classroom thinking and talking about Torts than any other class because of his teaching. Due in part to his influence, I practiced torts for several years. Due even more to his influence, I became a legal academic. I teach and write in tort law and theory."

" . . .[Professor Noble-Allgire] devises exercises to be done in small groups to help students learn future interests. She helps them learn the importance of facts by assigning them to prepare a closing argument on nuisance. These are instances of integrating skills with doctrine to enhance learning. In Trusts and Estates, she has students work in small groups to write a will, after giving them several challenges to master in drafting. They learn collaborative learning as well as the doctrine of will and drafting techniques. She also devotes a great deal of time to exam reviews with students and offers to read practice exam questions throughout the semester."

"Without a doubt, the best professor I have ever had. Prof. Nice absolutely produces exceptional learning, and meets every criteria listed in your definition. I had her as my Constitutional Law Professor my first year. She has this ability to make it all seem so simple, and is able to continually tie concepts back into each other throughout the semester so we get the big picture. Given the complexity and often contradictory decisions of Constitutional Law, I think this is an amazing accomplishment. Not only does she know the material that she teaches, she is able to convey that knowledge to first year law students. She is so passionate about what she does, and so concerned that everyone learns and understands the material. If you're looking for teachers who create exceptional learning, here's my example: I am a pretty good student (in the top 15% of my class), but I was terrified to take her final - not because I didn't feel that I knew the material (I knew it cold) but rather because I felt that everyone had to know it just as well as I did. She explained everything so thoroughly, and precisely (and passionately) that I didn't know how anyone could not know the material. So much of what I learned my first year has already disappeared from my memory, yet so much of what she taught me remains in the forefront. She is an amazing professor! I only wish she hadn't gone elsewhere as a visiting professor this year, so that I could take more classes with her."

"Prof. Neeleman does not confine his tax course to a case book. He has developed additional problems to flesh out the relevant cases and code sections. Instead of using the traditional Socratic method while reviewing a case he uses the Socratic method with the problems. The problems create a teaching opportunity and are not merely short cuts to dispense the black letter law. The problems are usually not simple and require applying common law, relevant code sections, and previously covered materials. In addition, the problems usually have multiple parts and each part adds an additional layer of complexity. Prof. Neeleman is also a well-spring of legal ethics. Not only does he teach what is permissible under the law, but he also points out what permissible behavior is not necessarily ethical. It is refreshing to have a teacher that doesn't just teach what you can get away with. Finally, the fascinating thing about Prof. Neeleman is that even though he brings his case book and tax code supplement to class, he never opens them. It is all in his head. He remembers every detail about the cases, about his own problems, and the code text. Amazing!"

"[A] legend here. One of the most thoughtful people I know about pedagogy. I have observed his class and adopted his model for my seminar. Is supremely student oriented. Sometimes has his class draft briefs and outlines collectively in class using his computer and LCD projector. His seminar model requires the students to research and choose the class readings in the areas of their papers."

"Professor Morse is an exceptional teacher. First, he has an incredibly deep understanding of the tax law. Second, he has a true passion for the subject matter he teaches and is able to instill that passion and interest in his students. Third, is a very well respected professor. The first thing that strike as a student of Professor Morse is that he truly knows 'his tax stuff.' He doesn't just know the answers to the problems he has assigned and merely recite that limited bit of information when teaching. He takes you beyond the shallow water of superficial explanations and gives you a deep, well rounded understanding of the complicated principles of tax law. When sitting in Prof. Morse's Taxation of Business enterprise class, each day I was truly impressed with how excited he seemed to be able to teach our class. You could tell he truly enjoyed the subject matter and wanted his class to understand the concepts and develop the same level of interest. His enthusiasm along with his positive reinforcement which he provided his students when they didn't quite grasp a concept, he me realize that I too could learn and someday practice in this complex area of law."

"Professor Morris's teaching of the course: Scientific Evidence & Expert Testimony - Patent Litigation, was exceptional. The class provided invaluable insights into U.S. patent law and how to interact with expert witnesses. To study with high calibre PhD students from Stanford University in scientific fields, and then deliver simulated patent trials before Silicon Valley law partners, was incredible. These simulations were founded on theoretical work and seminars prepared by the Professor. Deciding to focus the course on obviousness and the doctrine of equivalents was ideal (and I presume, strategic): both areas allowed for deep understanding of patent law; both areas of law were enjoyed by the students. As one can readily appreciate, the logistics of all this goes well beyond the class-room, which brings me to the Professor's responsiveness: a lot of work was done outside the seminar. The Professor's emails and feedback provided fulsome critiques of work submitted, which I found invaluable. Finally, Professor Morris's regard for each student's learning and welfare was exemplary. Her teaching style was fair and consistent. The 'three roses/three thorns' model provides both encouragement and opportunities to learn. The Professor's interest in our class work was further complemented with a keen interest in students' career and future development. This trait is one that separates the 'good' teachers from the 'great' ones. Professor Morris is no exception."

Not provided.

"I took Professor Moll's Business Organizations course and Secured Finance course over the last two years of my law school program. I loved both of them. I was working part-time during the time I was in your secured finance course and it taught me great lessons that I could apply to my job. Professor Moll is so inspiring and so easy to learn from I have requested that he create a list serv to notify interested persons of when he is teaching or speaking. After working in the corporate world for just eight months I used the lessons Professor Moll taught me so many times--I often find myself turning to my business organizations books. I can only imagine how often I will turn to his teachings for guidance as my career progresses."

"Like all other student and former student nominators, the obvious basis for my belief that my nominee, Prof. Eben Moglen, produces exceptional learning in students, is that he produced it in me, in the Property course I took from him as a first year law student at Harvard Law School, in the spring of 1995 when he was a visitor there. The question, then, is really how that was accomplished, not just for me but for my fellow students, and for the hundreds, if not thousands, of others he has taught in what is now about 20 years of teaching, primarily at Columbia Law School. Because I am a law professor now, who has taught at a few different institutions though none as selective as those I attended, I hope I have some additional insight into the ‘ways and means’ of the exceptional teaching he did. He was (and is), to begin with, a person of extraordinary erudition, not only in the legal subjects immediately at hand, but in their historical context; and in a variety of other subjects whose relevance added an unusual richness to class discussion. An example: the Property class he taught me included a discussion of Armory v. Delamirie, and as a trained British historian, he was able to put that case in much fuller context than the casebook (or its additional materials) could do. Some eight years later, when I first taught the case myself, I was able to retell, in detail, from memory, stories he had told about the case – about the desperately short lifespan of the average chimney-sweep, about the vast social gap between plaintiff and defendant that made the case a kind of small miracle of common law justice. Only when, still later, I came across my own old class notes, did I realize that everything I “knew” about the case, I knew because of what he’d added to it, so vividly and so compellingly that my students today continue to be the beneficiaries of the echoes of his teaching. One of the other cases in the casebook was decided by the Supreme Court during the time he was a Thurgood Marshall clerk, and, scrupulously observant of the proprieties of confidentiality that surround that position, he was nevertheless able to convey a great deal about the case (and the Supreme Court as an institution) from which, again, my own Property students (who now number about 500) have benefited. Like many of the nominees here, Professor Moglen is energetic, passionate, enthusiastic, etc., about the subjects he teaches. But unlike most of them – unlike, perhaps, nearly ALL of them – Prof. Moglen has built a second career, without compromising his academic role, in service to the causes he cares most about, and to which he devotes a very significant part of his “life, fortune, and sacred honor.” He does not merely talk and teach about software freedom and about civil liberties in the age of the Internet. He is the founding director of the Software Freedom Law Center, after serving for years as the general counsel of the Free Software Foundation. He uses free software, and the most cutting-edge technology available, in the conduct of his courses and his pedagogy. He models the kind of engaged, committed lawyering he exhorts his students to undertake – not from inside the ivory tower, but from, as it were, the trenches. Though he is, in fact, literally, a “tenured radical,” he is precisely the opposite of what that stereotype suggests, if it suggests a person who urges risks upon others he is unwilling to take for himself. Whether one shares his particular interests, or his politics (and many don’t), what is beyond question is how much and how genuinely he cares. The inspiring picture of this prodigious intellect and energy harnessed to these legal ideals is indelible."

"Students and former students —describe Michael\'s courses as formative, rigorous, and intense. At the same time, they describe him as being supportive and encouraging. This is an unusual combination, reflecting Michael 's unusual talents. His approach inspires confidence in his students -- both in him and in themselves -- and this confidence enables them to dig deeply. Because of his teaching acclaim, faculty colleagues (including me and others with more years of experience than Michael) turn to him as a resource on teaching. He works intensively with new faculty hires, on everything from syllabus and course design, to lesson planning, to “how do you handle situations like . . . ,” to exam writing, student conferences, etc. In all of these interactions, he engages faculty in a collaborative learning process, the way he undoubtedly does with students."

"His passion for IP law and patent prosecution was infectious. After 40 years in the field he still got excited about the IP field and took great pride in the accomplishments of his students. It is because of Professor Milton that I am where I am today. He has provided me with the tools I needed to be successful as a IP attorney." "It is his passion and energy that provide such an exceptional learning environment. While many in Professor Milton’s position have since retired, Professor Milton still takes great pride in mentoring young IP attorneys. . ." "Professor Milton trains his students to efficiently draft high quality patent applications, a skill which many patent attorneys are never properly trained to do. He has spent years developing a systematic method and a software program which lays out the specific steps to follow when drafting a patent application that can be filed in any country's patent office. Professor Milton's course gives students a strong basis for their career in patent law, which will benefit them throughout their entire career. His students are repared to make a beneficial contribution to the field of patent prosecution, just like Professor Milton has done throughout his distinguished career. He has trained some of the best patent attorneys in the country, and I am fortunate to be among the future attorneys to learn from him." In addition to providing students with invaluable technical training, he also shares practical lessons related to patent litigation, attorney-client relationships, and patent-related economic issues." "Most importantly, he truly cares about his student's progress and future success, which is why he deserves to be called one of the best law professors in the country. He drives students to be the best they can be and to settle for nothing less than perfection."

"Professor Miller has explored the scholarship of teaching on numerous levels and ventured into mostly uncharted territories with his research and development of learning outcomes for law schools in general and specifically for his Torts 1 course which he shares freely with his students and his colleagues. In the classroom, Dean Miller often provides his students with new and unique opportunities: 'The client sat in the front row of a 32 seat classroom, turned toward the class. The instructor projected a PowerPoint slide on the screen behind the client, with a checklist of matrers to cover with the client. The students then engaged the client with questions and observations, while the professor checked matters off on the projected list and made other notes for the class charting the course of the consultation.' As Associate Dean of the TMCLS Grand Rapids campus, Dean Miller encourages faculty to devote time to their teaching scholarship as well, requesting that they write a memo regarding their teaching insights to share with the broader faculty community."

"Prof. Karin Mika is a prolific writer and an exceptional law teacher who has made a significant impact on the lives of her law students. I have had the privilege of working with Karin for nearly twenty years, as both a colleague and Department head. She has provided hundreds of law students with exceptional learning opportunities teaching them skills courses. These courses range from legal writing and research, legal drafting, appellate advocacy, scholarly writing, and moot court and oral advocacy. She believes in consistent practice and timely feedback and generously provides it to each student in every class she teaches. She has been honored with an eponymous Moot Court Scholarship created to mark her dedicated service for decades to Moot Court student. Always willing to go beyond the classroom, Karin has worked in myriad ways to educate students, not merely for her class, but to unselfishly help them prepare for law school exams and for the bar exam. Karin provides students with the ability to develop personally. She incorporates ethics, values, and moral principles in the research problems she creates for students to investigate and analyze. These problems, often cutting edge and timely, make students evaluate their individual prejudices and enhance their understanding of the views of others. She engages them to stimulate thought, and increase empathy and compassion. Karin Mika is always involved with students on a personal level. She has an open door for law students, learns about their problems, and cares about and monitors their progress. Because Karin cares, students want to learn, thus facilitating the process and creating a profound difference, not only in students’ learning, but their lives. Karin’s philosophy is to reach her students and be the best teacher she can be. To that end, she understands learning styles. She advocates active learning that involves students in the process. She teaches using cutting edge technology because she understands her students are “digital natives.” Thus, Karin appreciates that her teaching must use the very technologies that students so readily access in order to reach them. She has created innovative video and audio presentations and interactive games to engage her students. Karin presents at conferences and generously shares her insight and her materials with other teachers. I respectfully request that you add Legal Writing Professor Karin Mika to this honored group because she is one of the most remarkable law teachers in the country."

None provided by nominator.

Comment 1 from a colleague: "Dean Mayer's teaching includes several strategies that enable her to reach and to engage the entire class. For example, she moves comfortably from Socratic-style questioning to lecturing to dividing classes into small groups with specific assignments, thus accommodating different learning styles. In addition, she complements her teaching with devices as diverse as white boards & markers, power-point presentations, panel discussions, and simulations. Finally, she relies on several assessment tools, and she uses them throughout the semester. These include having the students respond to questions using the Classroom Performance System 'clickers,' calling on individual students during class, assigning written homework problems, and giving practice quizzes or exams." Comment 2 from a different colleague: “Dean Connie Mayer’s exceptional teaching hinges on two main components: 1) her longtime study of and belief in the value of active learning; and 2) her efforts to humanize legal education for all students. I know this not only from having taught with her and having observed the growth of students who benefited from her teaching, but also from hearing the extensive praise of her methods and teaching from the students themselves. Dean Mayer has taught the full gamut of courses: required courses, first year courses, seminars, “skills” classes, large classes, small classes, and clinical courses. Dean Mayer creates safe learning environments for students in which they can admit what they don’t know and in which they are told what steps to take to acquire knowledge and develop skills. She was one of the first professors at Albany Law to use both context-based education (dividing large classrooms into firms, using litigation materials and assigning production of legal documents) as well as formative and evaluative assessments and examinations throughout her courses. She uses technology to enhance her teaching and has experimented with the eInstructions Classroom Performance Systems (CPS) to assist students in assessing their own learning and to learn what the students were absorbing and able to apply. Before becoming Academic Dean, Mayer transformed our trial practice curriculum so that it provided more opportunities for structured skill practice with intensive formative and evaluative feedback and extended these opportunities into pre-trial skills as well . . . She recently designed intersession courses in line with Best Practices and Carnegie recommendations so that students could use intersession time to immerse themselves in the integration of theory, practice, skills, doctrine and professional responsibility. She is an avid reader of legal education literature, surfs the web to see what others are doing nationally and constantly challenges herself to enhance and re-envision her teaching and mentoring of students. The students find her concern for them and her passion for teaching infectious and it motivates them to give learning their all. She makes them believe that they can succeed – and they do.”

"[H]er students report an exceptional classroom experience. Some have related to me that she is incredibly firm and sometimes intimidating, but that her method prompts them to prepare and commit to the course in an unusually significant way."

"Professor Marshall is a brilliant lawyer, but more importantly, has an incomparable ability as a *teacher.* Of course as Professor Marshall's long list of accomplisment's demonstrates, he is a brilliant lawyer who has changed the course of history through his work. . . Given that Professor Marshall has so much wisdom to impart, it is remarkable that he spends so much time, rather than talking about himself, allowing students to do the talking through brief-writing assignments, in small group discussions, as oral advocates, and even as mock judges. Through this process, his students learn invaluable wisdom regarding how to think critically about legal issues, strategically approach appellate brief writing, and perform effectively as oral advocates. And he tackles both the big issues and the small details in his teaching. For instance, in his wrongful convictions seminar, he incorporated both small group discussions of ethical issues in our criminal justice system and also real work experience combing trial records, meeting the actual client, and shaping the legal issues for appellate review through brief writing. In sum, I have, without question, learned more in the two courses I have taken from Professor Marshall than in any prior course. He is an inspiring leader in the legal profession and he leaves a lasting mark on every student privileged enough to take his courses."

"Professor Manning exemplifies student-centered learning. She creates high goals and expectations for her students within her classroom. She creates learning environments that allow students to meet those high goals regardless of their entering capabilities. She provides support and encouragement that motivates students to want to learn. She also provides space for students to fail...and try again. Mostly, Professor Manning meets students where they are academically, emotionally, and professionally and motivates them to want to excel. Mostly, Professor Manning is egoless in her teaching because her sole focus is on student success."

Professor Mandel is the best professor I have had at Temple University and advanced both intellectual and personal development in my first-year property course. As far as intellectual development, Prof. Mandel covered a huge amount of ground in a one-semester property course. Prof. Mandel did a fantastic job of linking the subject matter to other areas of law and our own lives through a variety of activities (e.g. taking photos of easements for class discussion) and practice problems. His ability to clearly express the often confusing concepts not only advanced my understanding of the material, but also set the bar as to how simply legal concepts should be explained. Students in the class gave him their full attention, which is a rare thing when computers are in classrooms. As far as personal development goes, property law naturally strikes at the heart of many people's belief systems (e.g. zoning, eminent domain, tragedy of the commons, landlord/tenant). Prof. Mandel did an excellent job at weaving in moral and policy issues and causing his pupils to reassess some of their beliefs. On a more general level, Prof. Mandel excels at honing in on the heart of the matter and making sure that the forest is seen in the end. I believe that this sentiment is shared by my peers who had that course. Notably, Prof. Mandel also taught the course without putting distance between himself and certain students by glossing everything with politics."

"Professor Greg Maggs, who has won our outstanding teacher award numerous times, is consistently one of our most highly respected - and highly evaluated teachers- Students appreciate how well prepared he is for each class, including the brief review of the previous class and outline of the current class. He teaches his courses with humor - and with PowerPoint slides, and makes the students enjoy attending class. Students repeatedly report that he transforms what could be awfully dull and dry material (he teaches contracts and commercial law in addition to constitutional law) into vivid and interesting and engaging material. His courses remind students that the law involves real people with real problems . . . He manages to convey his knowledge in the clearest way without being intimidating or unpleasant."

"Professor Maclin is a Crim Pro teacher known for his intellectual ferocity in class. He is a winner of university-wide teaching award. Not everyone will sign up for the Maclin experience, but those who do frequently report that they've never learned so much from any professor anywhere."

Not provided.

“I earned degrees from Princeton, Oxford, and Stanford Law and Lopez is easily the best teacher I ever had. The expectations he has for his students are beyond any I have ever seen and yet he manages to inspire them to meet and exceed those expectations routinely. It is not at all unusual for him to assign 3000 pages in a semester and students not only read the assignments, but do so, enthusiastically, critically and thoughtfully because they know Lopez has culled the best, most diverse materials available. He consistently challenges his students to new ways of conceiving their work for social change. The number of students who have studied with Lopez and gone on to teach law and practice in the public interest is without parallel. The most extraordinary thing about Lopez's classroom is the way he creates an environment where students wrestle with difficult material from across ideological and disciplinary boundaries and feel safe enough to challenge and agitate each other to achieve ever higher levels of learning. He creates the space and raw material that allows students to teach each other. His students work so hard -- and learn so much -- because they don't want to disappoint him, each other, or themselves. Would that all teachers could achieve a small portion of his success."

"Laura Little is an outstanding classroom teacher, mentor and academic advisor. For over 20 years she has taught at the law school, where she has received outstanding student evaluations for her mastery of subject areas, inviting classroom environment, and infectious enthusiasm for law and the legal profession. As a result, she has received every available law school honor for teaching and scholarship. She is a three-time winner of the Law School's Excellence in Teaching award. She has also won two major University-wide awards for her teaching. Over a broad range of subjects, she consistently brings clarity to complex legal doctrine while generating student interest in otherwise dry material. One student reported that she ‘could make eating cardboard fun and interesting.’ Her reputation as a dynamic speaker has prompted invitations to teach other important audiences outside the law school, including judges, lawyers, academics and prosecutors in the U.S. and abroad. . . In short, in [the]classroom . . ., she engages the audience with a dynamic style that promotes clarity, creativity and confidence . . ."

"Several years ago I attended Prof. Lind's Copyright class as a visiting scholar. Being an IP lawyer myself (in Argentina) I needed to deepen my knowledge of US Copyright law to better communcate with my US colleagues and clients. During the semester I could see and experience how much he cares about the students and makes time for all of them in and outside class by holding extended office hours, responding to email messages and phone calls. One of his best skills (and he has many of them) is the teaching of the law by constantly challenging the students to reason for either side on a given case or hypothetical he would carefully draft. The most complex aspects of copyright law, he would explain in a way that all of his students will be able to understand. The legislative history, the real motifs for the passing of a law, the outside influences, the policy aspect of a court decision, his knowledge is so pervasive and noth ing escapes his intelligent attention. Robert Lind's mission as a teacher doesn't finish when the semester is over and the exams have been graded. He keeps in touch with many of his students after graduation, and is a great adviser when he's asked about any instance in their professional careers.”

"Year after year, students rave about Professor Levit's classes. First, she understands how students learn and gears her teaching accordingly. [S]he brings her nurturing personality into the classroom. She is goal-oriented and goal-driven. Prof. Levit uses innovative teaching ideas in her classroom. From setting up moot court arguments in the classroom to using poems and song lyrics to get the point across, Prof. Levit is constantly searching for new ways to reach her students."

"Having taught at four law schools, Andy Leipold is the best and most highly regarded teacher I know. The University of Illinois College of Law, where I taught for eight years, is a school that takes a great deal of pride in its teaching (as does my current institution). Each year the third year class at Illinois votes for the Outstanding Faculty Member. Professor Leipold has won the teaching award there NINE times, a majority of the years he has been in teaching. Years ago, he visited Duke Law School and won the teaching award there. I'm sure I do not fully understand the depths of his skills or I would be a far better teacher than I am. But I can say a few things about his teaching because I have had many discussions with him about the subjects we have in common and I have heard many students sing his praises. First, in countless ways in the classroom and out, he communicates respect to his students, even when correcting or criticizing them. Second, the students respect him because he is clear, rigorous, and enthusiastic about his subject. As an example, for a large number of the cases he teaches, Professor Leipold has located and conversed with at least one of the lawyers involved in the case. He is thus in a position to give background information, clarifying points that may mystify those of us who only know what's in the casebook, and making the issues and people of the case more real and compelling to the students. Third, he is flat out funny."

"I went through law school in my fifties and have seen many teachers and professors of all stripes. He is as good as they come. He takes current events and relates them to the legal topic of the law. Professor Leibson makes the law come alive. He makes it easy to see the relationship between the topic and its practical application. Every classs is exciting. Never missed one and I had several classes with him. An outstanding professor. Also active in the community and totally approachable outside of class."

"[W]hat I think is the best thing about Prof. Lee is his teaching style. He is able to teach complex subjects efficiently, while at the same time keeping a sense of humor. He maintains his position as a professor, but is also very easy to relate to and down-to-earth. He is able to challenge students and ask probing questions, but supplements the socratic method with appropriate lecture and summaries. He takes a multi-faceted approach to teaching, combining in-class questioning with short out of class assignments that allow the student to develop writing and reasoning skills. He also provides opportunities for students to present oral arguments in front of the class to develop advocacy skills. Prof. Lee is just an all-around good teacher."

"Professor Mark Lee has an exceptional ability to engage students and make them think for themselves about the issues they are confronted with by a case of a particular set of circumstances. While many students are focused on getting the "right" answer, Professor Lee asks students not so much for the answer, but to think about what questions are salient to the issues at hand. The 1L student could be lulled into thinking that Professor Lee teaches first year Crim Law . . . Professor Lee though uses that subject as merely a vehicle to engage first year students in the process of thinking and giving them tools through which to analyze issues and make judgments, comparisons and differentiations. Professor Lee's exceptional teaching reaches an apex in the Law and Economics class: a class that is conducted in seminar style and allows the student a great deal of one on one time with Professor Lee. By the end of that class the students are asking more questions than the Professor. On a personal note I used the skills I learned from Professor Lee not just in the practice of law; but as a Soldier serving in Iraq."

"The students at Cleveland-Marshall quite simply adore Professor Lazarus. . . Several common themes emerge from [his] student evaluations. 'Professor Lazarus is an amazing professor.' 'Best professor at Cleveland State University.' 'Excellent instructor! I would take Lazarus for every law school course if at all possible.' 'I would recommend Professor Lazarus for all bar courses. You walk away well prepared.' 'This professor is excellent—THE BEST. I’ve taken him 5 times now. Explains things clearly and in an interesting manner. Great sense of humor, seems to really enjoy teaching.' 'TAKE LAZARUS. YOU WILL LEARN.' . . . He is a demanding instructor, insisting that students master the materials. One student wrote: 'Tough teacher, but I learned evidence.' Another opined: 'You probably could get a better grade with a different professor, but Lazarus is a must.' . . . Professor Lazarus gives multiple quizzes throughout the semester. According to his teaching philosophy . . ., students need to master the material as they progress through the course rather than wait until the end of the semester to begin studying. . . He is smart, dedicated, kind, and a man of impeccable reputation.

"She uses real-world cases and hypotheticals in her classroom asking students to consider the potential income tax consequences of Matt Murphy, the 21-year-old New Yorker, who emerged from a sea of knees and elbows with Barry Bonds' 756th home run ball, or Mrs. White who was in the audience when Oprah Winfrey gave away 276 new Pontiac G-6s to her studio audience in celebration of the 19th season of her talk show. Sound interesting? Professor Larson's students think so!"

Professor Lanier, a Marine in every sense of the word, gave us his insight and the benefit of his experience in a "mistake free" environment, preparing students for the courtroom. He took what was an otherwise dry subject and made it come alive. He settled for nothing but the best from his students, challenging us toward excellence. He made no bones about it; if you came to class unprepared, he was as merciless as a Marine drill instructor. But for those who made honest efforts toward learning the law, he would give you the shirt off of back to propel you toward success. I was an average student, working full-time during law school, attending the night program. Professor Lanier always had words of encouragement (as long as I had done my reading) and I have to give him credit for helping me attain the success I have had in my practice."

"Like all great educators, Susan is exceptionally intelligent and knowledgeable. And she loves to spread her enthusiasm for the law and legal scholarship to her students. But what sets Susan apart from other legal scholars who love teaching are her genuine concern for her students as people and her humility. Susan takes the time to get to know her students (at least those who wish to be known) as multi-faceted people, not just as law students. She provides a friendly, listening ear on any topic as well as a counselor's words of advice when asked. She speaks to her students (and indeed all other people) as colleagues and equals, not out of a sense of what it means to be an approachable faculty member but instead from a genuine realization that she is a flawed human being just like everyone else. Susan knows that she does not know it all. She is willing to learn from her students as well as teach them. She freely admits her shortcomings and joyfully celebrates others' strengths, with no hint of insecurity or jealousy. These uncommon traits facilitate learning in a couple ways at least. First, they make Susan very approachable. Students learn best when they feel free to approach faculty with stupid questions without fear of being demeaned openly or covertly. Second, Susan's humility and openness to students make room for unorthodox views. All academic disciplines benefit from continuous influxes of new ideas, seriously considered." "Professor Kuo is passionate about teaching and mentoring her students. She teachers to every single learning style. She teaches to challenge the brightest and most earnest and to also reach those having the most difficulty with the subject matter. Professor Kuo has an excellent command of the classroom, and integrates technology. For example, she uses powerpoint with "clickers" so that the class can vote on policy issues anonymously. When she teaches, you would think she had litigated every case, the way she jumps around (literally), asking students about the intracies of the case, highlighting the distinctive rule the case provides, and asking the student's opinion on the outcome and reasoning. She always asks for student input mid-term, which students provide anonymously. I just graduated law school, and I had Professor Kuo four times. We stay in touch, and she has helped me get my career started even after graduation. Our school is very honored to have her teaching here."

"Professor Kull teaches Contracts and various aspects of commercial law. He is a winner this past year of a University-wide teaching award. Frequently praised by students as one of the best professors they have ever had at any level, sometimes the very best, Professor Kull is known for bringing out the law's connections to the real texture of people's lives, never allowing his students to think that the artificialities of appellate opinions are all that a professional lawyer needs to think about."

"Exceptional learning to me takes more than a good syllabus, informative materials and an attentive teacher. A professor who inspires his or her students to think about the subject in a new way, to recognize the ethical considerations associated with a lawyer's decisions in more than a theoretical way, and to value the importance of a work/life balance is one who produces exceptional learning. Professor Krieger challenges his students every day to think about law in a different way. He provides materials and assignments that have actual practical implications for the law student who wants to go forth and produce exceptional results as a litigator. In addition, Professor Krieger supplies his students with what he describes as 'Unit X' materials. Unit X lessons and materials are what set Professor Krieger apart. The lessons taught and learned have a lasting impact outside of school, court, and work. Many professors (and employers) stress too much the importance of 'victory' when it comes to the law whether victory means more verdicts in favor of clients, more clients, or more money. What Professor Krieger is that 'victory' in that sense is hollow. True personal happiness and fulfillment comes from doing what you love to the best of your ability and then going home to spend quailty time with your loved ones. Professor Krieger provides his students with the tools to be happy to in a profession that all too often produces unhappiness."

"The best thing that can be said about Professor Krauss is that first year law students at George Mason spend more time debating and talking about Torts outside of class than all other subjects combined. Professor Krauss combines a demand for intellectual rigor with an engaging classroom style. He has successfully integrated a TWEN discussion board into his first year Torts class that provides another forum for learning, debate and passion for the study of the law. Professor Krauss also teaches Legal Ethics. His class is not an MPRE review course. Instead, he combines traditional case discussion about important ethical issues with nontraditional teaching mechanisms such as a viewing of To Kill a Mockingbird. In practice I think about some of the lessons I learned in this class. Professor Krauss allows students to attend frequent office hours. The best thing about them is that you leave with more questions than you had coming in. That is the best thing about how Professor Krauss teaches - he makes you question your assumptions about the material and critically assess your own beliefs. It was a real treat to be in his class at Mason."

"[Dean Koh] is one of the two best law teachers I have ever encountered (or witnessed: I've done teaching assessments for tenure and other institutional purposes of many faculty). He has pedagogical method: demands a great deal from students and yet is encouraging and positive about their efforts, teaches on several dimensions at once, always addressing everything from information about the "players" to black letter law, policy, theory, and academic writings/players, is unafraid to express his own views and positions but with an openness that encourages challenge, and one cannot help but enjoy oneself while learning, and try to give one's best. He has a truly rare talent. I wish I could teach as he does, and clone him!"

"I had Professor Knauer for Property my first year in law school, and I have never adored a teacher in a classroom so quickly. She has a way in the classroom that--as a former teacher--I both admire and envy. She controls the classroom, yet she allows inquisitive, curious students to go off on tangents while reeling them back into things. She is smart, she understands her students, and she has a way of promoting a classroom atmosphere that puts everyone at ease--and yet makes us want to work really hard to impress her. Everyone in our property class learned so much because of her humor, wisdom, and ability to make even difficult subject materials come alive. She is one of the most outstanding professors I have ever had, and I hope that she makes this list! . . . Professor Knauer not only managed to make Property class interesting (a very difficult feat) but also taught the class in such a way that she perfectly outlined each concept and made studying a simple task. Unlike some other less structured or engaged professors at my school, Professor Knauer was inexplicably clear about her expectations from day 1. More surprisingly, the information I learned actually stayed much more intact than most other concepts I learned my first year of law school (I still remember what adverse possession is!). Her explanations were clear and concise, and she always had a great sense of humor in class. Her superb teaching ability is not the only reason I chose to nominate her; she also is one of the most approachable, understanding professors I've encountered. She was not patronizing by ever 'holding your hand' through an explanation, but treated you as a true equal when explaining anything you had difficulty understanding. She never became exasperated or 'tired' of helping, no matter how silly the question may have been."

"I was in Professor Knaplund's Property and Wills and Trusts classes, and was her research assistant. . . I was not a top student in these classes. I found that material exceptionally hard to grasp, and she had a wonderful way of making it easier to understand. She is very aware of how difficult and staggeringly large the body of material is for each of these classes, and she explains it thoughtfully, without giving the sense that she is dumbing it down. She cheerfully makes the principles accessible to even the most clueless 1L . . . However, perhaps stronger than her exceptional intellectual development skills are her personal development skills. Of anyone at Pepperdine, she is my strongest mentor and champion. She encouraged me to become a law librarian, a field she somehow knew I would love and thrive in (all true). She . . . always has an encouraging word and sound advice for me as I make the transition from student to professional, offered kindly and graciously (never lecturing). She strongly deserves this honor."

"Dean Kaufman's 1L Civil Procedure class was my unforgettable introduction to law school. He not only made the course enjoyable from day 1, students couldn’t wait to enroll in his other courses as well. Dean Kaufman is not your traditional ‘lecture from the podium’ professor. He's a ball of energy (just watch one of his lectures) which spreads throughout the class- necessary when covering some mundane subject matter at times. He has an open door policy and is genuinely concerned about one’s academic progress not just in his course, but law school as well. While considered one of the ‘more difficult grader's’ in the Loyola law school world, he teaches you what you need to know for the bar exam and practice; he's definitely tough, but well worth it. He continues to be a friend and mentor nearly 8 years later. I highly recommend him as an exceptional law professor."

"[Teaching is a] role she excels at as much as any other. . . She has a way of making cases forever memorable through wit, anecdotes, metaphor and incisive questions. It's is impossible to attend a lecture of hers without laughing at least twice, and without feeling like the material has been brought to life. She combines this, though, with the most effective use of the Socratic method I've ever seen. I'll never forget once raising my hand to ask a question [about] the presentment clause, which she answered with a series of more questions to me. Exasperated, at one point I said, 'you're right.' That was not sufficient, as she asked me, 'Why am I right?' And worked with me until I understood the issue."

"Ashley Kane is outstanding inside and outside the classroom. It is no secret that legal writing can be hard for a first year law student to adapt to, but Ashley Kane worked endlessly in order to ensure that every single student in class was on the same page. In class, she kept us motivated and excited about learning through a highly interactive and upbeat classroom environment. Her in-depth knowledge of the components of great legal writing and oral advocacy was apparent, and there was no question she could not answer. Ashley Kane has an incredible ability to connect with her students and to translate the material in a way that makes sense to each one of them. I have never seen a professor so dedicated to ensuring each one of her students succeeds. Students were encouraged to call her whenever they needed help or guidance, and she was always more than willing to meet with students as well. I know no other professor who gives out their personal cell phone number. I cannot even begin to imagine how much of her own personal time was spent working with students. She is an extremely compassionate and caring person and is always concerned with the well-being of her students. She understands how difficult the first year of law school can be and wants to be there to help students adapt or to offer a shoulder to cry on. I spent a great deal of time in her office where she helped me cope with the emotions I was feeling from the pressure of my first year. Ashley Kane was instrumental in helping me make it through my first year of law school."

"Professor Jonakait structured his course to facilitate comprehension by diverse learning methods. I had him for torts and his course covered all the substantive areas (including products liability) in a clear and structured format. At the same time, he challenged students to move beyond their own perceptions and to begin to analyze the issues from a myriad of perspectives. He demanded students to act like lawyers in the classroom, making them speak with conviction and clarity on the topic even if they were unsure of the answer. His class was filled not only with the substantive knowledge, but the wisdom of a litigator. I came away from the class not only feeling like I understood the common law tradition of torts and the rise of legislative means to alter tort decisions, but also what it means and how to be a zealous advocate for my client."

"Dr. J, as his students affectionately call him, is an invaluable asset to our law college, and I consider him the single most important educator, mentor and counselor to myself and other students. His teaching style evolves as his students evolve, from an intimidating, yet approachable Contracts professor for first year students, to a trusted and wise advisor and teacher to second and third year students. His humble and methodical approach teaches his students to think as practical lawyers while appreciating the legal concepts that provide such thinking. He treats his students as equals and never lets the confines of political correctness or academic arrogance stand in the way of providing a challenge to any student that wishes to learn from him. Dr. J is someone that students look up to as a leader and also look to for candid advice as aspiring young attorneys. I am confident that I speak for the vast majority of student s that have had the opportunity to be educated by this pillar of our law school."

". . . Professor Rachael Janutis has been a motivating force behind Capital's small-section 1L experience. She is also a master at integrated teaching and learning - her differentiated teaching strategies are groundbreaking. Rachel's commitment to her students is most evident in her syllabi and the level of preparation she puts into each and every class. I've rarely seen a professor put so much effort into a syllabus that teaches, guides, and focuses students on the proper way to prepare for class and learn difficult material. Her classroom is a working laboratory; she is among the most engaging professors I've seen in the classroom, and she is unfailingly committed to Capital's academic success efforts - she understands the needs of her students. Because of that, she is well respected and very well loved by our students. As Ken Bain defines great teaching - Rachel provides her students a meaningful educational experience that has a lasting impression on the way they think, feel and act."

"Professor Melanie Jacobs is a professional educator who incorporates a wide variety of teaching techniques and student assignments into her classes to accommodate all learning styles and to keep students motivated and enthusiastic about learning. Professor Jacob started her career in legal education as a clinician working for the Hale & Dorr Legal Services Center at Harvard Law School teaching practice and client interviewing skills. In 2002, when she became employed as a doctrinal professor at MSU College of Law, she brought her clinician skills of one on one interaction and evaluation to the law school classroom. For first year Property students and graduating seniors taking Decedents Estates, Professor Jacobs instills enthusiasm and excitement into the classroom by involving students in small group exercises, polling, one minute summations, and other activities that intersperse the Socratic, casebook method. Graded drafting exercises are incorporated throughout the class so that students build cumulative knowledge over the semester. Selected by Michigan State University to participate in the Lilly Teaching Fellow Program because of her interest and proficiency using a wide range of teaching techniques, Professor Jacobs further refined her skill set over a semester through workshops and practice exercises. Professor Jacobs believes that teaching goes beyond the classroom spending many hours during the week working with student organizations, judging practice rounds of moot court, serving as expert reader for law review notes, and meeting with students over coffee to discuss the law and life. She has been selected to speak at graduation by the senior class and won other student accolades in student fund raising activities. In her short academic career, Professor Jacobs has quickly joined the ranks of the best law school teachers throughout the country."

"Professor Hylton teaches tmployee benefit plans, insurance law, and a seminar called Law, Work, and Poverty. While enrollment in these sorts of courses is modest, students almost universally love Hylton's clarity and engagement with the subject matter. She always makes the ERISA class into a law school favorite for many students, and her Law, Work, and Poverty seminar always prompts some students to say it was their best course in law school. In Insurance Law, virtually everyone loves her, and a large minority write that she is the best and clearest professor at BU and/or would take any course she taught."

One of our legendary teachers here. Wins the teaching award so many times in a row that we should rename it for him. Weaves in high concept interdisciplinary stuff with vivid examples to make arcane environmental regulations not just interesting but exciting."

"I am now a practicing attorney in a demanding civil practice in New Mexico, and remain eternally grateful to this day for my legal writing education from Professor Steven Homer. My work for two years at the New Mexico Supreme Court (the highest court in New Mexico), immediately following law school, was in no small part a function of the breadth and depth of my first semester experience with Professor Homer. With the clarity of hindsight, I am certain that one of the most difficult subjects to teach at law school is legal writing. Professor Homer is truly gifted with a keen sense of how to break down this difficult subject matter to what is, after all, a herd of strong willed, opinionated, and, generally speaking, overly educated students. As a lawyer, I consider myself a professional writer and to this day dwell on every conceivable aspect of my motion practice, at the trial level, and brief writing, at the appellate level. Legal writing, in a nutshell, is not easy. Ask any of the U.S. Supreme Court Justices, Bryan Garner or any superb appellate practitioner. While it is a lifelong process, it begins with a fundamental understanding of not only, for example, what a “brief” is, but also an understanding of the traps and bad practices that undermine the most diligent of practitioners. Professor Homer is a lighthouse in both respects. He has a solid grasp on how to explain the basic concepts, an extraordinary attention to detail, and a communication style that is uniquely combined with humor, lightheartedness, rigor and discipline. Most importantly, he inspires. To fire up a class of 1-Ls about legal writing is no small task, yet Professor Homer does it with a grace and charm only Fred Astaire could rival. Despite the horrific pun, it would, quite frankly, be criminal to not have Professor Steven Homer as a nominee in your study."

"Professor Hillinger teaches in the areas of commercial law and bankruptcy. She is legendary at BC Law School for being devoted to her students, both in and out of the classroom. Several years ago the students at the annual talent show (the “Law Revue”) performed a skit where Professor Hillinger gave up a kidney for one of her students. That image seems to capture it all. There is no one here at the law school who is more committed to ensuring the intellectual growth and future professional competence of her students than Ingrid Hillinger. Bankruptcy practitioners all over this country attribute their start in the field to her tutelage and mentoring. The genuine warmth and compassion which she shows for her students—and they for her—is inspiring." "I suspect that some faculty members achieve excellent course evaluations by either pandering to their students or spoon feeding them. Ingrid does neither. Her courses are rigorous and demanding. She heaps work on the students, requiring them to complete several problem sets throughout the semester in addition to the normally required final examination. She is a master at getting students to parse complex statutory language and caselaw interpreting it, and then to apply legal doctrine to hypothetical problems that she carefully constructs. The students refer to her classes as “bootcamp.” They sweat blood in Ingrid’s classes, but the hard work pays off not only in grasping difficult material, but also in earning Ingrid as a mentor and ally for life. Ingrid Hillinger is a modern day Kingsfield, without the sarcasm or the attitude." "During Academic Year 2007-2008 Ingrid Hillinger taught an amazing 1000 student contact hours. Excluding sabbatical years, she is consistently in the top quartile of law faculty in terms of teaching load. Her classes are almost always fully subscribed. Her teching evaluations are even more impressive. On a scale of 1-5 on Question 1 “Effectiveness as a Teacher” the students consistently rate her at or near a perfect 5." "Professor Hillinger maintains this consistently excellent performance in the classroom while achieving an impressive scholarly record and performing exemplary service to the community and the practicing bar. She is the faculty advisor to one of our student law journals (the Uniform Commercial Code Digest) and the faculty advisor to one of our national moot court teams (The Bankruptcy Moot Court team). She serves on the advisory board for Lexis/Nexis, one of the major legal publishers in this country. She is a fellow of the American College of Bankruptcy, and, this year, participated in the Federal Judicial Center bankruptcy education program." "It is not an exaggeration to say that Ingrid Hillinger is both a legend in the classroom and a luminary in the bankruptcy field."

The "velvet hammer." That is the nickname students have given Gerry Hess. It's a wonderful image, a combination of compassion, respect, strength, and high standards. It doesn't begin to describe the many attributes - tangible and intangible - that contribute to his teaching, but it suggests many, as I know from having spent a semester observing his civil procedure classes. In class, Gerry's focus is on the students. While it was clear from the outline, questions, handouts and many active learning techniques that Gerry had spent hours preparing his class, in the classroom itself, he served as the guide, not the expert. Students' voices dominated class discussion; class after class Gerry structured learning exercises that enabled students to solve problems, figure out how to apply rules, and analyze complex materials. Gerry also provided students with an extensive variety of learning activities each class, allowing students to shine according to learning styles and strengths. Gerry's students were also deeply honored. When students spoke, Gerry listened as if the student was the most important person in the world. He knew all their names within a few classes, no matter how large the group. He made them feel special. But there was no mistake about his high expectations - students knew what he expected and worked hard to master material. Listening to them talk outside of class, they clearly cared about him and wanted to do well - not from fear, but from a sense of not wanting to let him or themselves down. Gerry brings remarkable energy, enthusiasm, humor and humility to teaching. Rarely before have I seen a teacher who so clearly enjoyed the role, even while not making himself the center of attention. Gerry made jokes at his own expense, regularly encouraged students to see themselves as the experts, and to laugh with him about his mistakes. The affect in the classroom was playful - students were there to work hard and learn complicated material, but they could have plenty of fun doing so. They laughed frequently and often. They were having fun learning to be lawyers.

"My conversations with Professor Hellwig, my discussions with his students, my observations of his teaching inside and outside the classroom, my review of his student evaluations, and his students' consistent record of gaining acceptance to the nation's best Taxation LLM programs (including NYU and Florida) lead me to believe strongly that Professor Hellwig produces exceptional learning. Although he teaches in a difficult subject area and sets high standards, his students thrive and consistently enjoy his courses. He is a creative, insightful, organized, and extremely intelligent teacher who cares about his students' legal education and their futures. He spends many hours each semester counseling students regarding careers in tax practice and graduate programs in taxation. No doubt many of our students are drawn to this field because of their experiences in Professor Hellwig's courses, and many obtain competitive jobs and spots in the best LLM programs because of what they have learned from him. Finally, I mention two other points. First, he thinks broadly about what a legal education should be and do for students. Thus, he inspires colleagues to think constructively about teaching and the curriculum; he also cultivates an awareness of broader student concerns such as debt and course loads and job prospects. Second, he demonstrates unfailing good judgment and emotional intelligence in dealing with people. He also has a fantastic sense of humor."

"Legal Process is a difficult class for most, if not all first-year law students. Learning the art of writing legal memos, producing appellate briefs and mastering Bluebook citation is a daunting task that sets the foundation for success both as a law student and as a future member of the legal profession. For many reasons, I am honored to nominate Professor Heath. Professor Heath's background includes a colorful array of prior work experience, ranging from working with anthropologist Margaret Mead, to teaching, to entrepreneurship and competitive dressage riding. This diversity adds richness to her perspective on a plethora of topics and encourages an open, critical mind when analyzing legal theories and concepts. Professor Heath produces a rigorous Legal Process curriculum with standards that leave little room for error. The result is a class of students that adhere to and share her desire for greatness, achievement, and accuracy. . . Professor Heath has developed strategies, activities and tactics for teaching necessary Legal Process concepts. This variety keeps students interested and engaged in the learning process. We arrive to class eager to see what the day brings. I am confident that the students in our class stand out as strong writers among our peers, thanks to Professor Heath's dedication to and passion for teaching and producing exceptional learning."

"Professor Hatfield is a teacher's teacher. From the first day he walked into the classroom, he has excelled as a teacher, as evidenced by his numerous teaching awards. Beyond these awards, the best testament to Professor Hatfield's teaching, his work and concern touches his students, impressing on them the importance of pursuing law as a calling. Because I office next door to Professor Hatfield, I observe his interactions with students on a daily basis. He freely gives students his time, assisting them with their legal studies, but more importantly mentoring them in the practice of law. The following student comment captures a theme that runs throughout Professor Hatfield's evaluations: 'Professor Hatfield has an "unmistakable ability to engage his students and bring out their interest in what may often time be dry material (tax) . . . he brings a "humanizing element to the material" and "emphasized the impact of [legal advice on] the lives of real human beings."' A professor who observed Professor Hatfield echoed a related sentiment, Professor Hatfield 'weave[s] practical skills and advice into his teaching of substantive law.' She also noted that Professor Hatfield 'focuses on ethical dilemmas and the development of law students' moral judgment.' Although I have taught law for over twenty years, I am still inspired when I see the difference that an exceptional teacher, such as Professor Hatfield, makes in the lives of students and eventually in the communities that the future lawyers will serve."

“I have Prof. Haney as a Contracts instructor and I must say that his methodology is unbelievably effective (at least to me) in conveying what I heard was one of the more difficult subjects to master as a first-year student. Prof. Haney is an obviously well-rounded teacher who demonstrates the clear modern applicability in everyday practice of what seem to be confusing rules. Additionally, he is a very warm, charming individual who strives to ensure his students are well-served and interested both in the particular class and law in general."

"I was a student of Amos Guiora's where I took part in his innovative counterterrorism prosecution course. I later became a colleague of his and watched as his courses continued to blend theory with real world experiences. This isn't just a catch phrase--Amos actually created in class counterterrorism simulations for his students where they needed to bring together advisory and decision making skills in some contexts, and advocacy skills in others. Outside the classroom Amos was a fantastic mentor. He could be consistently counted on to put the interests of his students and colleagues ahead of his own. Law professors have flexible schedules, but you wouldn't know that from observing Amos who consistently arrived well before 9am and left the office well after 10pm. He created internship and employment opportunities for students and treated them like colleagues, entrusting them to attend national security related conferences and symposia funded by donations he personally raised. His motto always was 'students first' and that was clear in both word and deed."

"In her academic work, Lani Guinier seeks to provide robust meanings to turns like "democracy" or "diversity" where other people fall flat. The same is quite true of her pedagogy. She approaches every student with the same decency and respect for opinion that makes them each feel like a scholar. In a world of legal pedagogy that often asks students to learn the professor's framework of thinking, she instead encourages students to develop their own framework. Having now graduated a couple of years ago, I see clearly the rewards of taking her courses. Her life's accomplishments -- both in and out of academia -- are a treasure to the legal community; her legacy, however, will most certainly be the accomplishments of the lives she touched."

"Professor Green is the personification of an exceptional educator. He is animated, passionate, and has a dry wit that keeps the attention of a room focused on federal civil procedure. Our class was so engaged in the materials, that more frequently than not he had to ensure the class discussions stayed within the scope of our class coverage, and didn't stray too far into Civil Procedure II topics. I will forever think of whether a potential claim arises from the same "factual meatball" to sort through the issues of claim preclusion, just one of many illustrative tools Professor Green used to keep material, that easily could have been dry and inaccessible, entertaining, accessible, and dynamic for students taking the class at the end of a long day of work and classes. I plan to take as many classes as possible with Professor Green, and nominate him as producing over-exceptional learning."

"It is evident that Gould truly enjoys the teaching of law and it makes me as a student eager to learn the law. . . . Not only is Professor Gould an exceptional instuctor, he is also an exceptional mentor to his students. He is always available to take a call from one of his students in an effort to help solidify a concept. He has one goal in mind for his students, that is to help them to excel in a subject. Passing is not the goal, but going above and beyond. . . Professor Gould is one of the more progressive, creative and innovative professors I've had the pleasure of being taught by in all of my academic endeavors. He is constantly thinking of new ways to motivate students and provide us with a clear means of understanding the law."

"Prof. Gordon is a true Renaissance man who combines real-world experience, exceptional knowledge, and superior teaching skills to explain concepts, convey information, and impart knowledge. His classes are always entertaining AND informative. Furthermore, he genuinely cares for his students! An impressive combination."

"I am nominating Leigh Goodmark as a law professor who produces 'exceptional learning.' Her syllabi and case plans are masterly crafted with specific goals for each seminar. More importantly, her execution of the class is done to maximize the students’ learning through experience, discussion and reflection rather than simply lecture. Because it is the students’ voices that matter so much to Leigh and because they are the ones who have experienced the learning, I am providing some reflections from Leigh’s former students." "One recent student told me 'After I spent the first year of law school learning about all the things that I was not, Leigh helped me to discover all that I am. Her careful guidance and undying encouragement as a supervising attorney in the Family Law Clinic allowed me to discover my greatest strengths, face my deepest fears, and feel extremely confident about myself as a lawyer and a human being. . . . Leigh reaffirmed my abilities as a writer by praising my written work and my creativity in meaningful and thoughtful ways.' Finally, this student remarked 'Leigh’s approach to teaching sparks in her students a genuine love for the practice of law and a sense of confidence that will stay with each of us as we go on to become leaders in the legal community. While I prepare to graduate from law school, I am filled with an overwhelming sense of confidence in myself and excitement about my future as an attorney. I know I owe that to Leigh. Thanks to Leigh’s magic touch and her unwavering support that I know will continue long after I graduate from law school, I am excited to be a lawyer and I know that I, like Leigh, can be the kind of lawyer that makes a difference in the lives of others.' "Another former student wrote me that 'Professor Goodmark’s teaching and my year-long experience as a clinical student serve me well as a new attorney. . . She gave me knowledge, but more significantly she gave me confidence. . . . In the haze of exams, personal struggles, and countless hours of studying, I forgot that I was a young, capable attorney-to-be. Leigh reminded me of this and believed in me, even when I didn’t believe in myself. . . I rely on Professor Goodmark’s teaching everyday, hope to continue learning from her as a colleague, and plan to call Leigh a life-long friend.'" "Similarly, another student stated that 'Leigh G. has an incredible comfort level with her students and her approachability makes her stand out amongst the faculty. . . . She treats students as her colleagues and is genuinely eager to learn from them, creating an environment where I felt comfortable, for the first time in law school, to actually voice my opinions and participate in class. . . . It is her non-traditional style of teaching family law that really gets people interested. She can take an article from People magazine or U.S. Weekly or an anecdote from her own life and make it relevant a topic being discussed in class. Even better you remember the concepts!'"

"Professor Goldsmith was my most intimidating and most exciting law school professor to date. He infused evidence with real world examples from his own practice as a prosecutor. He kept the class on their toes by asking questions not about cases or examples read in class, but about applications of the Federal Rules of Evidence to real life situations. I entered class always slightly in fear of being called on, but left feeling validated in my knowledge and like a competent, can-do attorney."

"Alex Glashausser embodies those traits that produce exceptional learning. First, he cares about his students, comes to know them as individuals, and understands their unique problems, needs and interests. Second, he demonstrates a passionate interest in the subjects he teaches (in spite of the fact that he teaches civil procedure). And third, he works tirelessly to improve his teaching, experimenting with new techniques, and constantly finding ways to engage his students. Whether it is 'clickers' or movie clips or partially-created graphic organizers or any other innovation, he thoughtfully finds ways to inspire and stimulate his students. I am not aware of a single time when he has turned away a request for counsel or assistance from students or colleagues. Even with his heavy workload as academic dean, he has chosen to provide individual support to students who need it. He treats everyone with non-judgmental respect, helps us to see the best in others, and never becomes defensive when challenged. His interpersonal intelligence matches his analytical skills, and he models professionalism."

"Joseph Glannon is known nationally for his ability to explain complicated concepts in a way that students can understand. His book, Examples and Explanations: Civil Procedure, is one of the most widely used law texts in the country, because of the way in which Professor Glannon makes the complicated subject of civil procedure accessible to his students. Professor Glannon is equally skilled in the classroom. He has won teacher of the year honors twice on a faculty of over 80 professors. Professor Glannon's students consistently rave about his ability to make the law and its many ambiguities understandable. He not only helps students to learn doctrine, but even more importantly, he helps them learn how to think through the law's many grey areas. Professor Glannon is, quite simply, an extraordinary teacher."

"My standards are high (doubtless to a fault), but I can tell you that Susan will take your breath away if you watch [her] in or outside the classroom. On a good day, I can "carry [her] lecture notes."

"It’s the atmosphere of the classroom that sets Prof. Gianelli apart from other Professors I have had. I believe this atmosphere produces exceptional learning. The atmosphere is that of an action film rather than like many of my courses: a bad rendition of "Gone with the Wind." The latter being lengthy and verbose, with a lack of animation. Professor Gianelli engages the material with the vociferous tenacity that is only seen in a hungry child getting carte blanche access to the candy store. His passion for the material and the study of the law of Evidence has keened not only my interest, but more importantly my intellect into the study of this omnipresent area of the law. Along with the passion he brings to the classroom a balance of sincerity and levity captures the students attention for the entire period. I have never encountered a person that is able, in one breath, to tell a joke and deliver a profound thought on evidence with seamless stride. This ability makes the student active in his course and holding on his every word. Finally, a teacher is not complete without his ability to serve his students. Professor Gianelli maintains an open door to the students, and they procure it. He told the story one day of a student that felt comfortable enough to tell him of her rape incurred the previous weekend. A sad truth to be sure, but I am not surprised she turned to Professor Gianelli to seek guidance."

"Professor Gerken has only been at YLS for a short time, but she has already made an incredible impact (unsurprising, given that she was already known as a fantastic teacher on the basis of one visiting semester). She is the Platonic ideal everyone has in mind when arguing that high expectations lead to high results--from day one of a seminar she taught on election law, she treated all the students as though we were professional colleagues evaluating and grappling as equals with a swathe of recent election law scholarship. I think every student in the class expressed to her at some point that he or she felt like they were the only person not performing at the same level as everyone else in the room, but Professor Gerken is so talented at eliciting further thoughts in a nonpatronizing way that she pulled every nervous student out of their shell and made them feel like they had something to contribute not just to discussion in the class, but to the broader discussion among aca demics. I would not be surprised if ten years from now, all the best election law scholarship is being published by students who were in her class." "Professor Gerken is one of the most enthusiastic law professors you will ever encounter. She truly, truly loves what she teaches, whether it is election law (where she is an expert) or civil procedure. She demands excellence from her students, asking very difficult and sophisticated questions, but always relating them back to the greater themes of the course. She is also creative in her teaching methods, holding a poetry competition and hosting a jeopardy-like game show in order to teach dry civil procedure concepts in dynamic ways. She is also extraordinarily dedicated to her students, taking a tremendous amount of time to mentor them and talk to them about potential career paths. I am not sure how she manages to be an amazing scholar, teacher, mentor, and parent (to 2 young children) all at once, but she is the perfect model for how a young professor can do it all, and do it well."

"Professor Gedicks has an excellent approach to his Constitutional Law class. His approach is probably more difficult than others but produces a deep appreciation for the Constitution. Rather than approach constitutional issues topic by topic and doctrine by doctrine, Professor Gedicks approaches it from a historical perspective. By doing so he was able to bring in more of the external elements that influenced constitutional interpretation. As a result of this the Constitution really came to life. In addition to the historical approach that he took, his ability to stretch his students through the Socratic Method was bar none the finest I have personally experienced. Students knew that if they were to participate in his questioning they must come prepared. His unique line of questioning required not only familiarity with the text but also a great degree of personal analysis and idea formulation. Last of all, Professor Gedicks excellence is seen in his personal attributes. He maintains a proper humor in the classroom yet at the same time a seriousness about the law that impresses upon students the importance of the law. This was exemplified, in particularly, during his final lecture on the Gettysburg Address in which he shared with his students life’s lessons that we should take from the happenings on the battlefield of Gettysburg and in President Lincoln's address. He would be an excellent candidate for any award for superiority in teaching.

Not provided.

"Steve Friedland produces exceptional learning through the belief that student understanding is the paramount objective of a professor. To that end, Friedland constantly seeks to improve his own teaching style and to figure out what will maximize student understanding. He regularly employs several teaching techniques, such as hands-on learning, in-courtroom trials, visual aids, and traditional question-and-answer methods. He also regularly gives practice questions to his students to better prepare them not only for his own exams, but for the Bar. If that's not enough, he regularly does "Extra Optionals", which are extracurricular classes doing nothing but answering student questions about a given subject. If a student submits a writing sample, Friedland reads and responds to it. . . He is always willing to give advice and help with student and school projects. . . He is constantly encouraging and engaged. Seriously, no one deserves this award more than Friedland."

"Professor Freiwald is USF's biggest asset. As a First Year Contracts professor she pushes you to master concise yet powerful articulation. In cyberlaw, she encourages thoughts that challenge the state of the law. Though a brilliant scholar, Professor Freiwald puts her students and their mastery of the law first. We are lucky to have her."

"Professor Freedman's influence has touched his law students for over [fifty]years. He exemplifies all that is right with law school teaching and creating a positive and realistic learning environment. I have emulated his pedagogy in my own college law classes. Professor Freedman is one of the greatest civil libertarians of our time."

"Paula Franzese gives students academic information but she also ignites or rekindles a passion for learning and zeal for knowledge. She makes complicated, archaic material come to life . . . She uses what would otherwise be mundane life experiences to impart wisdom, compassion and hope in her children, her students & everyone whose lives she graces. She won Student Bar Associations' Professor of the Year award an unprecedented 8 times. One of the most important things Paula Franzese teaches is that those who are given great gifts, the kind of gifts that have been bestowed on every lawyer – intelligence, leadership, entrepreneurial drive, economic bounty, and the ability to solve problems – those gifts come with obligations. She teaches us to follow in her footsteps & to reach out & better the world around us because we can, especially working together."

"Professor Elizabeth Foley exemplifies all the qualities we seek in an extraordinary teacher. She is extremely bright yet down-to-earth and approachable. She is passionate about the material she teaches, yet welcoming to divergent points of view. In fact, her passion is so strongly felt that it has rubbed off on me and I attribute my passion for Constitutional law to her. . . More importantly, Professor Foley has inspired me to shoot for the stars and to challenge myself far beyond my own expectations of myself. My esteem for her has instilled in me a commitment to proving that I too have what it takes to be in her shoes. It may be a dream, but its a dream worth aspiring to."

"Professor Fisher is truly in a class of his own. He has three qualities, which each are common at Stanford Law standing alone, but are rare to find in combination. Professor Fisher is a great listener, has a brilliant mind, and is uncommonly dedicated to his students. Professor Fisher has applied his skills in ways that create a powerful learning experience for his students. First, Professor Fisher makes the learning experience uniquely memorable. He has spent years collecting relevant video-clips that illustrate evidence issues, shows them in class, and then calls on students to play roles as defense counsel and prosecution to argue for or against admissibility. The exercise is challenging, but very memorable and fun. Through this technique, Professor Fisher is able to keep more than 160 students interested and engaged. Second, Professor Fisher is an excellent teacher, which is a rare quality in brilliant scholars. He never speaks too fast, so students are able to digest most of what he teaches during lecture. Finally, he always makes time for his students to answer questions. And more importantly, when asked difficult questions, he actually understands the question (which surprisingly often other professors do not) and never gives oversimplified responses. When he realizes that he might not have heard a question before, he writes it down, researches it, and responds after class with a thorough follow up email. Because Professor Fisher is so committed to teaching, in addition to scholarship, he is one of the most popular professors at Stanford Law."

"When I first signed up for Dr. Fish's Jurisprudence class, I was anticipating an interesting class due to the subject matter, but I honestly did not expect how engaging and student-oriented Dr. Fish is. A lot of students lazily default to the misconception that an accomplished academic is something of a bore in the classroom, and I was doing the same thing." "Dr. Fish is probably as student-oriented a professor as I've had--from elementary school on. He will make sure you understand the concepts--which are not the light stuff you learn in torts or property. He's been known to keep his students in class beyond the schedule end when he feels they haven't quite grasped something. Dr. Fish also has the unique quality of being able to explain extremely complicated issues, in very simple and accessible terms. This is likely a result of just how strong his command of the subject is." "Unlike the paradigmatic pain-in-ass professor of Paper Chase fame, Fish is not distant or divorced from his students. His teaching style is quite different from the cliche law school method of firing questions at students, with the hope of eventually coming to an answer. Fish asks questions, but he also explains. There is no smoke and mirrors or theatrics. But a serious professor in front of the classroom making sure students 'get it.'"

"When I was a first year student [and undertook a fruitless research project inspired by a case I read in Professor Fischl's class], Michael encouraged my research and made me feel it was worthwhile and kept me from feeling too bad when it didn't pan out. Now that I am a law professor myself I realize just how much forbearance that took since I took up so much of his time and I confess, if a student came to me with a self-appointed research project like that, undertaken for no good reason than that they wanted to know, I'm afraid that to my shame I might think they were a loon and needed to lighten up a bit. Anyway, I took every class he taught. He encouraged me to get into law teaching and and wrote a letter of recommendation for Harvard for me to get an LL.M. He has been my mentor and friend for over a decade now and inspired me through his example. I try to emulate him but I fear I might be only half as good."

"I first had Professor Fingerhut for criminal procedure. I was impressed with his knowledge of the material, yes, but I was more impressed with his classroom manner. He was able to keep our attention for almost two hours (it was a summer course), keeping us entertained in the process. In criminal procedure, Professor Fingerhut challenged us to question each and every doctrine, teach and every holding and rule of law, formulated by the Justices. In this way the course almost became an exercise in philosophical introspection, at least for those of us who are philosophically oriented. I have since had Professor Fingerhut for trial advocacy, which he teaches with his partner in crime (a weak pun for a criminal defense attorney, which Professor Fingerhut is) H.T. Smith. Professor Fingerhut is frank in his assessments of our performances, but he's very good at directing his criticisms constructively, showing us how we erred and providing us examples of how to do it better. Professor Fingerhut always acknowledges, however, that we are unique creatures, and that we may develop our own way, i.e., courtroom method and demeanor. Professor Fingerhut also served as my faculty adviser for my law review comment. He helped me develop my topic, and provided feedback on the progress of the piece. His help was crucial in making my comment publishable."

"Prof. Ferriell is a hard professor and demands a lot - but I learned more in his class than in most law classes I have taken in law school. You know if you take a class with Ferriell you will learn the material. He is also brilliant and knows the material inside and out. One thing I loved was how he incorporates humor (and for lack of a better way to explain: 'Unexpected Occurrences') into the class room, which makes students remember what is taught. For example, the day we studied 'formalities' in contracts, he made us come to class in formal dress (Black tie). I will never forget that."

"In addition to his encyclopedic knowledge of the law, John Fee possesses two attributes that set him apart from his otherwise brilliant and capable colleagues. First, Professor Fee has an unbridled passion for instruction. He is constantly re-evaluating his own performance in the classroom in order to find new ways to reach students and bring new ideas and discussion into his classroom. Whether he is leading a group of student musicians in writing parody songs to teach free speech principles, or holding mock trials in the classroom to allow students to argue on land use issues, Professor Fee never settles for the easy lecture and expects the best from his students. In doing so, however, he shows his second defining attribute: a personal care and collegial affection for his students. This care is evident in his instruction and immediately gains the trust of his students, who then are willing to participate in Professor Fee's parody songs, without the pessimism that often accompanies unorthodox instruction. In short, Professor Fee is a model for law professors and favorite of all his students."

"Professor Farnsworth teaches torts, contracts, and civ pro, thus often teaching most of the first-year class. Known for his no-nonsense approach to legal analysis and his commitment to categorizing and clarifying the 'toolkit' of legal argument for his students, demystifying the law at every turn."

Bill Eskridge combines an encyclopedic knowledge of constitutional history, procedure and statutory interpretation with well-founded theories about how American law responds to civil unrest and changes in society. With a wicked sense of humor and striking historical insights he guides his students through the process of first reading the law, then understanding how it came to be written, then understanding how it changes over time. While he may be best known for his advocacy of gay rights and the scholarship behind the Lawrence v. Texas case, he is a great classroom teacher as well. He indulges his students but never hesitates to point out, often in scathingly funny comments, how a more thorough analysis of the record might lead to a different conclusion. Amid all the theory, he requires that his students learn how to write a powerful, court-ready brief.

"[Professor Epstein] has taught at several law schools. He generally has the reputation of being one of the 'great' law teachers. From personal experience since he arrived here, I have come to believe that he is the most creative and innovative teacher I've encountered in 30 years of teaching. For example, he had the plaintiff's and the defense lawyers for the parties involved in the suit over possession of Barry Bonds' record-setting home run baseball 'come to his class' via long-distance conference telephone call to discuss the case. He is noted for having a colleague come to his class dressed as a chicken to liven up the discussion of some famous case involving chicken. He refers to his students by first name; he lets them call him 'David'; he has them to his house. He recruited lawyers and judges from the community to be 'mentors' to small groups of his class. I could go on, but I think you get a taste of his creativeness and zest for teaching. He is a national treasure."

"Anne Enquist is, quite literally, a teacher's teacher: Through her example, her research, her articles, and her presentations, Anne has taught those of who teach legal writing how to teach. g. In particular, Anne has lead the way in teaching us how to diagnose our students' writing; how to read and critique our students' preliminary and final drafts; and how to conduct effective one-on-one conferences. In addition, Anne is herself a master teacher. Her one-on-one work with students has changed not only the writing, but the lives, of generations of students. Our profession has much to learn from the way that Anne prepares for student conferences and the methods that she uses in those conferences."

"[Professor Enos] constantly challenges her students to think critically about the law. However, Professor Enos also differs from the stereotypical law professor in that she is fair and understanding of her students and what we go through, and she teaches not only the theoretical aspects of the law, but also takes a very PRACTICAL approach to teaching the law. Professor Enos expects the very best of her students, but that is only because she gives her students her very best. I have never witnessed a more compelling lecture - day in and day out. You get the immediate impression that Professor Enos loves to teach. If she does not know the answer to a particular question, she is not afraid to say 'you know what, I don't know that answer,' rather than trying to pull a rabbit out of a hat, which so many other law professors seem to do. Most importantly, Professor Enos inspires her students to not only know the law and be able and competent lawyers, but to also be good people, and never forget that at the end of the day, we are in the business of helping people."

"Students' comments about Prof. Edwards are consistently positive. What I hear most frequently about Prof. Edwards is, 'He is the best professor I had in my three years of law school, or 'It was a privilege and a joy to be in his class,'�or 'I am sooo lucky to be in Prof. Edwards's Property section!' 'He's the best.'� Professor Edwards is indeed the best. He is an exceptional teacher. He helps students learn and inspires them to think critically about the material. He does not hide the ball. At the same time, he has high expectations of students, and motivates them to meet those expectations.� . . Students also mention Prof. Edwards's great energy, passion for teaching, and excitement at being there. They describe him as enthusiastic and very engaged,� and consistently mention how his enthusiasm transfers to students the desire to learn the subject.� . . Prof. Edwards cares about his teaching; each class is carefully planned and slightly different from the previous class. He knows the material extremely well and is able to explain difficult concepts clearly. He takes time to explain how concepts fit into the big picture. Prof. Edwards frequently uses problems to make abstract concepts more concrete and help students develop analytical skills. He also €œuses different techniques, including charts, graphs, and video clips. . . Students describe his class materials as 'excellent'� and 'extremely helpful,' and thank Prof. Edwards for making them available. . . And Prof. Edwards cares deeply about his students. He is not only exceptional in the classroom but also incredibly generous with his time and cares about whether [students] are grasping the material.� He goes out of his way to be available and supportive€� and makes time for all his students. . . Prof. Edwards's evaluations are nearly perfect (routinely 5 out of 5 on all categories) . . . He is [t]otally unpretentious, despite receiving the Best Teacher Award during his first year at William Mitchell."

"I am currently a first year law student at the University of South Carolina. During my first semester Professor Eagle has really motivated, encouraged, and inspired me to be a great attorney. He currently teaches my property I and property II class and everyone in my class really believes that he is one of the best law professors at USC Law. Professor Eagle is a very open, encouraging and self-propelled individual who is willing to go out of his way to not only get to know each of us on a person level, but also an academic level. I am truly honored to have professor Eagle as a teacher and a mentor. I do feel that my education has benefited tremendously from his dedication to learning, participating in and understanding the law to its fullest potential. . . His method of teaching, style of inspiration, and vast knowledge and experience will undoubtedly influence others for the better."

"Professor Duru is without a doubt the best law school professor that I have encountered. He has an incredible and infectious passion for the subjects which he teaches. His fascination with the topics and open mindedness in discussion spreads to his students. I feel as though I have a superior knowledge in the two courses I have had with Professor Duru compared to my other past courses. This is because Professor Duru really prioritizes that his students understand the material. He does not subject his students to methods, such as the Socratic method, if he does not believe that it will enhance their learning experience. Professor Jeremi Duru is the best law professor and deserves recognition for his constant focus on and prioritization of his students!"

"Professor Duhl is the ideal law professor. Inside the classroom, he takes topics that are typically considered dry and boring and makes them truly interesting and thought provoking. Professor Duhl uses a variety of teaching techniques such as practice problems and assessments to help students gauge their progress throughout the semester. He also uses humor in the classroom to keep students engaged and energized. Professor Duhl consistently asks for student feedback during the semester to make sure students are learning the material and enjoying the class. His classes are challenging, stimulating and informative. Outside the classroom, he is the most accessible and helpful professor I have ever met. He often responds to student emails within minutes. He is a true mentor for so many students. His office door is always open for students to come with questions, and students regularly approach him with questions because he is so approachable. Professor Duhl truly cares not only about helping students succeed in class but also about the success of his students as future lawyers. After his first year teaching at William Mitchell, Professor Duhl was elected by the students to be "Professor of the Year." His receipt of this award after only one year of teaching at William Mitchell is demonstrative of his ability to produce exceptional learning."

"Professor Drummonds teaches the subject of Employment Law with a high degree of excellence that stems from both his practice experience in the field as well as his passion for the material. Drummonds motivates his class to attend to the subject matter with the same passion by setting a high bar for in-class socratic lecture. In addition to lecture, Drummonds hand picks interesting cases from around the employment law field that are tailored to the lessons for the day. Drummonds is a congenial, approachable professor that welcomes outside the classroom contact from students and is always available to answer questions via email."

"I believe Professor Doti produces exceptional learning for several reasons. First and foremost, it was clear from the first moment I heard Professor Doti teach Contracts law that he truly loves what he does. This was evident in his tone of voice, his mannerisms and in the look of excitement on his face. I believe that a teacher who loves teaching will invariably do a better job. To that end, Professor Doti'EUR(tm)s love for his work translates into a great educational experience for the student in one important aspect: Professor DotiâEUR(tm)s keen ability to take complicated legal topics and break them down so that they are easier for the students to understand. The clearest example of this is in the Contract Law Flowcharts and Cases book that Professor Doti authored. For me, the flowchart book simplified complicated contracts rules, such as UCC 2-207, by giving me a visual roadmap that I can follow to get to the right answer. Another valuable tool that Professor Doti uses to simplify complicated legal analysis is the use of real-world analogies. Professor Doti has an ability to interject simple but very effective real-life scenarios that clarify the issue without overwhelming the listener with extraneous details. The second characteristic that makes Professor Doti an exceptional educator is the depth and magnitude of his legal and academic knowledge. The best word I can think of to describe the level of knowledge that Professor Doti has in Contracts and Tax Law is that it is exhaustive. . . Last, but certainly not least, Professor Doti produces exceptional learning through his steadfast dedication to the improvement and advancement of the academic programs at Chapman Law School where he currently teaches. . ."

"He explains complex subjects in an understandable manner. There is no "hiding" of the law. [H]is brilliance is in his ability to not only explain WHAT the law is, but WHY the law is such, i.e., the policy underlying the law. All is revealed in a practical manner with real-life examples, along with some good, clean humor. There's always an open door to his office, and when you enter, there's no undercurrent feeling that you're "inconveniencing" him, or that you represent an impediment to his schedule for the day. There's no pomposity; when you meet with him, it's like you're meeting with a friend, a valued counselor."

"In my experiences as a student, an adjunct professor, and a professional, I have yet to meet a person who approaches Amy Dillard's ability to produce exceptional learning. I first met Amy as a student in her first year legal writing seminar. I dreaded the class, assuming that I would be subjected an endless series of pointless writing exercises. Instead, Amy instilled in me, and in most of my classmates, a great curiosity and excitement about the legal process. Amy's students all seemed to work harder and think more about the strategy behind a writing assignment than others. By the end of the year, it was impossible not to notice that Amy's students were disproportionately writing on to law review or getting much coveted internships with federal judges. Were it not for Amy, I would not have bothered to write on to Law Review or to become and adjunct writing professor. Amy's ability to produce exceptional learners stems from her dynamic personality and legal career. She spent many years as a public defender. She tried endless cases and eventually handled a heavy appellate load. Amy is still involved with death penalty work and she has begun to publish academic pieces. She has great knowledge of many bodies of law. Plus, she sings, plays the guitar, has great taste in wine, can talk politics with the best of them . . . . Amy has dabbled in most everything, and she has mastered a lot of what she has dabbled in. Her passion for life is irresistibly infectious. She is the most exceptional teacher and learner that I know."

"I believe that Professor Dibadj embodies all of the qualities that make a great teacher. In evidence of this, I note, first and foremost, his palatable passion for the subject matter he teaches (corporate law). The exuberance that I am humbly privy to as I watch and listen to him lecture reminds me in some respects to watching a small child open presents on Christmas morning. Feeling his excitement for the law ignited my own. For this, I will be forever grateful. . . [H]e is humble, respectful and refuses to rest in his search for deeper understanding. . . Class time is almost fully devoted to free form class discussion of the assigned material where he encourages all of his students to go beyond a facial understanding of the material to gleen deep policy. He does not hand this to you, but acts as intellectual guide, ever encouraging your exploration."

None provided by nominator.

“Professor Daye was able to capture student's attention in the classroom. He was animated, often acting out the torts that we discussed. He understood that student learning can only begin after students are paying attention. Professor Daye also made each lecture and discussion feel like a one-on-one conversation, even though he taught over 100 students in a classroom. Professor Daye also paid attention to each student, got to know each student, and welcomed each student into his office, not only for academic questions, but also just to check in. He cared about students and it showed in every aspect of his teaching. Finally, Professor Daye has some of the most pedagogically sound testing methods I have seen in a law school setting.”

"Professor Darrow Kleinhaus works with our weakest students and routinely turns many of them into very strong students. She has exemplary skill at integrating effective learning skills into the substantive courses she teaches. She has given a great deal of thought into how best to teach students to think and apply that ability to the learning of law and has translated her ideas into an effective theory of pedagogy."

"When you take a class with [Professor Darling], you will learn the subject. He demands a great deal and then we prepared well. His finals were also difficult, but I studied hard and learned the material. I liked that he focuses on bar preparation and does not let you forget that these topics are tested on the bar. I also really got the feeling with Darling that he was willing to go to bat for the students. He went well out of his way (coming in on Saturdays for topic review sessions and practice exams) to help us succeed. I have never had a another professor give so much time (that was not required) in order to be sure we understood what he was teaching."

"Professor Curcio produces exceptional learning for many reasons. She teaches theoretical legal concepts through case law, statutory interpretation, and real world problems and application. She involves her students in the learning process by continuously getting feedback from them and adapting what she is doing based upon student feedback, her own experience, and empirical study. For example, in Civil Procedure, she incorporates complaint and discovery drafting into her course. Also, she incorporates writing exercises combined with annotated model answers to help improve students' legal analytical and writing abilities. After studying the impact of the exercises, she adapts her teaching so that, as a result, for example, she now includes reflective exercises along with the annotated answers. Additionally, my understanding is that the atmosphere she creates in the classroom is one where students feel comfortable and yet challenged. Years after they graduate, her students talk about how much they learned in her classes." "Students voted her 'Professor of the Year' this past year. . . Additionally, Georgia State University has recognized her work, awarding her the University's Teaching Effectiveness Award this year. Finally, even when she taught in China as a Fulbright Scholar, students and faculty there recognized her outstanding teaching abilities and South China Normal University awarded her an "Honorary Professorship" - something they apparently rarely do." "In addition to the effort she puts into her classroom teaching, Professor Curcio goes out of her way to reach out to struggling students and discover what it is that is impeding their learning. I know of two students this semester that she contacted because she saw that they were struggling. She is working with both of them to help them deal with e personal problems that have interfered with their learning. Additionally, Professor Curcio constantly challenges her students to think about the ethical, as well as practical, implication of their decisions. She devotes classroom time to talking about the moral and ethical implications of strategic decisions. She talks to students about professionalism and the impact that their decisions will have, not only on their clients, but on themselves. I have heard her talk to students about having to wake up and look themselves in the mirror and discussing whether they will be proud of who is looking back. . ." In sum, Professor Curcio combines strong theoretical teaching with real world application and a strong moral discussion component into all her teaching and, in my opinion, this produces exceptional learning."

"Professor Cunningham is universally beloved by every student at GW Law-and it's only his first year here. He is the kindest, most enthusiastic, most engaging and funniest professor I have ever had. We look forward to our classes and every day he has the entire class in stitches. Professor Cunningham is always available to talk about contracts questions or just life in general. He takes a real interest in what is going on with every one of his students, always wanting to hear about our summer plans or intended career paths. He also has an uncanny ability to remember every comment made by each student throughout the year, and he brings old questions or comments back up when they seem fitting in the context of the current class discussion. He literally cites comments from the first and second weeks of class first semester and by name correctly attributes them to the student who made them. He is truly brilliant and caring in equal measures, and I will be sad not to have his classroom presence to look forward to next semester."

"Dr. Crocker was the best professor I've ever had for a number of reasons. First, he really encourages his students to think about the law in relation to other disciplines and in relation to current events. Dr. Crocker is particularly interested in in theoretical issues at the intersection of law and philosophy. This makes his lectures interesting, thought-provoking, and memorable. In addition, Dr. Crocker encourages debate on important and/or controversial issues. He is able to take a student's nearly nonsensical comments and restate them in a way that adds to the debate and makes the person's perspective clear. Although he clearly has opinions, he does not let his opinions interfere with the issues being discussed. Dr. Crocker teaches more than just the black letter law and the words on the page. He teaches students how to think and analyze issues, which are the skills that are critical to a lawyer. Finally, Dr. Crocker is just super smart and great at presenting information in an interesting, clear, and thought-provoking way. I would take any class taught by Dr. Crocker."

"Professor Crawford has won the ‘Outstanding Professor of the Year’ award at Pace for the past three years. One student described her teaching by saying, ‘I have never met a person with more energy or enthusiasm for her work. When you leave her class, you are wowed by her immense commitment to providing the necessary knowledge to her students, not just related to the given area taught that day, but also with regard to the underlying issues in every case or policy issue . . .Her door is always open to everyone.’ Another student said, ‘Professor Crawford stands out as an amazing professor because she has this great ability to turn staid topics into exciting energetic lectures. She also breaks down complex legal concepts into understandable pieces in a way that makes us all wonder why we were confused in the first place.’"

"Professor Corrada engages students by creating what he class 'whole class simulations.' In his labor law class, he places his students in the rule of labor and himself as management with respect to the rules by which the class will operate-- class participation, grading, midterm, etc. The students learn labor law by having to figure out how to be certified as a union, and, then, this spectacular teacher brings in someone from the Denver NLRB to certify the students' union vote. He even embeds labor law violations in his class materials and on his course webpage so that students will learn to identify and file grievances. In his administrative law class, the students read the book Jurassic Park and learn that they must create, as a class, an administrative code to regulate dinosaur theme parks. In addition, he communicates to his students the expectation that they and he are in a joint learning venture in which both have equal responsibilities and capabilities, provide s multiple opportunities for practice and feedback, and inspires his students in every way possible."

"She provides her students precisely what they need to know for the course and the bar. She condenses the material into easily understandable points, but does it in a way that does not sacrifice her students’ ability to synthesize material on their own. She packs a lot of information into the course, but does it so well that her students are crystal clear on the legal topics and on her expectations. She takes the time to give midterms that help her students understand her grading style, and does it in a way that helps them prepare for the bar (using the forms used by the Ohio bar). She treats her students like the professionals we are, and is a down to earth person. While some teachers attempt to twist subjects in an effort to make the material more difficult than it needs to be, she gives it to us exactly the way it is. Her expectations are high, but she lets you know it upfront (key words being manage expectations). While I studied harder for her class than the others I had last semester, she is a profoundly good teacher and I would be happy to learn from her again."

"Average professors don't jump on tables to make a point about contract formation. But, then again, Prof. Marcus Cole is no average professor. To him, every classroom experience offers a lesson about the subject at hand. Take one example -- For most of the semester he wears a suit with his trademark bow tie. But, on the last day before Thanksgiving he wears a football jersey to make a point about formalities: the suit is a formality for law school, just as a football jersey is a formality for a football game. But, of course, it goes deeper. He forces his students to look past the obvious; of course, a football jersey means that you're a football player for a certain team. After some head-scratching. one student adds that the numbers allow identification of players in order to call fouls, another adds that the numbering system designates which players are eligible to run pass routes, and so forth. By the end of the session, Prof. Cole has guided students into discovering for themselves why many contract formalities aren't just "mere" formalities. Student participation, carefully guided by Prof. Cole, is the heart of his classroom experience. Some would call it just another use of the Socratic method, but it's more: It's not a back-and-forth between professor and student, but rather a discussion that sweeps across the class, prompted by intelligent questions designed to shape the tenor of discussion. Allowing students to discover the reasoning behind common doctrines teaches far more than just reciting case names ever could. It provides a level of energy and vitality to the classroom that is rarely seen in the law school environment. Most professors don't jump on tables to drive home a point. Prof. Cole did, and I'll never forget it as a result. Of course, there's much more to Prof. Cole that doesn't fit this space. Outside the classroom, Prof. Cole takes an active role in championing the interests of his students."

" In an overwhelming majority of law school courses, a student can lock his or her self away with a casebook for hours, gain a good understanding of the material, and get a good grade on final examination. For many law courses, missing class isn't detrimental to a final exam score. Such is not the case in Colburn's courses. Colburn is considered to be one of the most difficult professors at our school. I have had him for two courses now, Property and Admin. law. In those substantively difficult courses, we covered nearly the entire casebook - far more than the average. Yet, the class was able to walk away from the class with a far greater understanding of the material because of his teaching than they would have by finding a corner and reading the casebook cover-to-cover. It's Colburne's method of teaching that enables him to cover so much of difficult subject without sacrificing quality. He'll start class with a recap of what's been covered, suggesting a synthesis of the material so far. Then, new material is thrown in to the mix while he encourages as much class participation as I've ever seen. As moderator, Colburn never lets the class discussion get off topic. After students flesh out their ideas, he ties the thoughts back into one suggested synthesis before the class ends. His method keeps students very engaged, while leaving them with a far superior understanding of the material. Few students ever get lost. I honestly believe he is the gold standard."

"Russell has been nominated numerous times for Professor of the Year, and this past year won the University of Tulsa's at-large award for his effective teaching. He combines rigorous standards with supportive methods that result in a classroom environment that motivates students to participate and stimulates their desire to learn. I have had the privilege of being a guest lecturer in one of his classes, and his students exhibited an unusual degree of curiosity even though they were academically indistinguishable from the rest of the law school population. Russell also is an accomplished scholar who integrates his scholarship with his teaching. His recent innovative work in criminal law has resulted in the creation of a new seminar on Sex Crimes, which I believe is the only course of its kind in the nation. That course builds on a foundation of sophisticated theory to generate practical insights that are of value not only to students, but also practitioners -- as is evident by the number of occasions when he has been invited to speak to other parts of the University and the Oklahoma legal community. For that seminar he collaborated with an adjunct on this course, and I understand the student demand and participation were exceptional."

"Prof. Christiansen is an outstanding scholar and a popular teacher. He combines these qualities in the classroom, in his online TWEN site, and in his assignments and priorities within the school. For example, his TWEN site has weekly opportunities for students to write one to two page reflections on the reading assignments. Reading these postings gives one an insight into what the students already know, what they have yet to learn, and to their approach to what we are teaching. Perhaps students who are so comfortable with social networking feel more comfortable sharing thoughts in this medium than in the classroom. I can say for certain that the quality and candor of student contributions to those pages is a revelation in itself. How he encourages this dialogue is what I for one need to learn."

"Easily the clearest and most cogent professor of my life. He presents complicated material in a straightforward way. He actively engages the class in discussion, and just happens to be very nice."

" Linda Carter is a teacher who brings careful preparation, superb knowledge, experiential components, and the ability to establish rapport with her students together into a perfect package. Her classes reveal a thoughtfulness about the audience (first-year students or international students) and their needs that drives the development of her teaching plan and curriculum. She is creative in developing problems that capture the interest of students and bring real-life issues to the forefront. (A couple of her problems for International Criminal Law are in her Global Issues in Criminal Law book). For example, she has students in teams working on a genocide case in International Criminal Law. The class culminates with arguments before a mock International court. In Criminal Procedure, she brings a background as a public defender to bear - developing problems that bring the subject to life. Linda's students describe her as one of the best p rofessors at the school - organized, thoughtful, clear - and invariably they state, ‘the class was so much more fun than I thought it would be.’ One other feature to highlight about Linda is her mentorship of our students. Her relationship does not end in the classroom. She works tirelessly to place our students in international externships or other positions where they can explore the subjects they have come to love in her class. She mentors international students in the same way - doing everything from helping them get a cell phone to coaching them on how to write a term paper."

"I am a first year student. More than any other professor, Professor Carpenter has shown me and my classmates how to think as a lawyer. With his direction, critical thinking suddenly becomes straight-forward. His classes lead his students on a voyage exploring the nooks and crannies that combined to lead to Constitutional Law as we know it today. Professor Carpenter's classes were intense--getting called on was intimidating--however, at the end of every class period one couldn't help but having the sensation that one had progressed as a law student. The organization of his lectures was so impeccable that reviewing notes was a breeze."

"Professor Calhoun was my Evidence teacher in the early 1990's, and now we are colleagues. In the classroom, he teaches the very complicated rules of Evidence, both FRE and California, with sufficient grounding in the common law rules upon which the statutes were built. He does this with a breathtaking clarity, making even the most complicated rules and exceptions clear to the class. His students have praised him highly year after year. More important, many of our graduates have gone into successful litigation careers based partly on the groundwork he helped them build in evidence, criminal procedure and trial advocacy. Besides lecture and Q and A, he uses classroom techniques that include asking two students to argue the sides of an evidentiary issue, and assigning other skill-building tasks as part of each lesson. First principles of the adversary system are never far from consideration as students work through the various evidence rules, learning why the rules are there, what interests they serve and, sometimes, disserve. . . "

"Prof. Calfee has the best teaching style for tax law: he makes the students read the tax code ("out loud and with feeling!") and then teaches them to interpret, emphasizing the importance of punctuation, style, and format. In a world where placement of periods versus commas can make the difference, this is vital. Prof. Calfee also leads his classes into forays into the more interesting and esoteric concepts of tax law, where core concepts butt heads with practicality. The skills learned in Prof. Calfee's classes have long-lasting utility for his students who pursue tax careers. Most importantly, Prof. Calfee's enthusiasm for the subject matter is surpassed by his enthusiasm for the students. He always has time for students, be it to help with their particular tax code struggles, to advise on a job search, or to just listen. As law school communities grow larger and more corporate, that personal touch is invaluable."

"Professor Bushaw is, in a few words, amazing. I have never encountered a teacher in my life who understood so thoroughly what makes students learn, and who put themselves and their energy into developing classes exercises and visual learning aides in order to ensure that students truly learn the material. In addition, to this, she truly cares about the well-being of students, and this contributes to the positive learning environment that she provides for students. In addition to being concerned about students' learning as much as possible within the moment, she also goes to tremendous effort to provide feedback to students after they have submitted a paper or exam so that they understand the process of the law and legal writing, in addition to the topic of Contracts."

"Carole has done innovative work in a number of areas. She was a very earlier user of clicker systems to incorporate student responses and has been a good example in encouraging other people to do similar work. She has been an innovator in small-group work. She has done significant scholarly research in relating small-group methodology to the success of students from non-traditional backgrounds."

None provided by nominator.

"He is generally acknowledged to be the best teacher in the school. . . [H]e is humble,inclusive and very kind in addition to being extremely intelligent and articulate. It has been said that very few things can prepare someone for three years of law school. Even less can prepare you on how to practically apply what you've learned once you've graduated. In every class he teaches, though, Professor A. Christopher Bryant excels in all of these areas and more, say his students. His preparation before class and dedication to students afterward is extraordinary. Commented a student when nominating him, "through his careful use of the Socratic method, Professor Bryant draws the best from each individual in the class." For him, it's not just about getting the right answer; it's about developing a better understanding of the world-whether that be constitutional issues or conflict of laws. At the law school Professor Bryant teaches constitutional law, American legal history, conflict of laws, and criminal law and procedure. He combines a intellectual prowess with a practical approach, making even the most complex constitutional issues understandable. Not only that, his unique charisma and charming delivery keeps students engaged in the many facets of constitutional law. Noted one student, 'It takes a special teacher to connect 70s classic rock against the framework of the American two-party political system.' Professor Bryant is such a teacher and all agree he is up to the challenge."

"Professor Bronsteen produces exceptional learning by expecting exceptional thinking from his students. His students learn the black letter law, but more importantly, they explore why that law emerged from a given case. He demands close reading. By making sure his students can answer the little questions, Professor Bronsteen gives them confidence to ask the big questions. Reinforcing such details as court structure and procedural posture provides his students with a framework for understanding how and why a case emerged. Feeling confident regarding such details gives students the freedom to explore the big picture issues. He teaches students to look behind the words of a case, to dissect the arguments put forth in the opinion, and to consider the merits of those arguments. He asks students to challenge what is on the face of an opinion, and in doing so, encourages students to challenge their own understanding of both cases and the world around them. Professor Bronsteen excels at teaching students not what to think, but how to think."

"Professor Brill . . . has dedicated his life to providing inspiration in numerous shapes and forms. He genuinely loves teaching and continuously works toward understanding what methods enable the best connection with students. While many law professors who have taught for a long time essentially wind up going through the motions, Professor Brill has stayed in touch with new teaching methodologies. He incorporates more technology in his presentations than many supposedly tech-savvy newcomers. However, it is outside the classroom where Professor Brill truly demonstrates his commitment to his students. It would be rare, if ever, that Professor Brill ever turned down a sincere request from a student for help .. And this not only covers the more than 8000 students in his classes, but the many others who sought out his help or guidance. Moreover, he simply always did what it took to help a student and never asked a student to do anything that he would not do himself. If that meant staying up all night to accomplish the goal at the expense of personal comfort, he was up for the task. It would not be surprising to report that Ralph Brill is as fine a human being as there could be. He has a level of commitment and loyalty to others that few could ever hope to equal. The educational world has been blessed by Professor Brill's decision to devote himself to this career, as have been so many students whose lives were changed by having known him."

Cary Bricker is loved by her students and colleagues alike. She is a dynamic and engaged teacher, as well as a source of great support to her students outside of the classroom. She consistently teaches more than others would think humanly possible, while simultaneously serving on numerous committees and participating in Pacific McGeorge's program to train Chinese law professors in China and on our Sacramento campus. Her students will tell you that she make trial practice come alive and that she is able to bring out passion in even the most hesitant advocate.

"Professor Bone teaches civ pro and IP and routinely gets near perfect student evaluations. Beyond these numbers, student comments emphasize that he shows extraordinary enthusiasm for even dry subject matter and for every student, that every question is embraced and every student respected, that he is scrupulously fair, conscientious in all respects, and incredibly clear in presentation. Every year, numerous student evaluations declare him the best teacher the student has ever had at any level. Winner of BU's university-wide teaching award."

"Excellent real-world application of the law and instruction regarding the skills to successfully accomplish modern litigation practice. Teaches through the use of realistic simulations designed to raise typical and difficult issues of litigation related law and tactics."

"Professor Beyer and I both teach first-year and advanced required subjects. Our sections have considerable overlap and this has given me an opportunity to hear from students how much they gain from Professor Beyer's classes. In addition, as Faculty Editor of a student publication, I have an opportunity to discuss teaching styles with them and have been very impressed by the effectiveness of Professor Beyer in helping students develop critical thinking and lawyering skills."

"His teaching style is amazing. Between his lectures, readings, and writing assignments I was forced to process information (data and ideas) in a way that I had never experienced. I have never had a teacher that so influenced my ability to play with complex thoughts and theories. I wasn't always able to reach a 'idy conclusion,'which was the greatest gift. Law, identity, the role of the nation state are not easy questions and should not have easy answers. He understood this and the complexities and subtleties of these ideas. He did not hand feed his ideas, but presented a framework in which my own could flourish. It was the most exciting process I’ve experienced. Almost weekly (and this is a few years after graduating) I think about what he taught and see how the theories of self-determination and identity manifest nationally and internationally. He profoundly changed how I view identity and the role of the law in serving individuals."

"Professor Benson is one of the few amazing professors who excels at motivating her students to develop a passion for the study of the law. She is committed to helping every student succeed academically and, later as alumni, in the practice of law. She has a talent for engaging even the most introverted students in a lively discussion of complex issues. Professor Benson creates a unique level of comfort and balance in her classroom that fosters unparalleled absorption and retention of the material presented. Most importantly, she practices what she preaches and makes herself available to every student who seeks her input. She is a true role model."

"Alberto is an exceptional teacher for several reasons. Alberto is the "immigration guy" at GW. Not only does he teach the course, but he runs the Immigration Clinic. The combination of both of these things gives him the unique opportunity to teach the law in both a doctrinal and an experiential fashion. By doing so, he has developed a unique understanding of immigration law. In addition, his work with the clinic allows him to influence the law, both through direct client contact through his students, as well as proving policy research. In the clinic, he focuses on all aspects of lawyering, and ensures that each student leaves with a robust knowledge of what it takes to be an excellent lawyer, from interviewing a client, representing them in court, and communicating with other parties. Further, in his classroom, he challenges students to think about the law both theoretically, as well as practically. Alberto's life has a lways been dedicated to two things: serving the public interest, and educating students. He uses his personal experiences to demonstrate lessons, unashamed of past mistakes, and building on every experience he has had both personally and professionally. Immigration law requires one to balance their emotions while still maintaining a professional relationship, and Alberto has demonstrated that to his students throughout the years."

"Professor Julia Belian goes above and beyond what her required duties as a law professor are. She is constantly available for her students, holding office hours daily and making time for extended visits. In class she makes sure that the entire student body participates, and helps you through her questions if you are unprepared or just plain stuck. I had her for an early morning course one semester and she was nice enough to provide coffee to ensure that students would be engaged in the class discussion. She assigns extra problems to help with difficult material, and her exams are aimed to not only help you pass the bar but to be a better lawyer in practice. Even though personal and academic accomplishments are exceptional, her demeanor is always polite and modest. Her knowledge of the subjects she teaches are second to none. In my opinion she is one of the best legal professors in the country and my school is extremely lucky to have her."

"First and foremost, Professor Becker truly cares about his students. All throughout the semester he would do his best to make sure that everyone understood the material being taught. He did so in such a way that encouraged his students to speak up when confused in class, and he answered their questions in a clear and concise fashion that helped us understand even the most complex material. Professor Becker seems to do his part to ease the burdens placed upon the students. While we are constantly faced with costly supplemental materials and textbooks, Professor Becker provided many of the materials for us on his own dime. He teaches because he loves it; which is evidenced by the fact that he returns whatever salary he is paid back to the school. Always lively and entertaining, he tailored the class to fit the needs of every student. Incorporating cases from his own practice, as well as other local issues, he showed us how the law works outside of the classroom. He found a way to tie each discussion back to our roles as stewards of the law, and helped us see the enormous potential we have for both right and wrong."

"What Ann Bartow has done, primarily through her blog, is modeled -- for law professors and students alike -- that teaching and learning occurs in forms and fora that may not resemble a traditional classroom. Professor Bartow, leading by example, shows that excellence in teaching requires a teacher who is willing to raise difficult questions. Professor Bartow does this in the most public of fora - cyberspace. A good teacher, like Professor Bartow, is willing to respond openly to questions (and sometimes even hostile comments) of her interlocutors, whether those be blog reader, students in a classroom or colleagues at a conference. Professor Bartow's blogging helps bring into focus an aspect of effective teaching that I had not considered before I met her -- effective teaching requires a teacher who is willing to stand by her own words, to "own" her teaching, to be associated with her ideas when they are right and when they need to be challenged and refined. Effective teaching must be teaching that is subject to question, and Professor Bartow's is -- more so than any law teacher I know. Professor Bartow blogs (and comments on other blogs) under her own name, eschewing the cloak of anonymity that not infrequently is employed by those who are less willing to 'own' their own ideas. For being a teacher that 'owns' her ideas, as well as the challenges to them, Ann Bartow is a great inspiration to other law teachers."

"Prof. Bart not only encourages students to engage in their own learning process, rather than simply pushing the data into their heads, she believes that the learning is over when the student says so. By essentially self-directing, Prof. Bart acknowledges that not all students think in the same way. Thus, she encourages learning in a broad spectrum of modes and creates an environment that fosters student project enhancement. Under her guidance, I am preparing an article for submission to law reviews. With luck, I will graduate from law school with three publications thanks to Prof. Bart. What more could you want?"

"Professor Baker is an exceptional law professor all around. His courses are challenging but rewarding, and his well rounded concern for all his students, as individuals and future attorneys, makes him the example to be followed by all in legal education. Although Professor Baker demands respect in the classroom, but he equally respects his students. His rules are strict, but he is equally responsible to follow them. He expects his students to be prepared for class and in return he is meticulously prepared to challenge their logic and analysis. Professor Baker’s teaching style is refreshingly different than other law professors. He uses the semi-Socratic method in his classroom. Rather than cold calling on students, each student signs up for cases to present and be questioned on in class. The sign up method is both a relief and a distress because, although you can prepare, there is always the tireless foe of his follow up question. Additionally, in Professor Baker’s courses your final grade is not based solely on a final exam. For example, in his Constitutional Law course, our final grade was based on pop quizzes, an opinion writing assignment in which we overturned a SCOTUS case of our choice, and other shorter essay assignments. Additionally, he motivates his students to become exceptional lawyers and advocates. Periodically throughout the semester Professor Baker gives “sermons” or 1L pep-talks. At the end of the semester he gives each of his 1L students a key and tells them that they now have the “key to success.” The “key to success” sermon reminds us of the magnitude of having a legal education and the power we have in changing the lives of others and our own lives. He expresses the responsibilities and privileges of being a lawyer and motivates us to recognize both our opportunities and power and encourages us to do good things with them. Overall, Professor Baker is both an amazing law professor and person."

"Professor Bahadur's interactions with students in and out of the classroom reflect his understanding, as he says it, that 'Students can instantly tell if I am invested in their learning' and that 'I do not possess any mystical force which renders me superior to them.' Consequently, he makes sure he is, by far, the best prepared person in the room, demonstrates enthusiasm from the first moment of each class session, clearly defines his learning goals for each class session, and creates what he calls 'active learning exercises' designed to allow students of various learning styles to discover for themselves what they should be learning rather than him having to tell them. On any given day in any of his classes, students are likely to be asked to work in small groups on challenging problems, to analyze hearing transcripts, or to evaluate a pleading, and then to consolidate their learning by writing about what they have learned from any of these experiences."

"One of my favorite things about Prof. Arlen's class is the immediate sense that she truly cares about her students' success. In my opinion, this is the key to producing exceptional learning. On the very first day of the semester, she told us how important it is to get to know professors, and invited (in fact, encouraged) us all to go to her office hours. She noticeably makes a point to be available to students who have questions or concerns. She also often starts class by giving a brief anecdotal story or tip for success. Although there is a bell curve that our grades will have to abide by, it is clear that Prof. Arlen's primary concern is that we ALL understand the material. She cares about our success not only in her class, but in law school generally and in our lives beyond. She is the kind of professor I hope to have as a mentor throughout law school and into my professional career. She is a truly great resource and a valuable asset to NYU. . . Getting people interested is one of the first steps to producing exceptional learning. Prof. Arlen accomplishes that in part by her engaging personality and sense of humor. For example, when we were learning a case about Disney, she wore Mickey ears throughout class. Her PowerPoint slides often are subtly funny and entertaining as well. Additionally, she creates useful flowcharts and diagrams to explain difficult concepts. Overall, she has generated a genuine interest in corporations and has inspired a large percentage of the class to want to take advanced courses on the topic in the coming years. Prof. Arlen makes herself available outside of class during office hours or pretty much any time by appointment (or via email). She is willing to answer questions about specific things we have discussed in class, as well as give advice on things like good classes to take, journals and other activities around school, firms and job considerations, and general life advice."

"Professor Arcila has three key ingredients necessary for being a great professor. First, he has a wealth and depth of knowledge in the subject areas he teaches. Second, he is able to bring to life the knowledge he has and convey his message in a clear, concise, organized fashion. Finally, he has a passion for the law that is palpable and infectious. In addition, he is consistently willing to assist students in their learning without pandering or intimidating. Professor Arcila makes you want to learn because he teaches you to understand the value of what he's teaching; not only to you, the law student and future lawyer, but also to the layperson client. As a student, his level of professionalism and preparation for each class is impressive. He not only made me want to be the best student and the best lawyer I could be, but he made me want to take responsibility for my own learning."

"I would like to nominate Professor Jack Apol as one of the best law school teachers in the country. He is certainly an exceptional and distinguished member of our MSU Law community. Professor Apol is truly the most outstanding professor I have had in my own personal educational career, and I would be willing to wager that I am not the only one to hold that opinion. He teaches with great passion and great empathy. As a teacher, he is very in tune with his class: when we get restless, he makes us laugh and snaps our attention back to where it should be. He shares stories about his personal life- both humorous and emotional- which relate to where we are in the course or where he knows we are in life. Most interestingly, he has created chants of the basic common-law elements for many crimes, which he requires us to yell at the top of our lungs on a regular basis, so as not to forget them when it comes time to take the bar. Professor Apol is a great mentor and role model for law students. He has been in [Special Operations] . . . and a clerk for a high-level court. His class is full of advice and anecdotes, aside from the obvious set of Criminal Law skills, and the experience and privilege of taking his course will be one to stay with us throughout our careers and lives."

"Professor Susan Apel began teaching as a clinician and is now a tenured member of the general faculty. She directs our General Practice Program, which combines theory, doctrine, and skills training. She supervises regular and adjunct faculty in that program, ensuring a continuity of learning for the students. Susan is a phenomenal classroom teacher. She uses multiple methods, including discussion, simulation, and lecture. While giving students significant control over the course of class discussion, Susan nonetheless subtly moves class through the agenda for that day. Her enthusiasm in the classroom is contagious. She is always experimenting with new ideas. Susan has developed a number of new courses, including a seminar that is taught at the Dartmouth Medical School to a combined class of medical and law students. She has been appointed an adjunct member of the Dartmouth Medical School faculty. She is an expert in family law, in reproduct ive rights, in women's issues, in professionalism, and in pedagogy. Whenever I am asked to recommend a professor for new faculty to visit, the first name on my list is Susan's. Her teaching is student-centered, innovative, and rigorous. Susan has taken also courses in French at Dartmouth College and has incorporated pedagogy from there into her law classes. She has also used her experience as a breast cancer survivor as a learning experience. She has written and spoken on this topic and serves as a counselor to others encountering the same experience."

I firmly believe Patti Alleva is one of the finest law teachers in the United States. In addition to her tireless research regarding the best teaching methods, she is a pioneer in integrating social and interpersonal awareness into her pedagogical approach. In her signature course "Professional Visions," she uses literature to put students into the mindset of real practicing legal professionals and asks them to think multi-dimensionally -- what is their relationship to their clients, the bench, the bar, society as a whole? This approach simultaneously incorporates cognitive, experiential and ethical strands into the learning fabric. And she is a master of her material -- she knows it cold and is always updating. Professor Alleva has variously spoken of the classroom as a "sanctuary," a "temple" and a "sacred space for communication." When she teaches about the Burger King case in Civil Procedure -- she wears the Burger King crown. When she talks about a plaintiff's ability to gain access to the court, she steps outside of the classroom, knocks on the door, and talks about the rules as she slowly works her way back to the lectern. . . She uses charts and other visuals. And she has a unique talent of moving and speaking to students in a way that keeps them energized and riveted. Remember, this is Civil Procedure and most students tell me it is the most colorful class they take at our law school. That is a testament to Professor Alleva's teaching prowess. Outside of the classroom, she is always available for students and always makes them feel welcome and cared for. She is truly remarkable and I hope you get the chance to see her in action.

"Professor Michael Allen is an incredible teacher. A student described him best in saying: ‘Prof. Allen has the ability to convey information in such a manner that students comprehend even the most difficult material. For instance, in his Federal Courts class he was able to make the complex statutory path a habeas petitioner must take seem relatively easy. But, what makes Prof. Allen a great law professor, mentor, and friend is something much more intangible. There can be no explanation other than he was born to teach, he loves what he does, and the combination of the two make for a powerful force in the academic arena. Prof. Allen is the epitome of "what the best law teachers do."'"

"She is one of the most amazing teachers in our building, and stands out in a group of fabulous faculty members. Her students believe she walks on water, even if they would have never thought they'd enjoy Bus Org. She was a stand-up comic, and it shows inside and outside of class. She works her practical experience and life experience easily into her examples, and is meticulously prepared for every class -- powerpoint and all. She has truly made a difference in the lives of many students and, as she puts it, brought them over to the "dark side" -- corporate law :-). It is amazing that she is equally outstanding in teaching skills as she is in teaching doctrine. Many of her students follow her from course to course; and one even followed her from an MBA program where she once taught to Law School here. An amazing testament to her incredible command of the subject matter, her ability to convey it to the students, and her personality. And most amazingly, students take even bad news from her, and they allow her to teach them to be consummate professionals."

"I had [Dean Agrawal] as a Torts professor in 2002. I still use my Torts notes and practice questions from that class to teach my ASP students. She made the cases relevant, and never let us forget Torts was about real lives. She was not afraid to wince or comment on the sometimes upsetting subject of the cases in our Torts book. She embedded our discussions with relevant advice on law practice and how we would use Torts as lawyers. . . We had multiple assessments; a practice midterm (with extensive feedback), a take-home exam, an in-class final exam, as well as group work involving novel problems. . . She is a truly gifted teacher and mentor, as well as one of the kindest, most giving people I have ever met."

"Professor Abrams has the unique ability to make a class as dry as personal income tax one that is engaging and even entertaining. He has an expansive knowledge of background cases and their underlying issues and presents them in a way that really clarifies the cases at hand. Further, he seems to know about every case in existence as, when someone asks a question, he normally knows of a case where the taxpayer asked the same question. In all, his teaching style is unabashed, humorous, enthralling, and most importantly: effective."