experiential education - Georgetown Law

EXPERIENTIAL
EDUCATION
at Georgetown Law
G E O R G E T O W N L AW
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EXPERIENTIAL EDUCATION
6
EXTERNSHIPS
12 PRACTICUM COURSES
26
CLINICS
28 Appellate Litigation Clinic
29 Center for Applied Legal Studies
30 The Community Justice Project
31 Criminal Defense & Prisoner
Advocacy Clinic
34 Criminal Justice Clinic
35 Domestic Violence Clinic
36 Federal Legislation &
Administrative Clinic
37 Harrison Institute: Housing
& Community Development Clinic
40 Harrison Institute: Policy Clinic
42 Institute for Public Representation:
Communications and Technology Clinic
43 Institute for Public Representation:
Environmental Law Clinic
44 International Women’s Human
Rights Clinic
45 Juvenile Justice Clinic
48 Law Students in Court
49 Social Enterprise & Nonprofit Law
Clinic
51 Street Law Clinic
52 Clinical Teaching Fellowships
41 Institute for Public Representation:
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Civil Rights Clinic
CLINICAL FACULTY
On the cover: Esther Kahng (L’13) had externships with Rep. Karen Bass, D-Calif., and
Rep. Tony Cardenas, D-Calif.
EXPERIENTIAL
EDUCATION
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The best way for students to learn what it means to be a lawyer is to do what lawyers do. And
Georgetown Law is uniquely situated to provide experiential learning opportunities for our students. Our faculty is deeply engaged with the major issues of the day. Our Institutes provide a
bridge between the legal academy and practicing professionals. Our location—just steps from
the U.S. Capitol, Supreme Court, and numerous other governmental and non-governmental
agencies—allow our students unparalleled access to those places where the law is made and
enforced.
Here at Georgetown Law, we offer three different types of experiential learning courses, all of
which are designed to help students apply the theories and skills that they have learned in the
classroom to a real lawyering context.
• In externships, students work at external placements such as government agencies, nonprofit organizations, and courts and, under the direction of attorney supervisors, engage in
work commensurate with that of a first-year lawyer. Students also attend individual class
sessions that are directly relevant to their work.
• In practicum courses, students work on projects or cases on behalf of a supervising attorney,
while studying law in action in an associated seminar.
• In clinics, students work as lead attorneys; they learn to practice law by representing real
clients facing real problems and, with extensive support and guidance, are responsible for all
facets of their case or project.
Students in all of these experiential courses take initiative, make decisions, and are accountable
for the results. They reflect on, and learn from, their experiences. They develop an appreciation for the character of the legal profession, and their place in it. Simply put, experiential
courses allow students to experience the law in three dimensions—to move outside the classroom and engage in the world.
In the pages that follow, you will read about our rich and varied experiential offerings. These
courses cover both civil and criminal issues. They include litigation as well as transactional,
legislative, and policy matters. They give students the opportunity to practice in local, national,
and international contexts. Georgetown Law’s commitment to providing students with rich opportunities to act as lawyers has made us a national leader in experiential education.
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SHARMI DAS, J.D., 2014
“While books, outlines, exams, and briefs are critically important to academic success, my
externship experiences have ensured that I never forget why I came to law school: to become
an excellent advocate… But in order to be truly excellent, you need those extra somethings
that come with practical, hands-on experience in a real-world work environment… [those]
experiences have enhanced my academic journey at Georgetown in a truly unique way. While
Georgetown’s incomparable academic experience is indispensable to my success in the legal
field, its commitment to preparing its students through experiential learning reflects the
critical understanding that we will be better lawyers if our classroom experiences are coupled
with the world outside. There is simply no replacement for the experiential learning program
here at Georgetown and I am grateful for having benefited from it so immensely!”
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Sharmi Das
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EXTERNSHIPS
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Externships offer Georgetown Law students the opportunity to earn credit for unpaid work in
the public sector. Under the direct supervision of an attorney, students are able to engage in
work that is commensurate with projects that would be given to an entry-level attorney. Students become a part of the fabric of an organization and gain exposure to practice and application of laws and concepts that they have studied in the classroom.
Facilitated by our unique location in the heart of Washington DC, most students choose to
work for the federal government, though a substantial number choose to work on Capitol Hill,
in judicial chambers, or in local or national non-profit agencies. Our students might attend
Congressional hearings, draft motions for trial, or witness the development of policies that will
impact our entire nation. They might assist individuals seeking asylum, brief businesses about
dealing with climate change, or work on international trade disputes. Because students develop
their own placements, they can tailor their work experience to their own personal interests.
In addition to selecting their field work, each student also participates in an orientation to set
their learning goals, and chooses three individual class sessions that will best support their
experience. The classes cover a range of issues, and students pick and choose among them
to develop a customized program of study that is relevant to their field experience. Classes include: Making Mentors, Managing Up, Non-Traditional Legal Speaking, Communicating with
Clients, and many more. In short, Georgetown’s externship program allows students to meld
work experience with classroom learning in a way that supports their personal needs and goals.
Jennifer Robinson , JD‘15, did an externship with The Office of the Federal Public Defender for the District
of Columbia.
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Keigan Mull
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EXTERNSHIPS
KEIGAN MULL, J.D., 2013
“My first externship was at small non-profit, First Star, devoted to fighting for the legal rights
of children, and I had an amazing experience. I truly enjoyed my placement at First Star and
was rejuvenated for the rest of my time in law school. At the same time as this externship, I
was able to explore my interest in international law. I took a class on international trade law
and found my passion. I hoped that I could find a placement in the field the next semester
and was lucky enough to get another externship at the U.S. International Trade Commission.
This externship confirmed the passion that I felt in the classroom. It allowed me to attend
current events and network in the field that I would not have been able to do otherwise. My
externships have been incredibly beneficial experiences, so much so that I plan on interning
during my third year of law school even without receiving academic credit. This summer I will
be working at the International Centre for Trade and Sustainable Development in Geneva,
Switzerland, and feel extremely confident that my externship experiences have prepared me
for this opportunity.”
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EXTERNSHIP CLASS OFFERINGS
Through guided reflection, our externship classes help students negotiate the wide range of professional skills necessary for success in the workplace. Georgetown Law students work in over
350 placements during the school year. The placements range from human rights NGOs to
states’ attorney’s offices, from federal agencies to judicial chambers to public defender services
and more. Students choose from an array of classes that best support the work they are doing
each week. Classes offered to date have included:
MANAGING LEARNING GOALS OUTSIDE OF
THE CLASSROOM
DEVELOPING ADDITIONAL COMPETENCIES
Managing Up: Ensuring that Your Learning
Goals Chart the Course for Your Placement
Experience
Collaboration
Becoming Indispensable: Thinking Ahead,
Taking on Responsibility, and Facilitating
Your Own Growth
Explain, Advocate, Persuade: Public Presentation Tools for Diverse Audiences
Relationship Building as Part of your LifeLong Career Development
Interest Analysis
Strategic Planning
Digging in: Investigation and Third-Party
Interviews
Client Centered Interviewing Tools
Externship/School/Life Balance
Secondary Trauma
Making Mentors
Communicating Legal Concepts to Nonlawyers
Leaning In: A Conversation about Commitment and Balance
Self-Assessment
Electronic Professionalism
Recovering from Errors
Counseling Transactional Clients
Follow the Money (On the Hill)
REFLECTING ON SUBSTANCE IN PRACTICE
Working for the Prosecution
CROSS-CUTTING SELF-REFLECTION
How Can you Defend Those People?
Mindfulness in Practice Parts I & II
Environmental Reflection
Seven Habits of Highly Effective People, Parts
I & II
What it Means to be an Appellate Lawyer
Leadership and Group Dynamics
Effective Leadership Techniques for Building
Consensus and Coalitions
Diversity and Conflict in the Workplace
Ethics in Practice
Human Rights Lawyering
Judicial Reflection
Civil Legal Services Reflection
The Whether and How of Public Interest
Practice
Power Dynamics in Public Interest Practice
BEYOND FIRST YEAR LEGAL WRITING
Conscientious Lawyering: Recognizing and
Addressing Systemic Bias in the Legal Workplace I & II
Drafting a Blog Post
Access to Justice
Drafting an Amicus Brief
Writing a One-Pager
Legislative Drafting
Writing an Editorial
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EXTERNSHIPS
Matt Klinger (L’15) did an externship at the Office of International Affairs for Consumer Protection at the
Federal Trade Commission.
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PRACTICUM COURSES
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Practicum courses offer students an opportunity to work on projects or cases under the direction of a supervising attorney, while studying law in action in an associated seminar. These
courses provide a wonderful opportunity for students to become substantive experts on a
particular topic, cultivate a range of skills, and begin to develop a professional identity. They
allow students to build networks that can be tapped for future internships and jobs. And they
foster in students the confidence they need to work as lawyers upon graduation. In these ways,
practicum courses serve as a bridge between the law school classroom and the legal profession.
Practicum courses take one of two forms. In a fieldwork practicum course, students are assigned
a field placement tied to the subject matter of the course. In a project-based practicum course,
students work on a project with their teacher, a practicing lawyer in the field. The practicum
also includes a seminar that uses the students’ experience as text and prepares students for their
work experiences—by familiarizing them with the relevant substantive frameworks (both legal
and non-legal), as well as the skills they will employ (again, both legal and non-legal). Students
reflect on their work experiences in a supportive classroom environment with professors and
classmates who are engaged in similar professional undertakings.
The practicum program benefits tremendously from Georgetown Law’s location in Washington D.C. and its connection to experts who are willing to bring students into their work. We
offer a practicum on Poverty Law, for example, in which students work for public-interest law
organizations—both government agencies and non-profit entities—that address issues connected to poverty from both national and local perspectives. Another practicum course focuses
on Law and Entrepreneurship and places students at a D.C. law firm where they explore the
role of lawyer as counsel to social and business entrepreneurs engaged in early-stage ventures.
Students in yet another practicum course work as law clerks with Georgetown Law’s Supreme
Court Institute and help prepare “Justices” to serve on the Institute’s moot court panels.
Lala Qadir (L’13) took Federal Fraud Prosecution, a practicum course that included a placement at the U.S.
Department of Justice. In this photo from the National Security Crisis Invitational, Qadir is pictured with her
classmate, Christopher K. Morgan-Riess (L’13).
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PUBLIC INTERNATIONAL LAW PRACTICUM COURSES
Gender, Sexual and Reproductive Health and International Human Rights Law (project-based)
This practicum explores the interaction between international human rights law and sexual and
reproductive health. Students work with civil society organizations on legal and policy projects
related to this topic.
Human Rights Fact-Finding Seminar: Detention of Migrant Children in the U.S.
(project-based)
This practicum trains students as human rights investigators and advocates. As a group, students identify a human rights issue that will benefit from documentation, research that problem
in depth, conduct interviews on the subject, draft a report on their findings, and engage in
related advocacy.
O’Neill Institute Practicum: Health and Human Rights (project-based)
Students in this practicum work with Georgetown Law’s O’Neill Institute for National and
Global Health Law and its civil society partners to use international human rights law to advocate for positive health outcomes.
International Law of Racial Discrimination (project-based)
This practicum focuses on the work of the U.N. Committee on the Elimination of Racial
Discrimination (CERD), of which the professor is a member. Students investigate the situation
of minority groups in the countries being scrutinized by CERD in its upcoming session and
document their findings in their own “shadow reports.”
Law and War (project-based)
This practicum covers the laws and norms relationg to warfare, armed conflict, and the use of
force by states. Students work with the New America Foundation’s Future of War Initiative,
under the direction of the course professor.
Suing Sudan: Constructing International Human Rights Cases (project-based)
This practicum introduces students to international human rights litigation using Sudan as a
case study. Students use evidence gathered by the Enough Project and Satellite Sentinel Project to examine avenues through which various actors may be held responsible for human rights
abuses committed in Sudan.
Women and Immigration: Government Protection for Women Fleeing Gender-Based Persecution and Abuse (fieldwork-based)
In this practicum, students learn about the forced migration of women and how U.S. laws and
policies address these women’s immigration status. Students conduct intakes of women fleeing
their countries because of gender-based violence, draft memos for a nonprofit organization that
may represent these clients, and work with attorneys representing survivors of gender-based
harm seeking legal status in the U.S.
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PRACTICUM COURSES
Students in the practicum Suing Sudan: Constructing International Human Rights Cases
discussed their work with the former Chief Prosecutor of the International Criminal Court and
presented their work at one of Georgetown Law’s major public conferences.
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DOMESTIC PUBLIC INTEREST PRACTICUM COURSES
Advanced Environmental Law: Climate Change (project-based)
This practicum focuses on the evolving legal and policy developments concerning global climate
change, and provides students the opportunity to engage in hands-on work with policymakers in
addressing the issue.
Advocating with and on Behalf of People with Developmental Disabilities: Contemporary
Issues, Challenges, and Legal Advocacy Opportunities (fieldwork-based)
This practicum focuses on the laws that govern the rights and restrictions of people living with
intellectual and developmental disabilities. Students work with and for people with developmental disabilities at organizations like the Quality Trust for Individuals with Disabilities.
Animal Protection Litigation Seminar (fieldwork-based)
This practicum explores the process of animal protection litigation. Students work at the Humane Society of the United States.
Child Welfare Law and Practice in the District of Columbia (fieldwork-based)
This practicum focuses on the workings of the child welfare system in the District of Columbia
and students participate in field work with child welfare-related organizations.
Communications and Technology Policy: Advocacy in the Public Interest (fieldwork-based)
This practicum deals with openness of the internet, balanced copyright policy, competition
policy, and the rights of consumers to use innovative technology. Students conduct fieldwork at
the non-profit organization Public Knowledge.
Poverty Law and Policy Seminar (fieldwork-based)
Students in this practicum learn about issues related to American poverty, and work at publicinterest law organizations that focus on issues connected to poverty.
Public Interest Advocacy: Tobacco/Personal Health Care Products (fieldwork-based)
In this practicum, students focus on regulation of tobacco and personal-care products by the
Food and Drug Administration while working with the Campaign for Tobacco-Free Kids and the
Environmental Working Group.
Tackling the Civil Access to Justice Crisis (fieldwork-based)
This practicum focuses on the civil access to justice crisis in the United States. Students conduct fieldwork with organizations that are engaged in research and development inititiatives to
address the civil access to justice crisis.
Technology, Innovation & Law Practice: Access to Justice and the Consumer Law Revolution
(project-based)
This practicum exposes students to the uses of computer technologies in the practice of law,
with an emphasis on technologies that enhance access to justice and make legal services more
affordable for individuals of limited means. Students work for a legal service organization to
develop a platform, application, or automated system that increases access to justice and/or
improves the effectiveness of legal representation.
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PRACTICUM COURSES
Georgetown students benefit greatly from exposure to practitioners involved with our many
centers and institutes. In 2014, students in the practicum Advanced Environmental Law:
Climate Change worked closely with the Georgetown Climate Center on projects that reduce
emissions that contribute to climate change and that respond to its inevitable consequences.
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GOVERNMENTAL AND REGULATORY PRACTICUM COURSES
Delaney Public Policy Scholars Program (summer course)
In this summer course, open to students working in public policy jobs, students develop the
skills required to be an effective public policy lawyer. The course focuses on the intersection
between emerging legal issues and how those issues are best pursued in the context of public
policy coalition building, legislative and media strategy, and grassroots advocacy.
Election Law (project-based)
This practicum introduces students to case law in the areas of campaign finance regulation and voting rights, and provides them with opportunities to draft legal papers and briefs in pending cases.
Mediation (fieldwork-based)
Students in this practicum learn about best practices for the mediation of legal disputes and
have the opportunity to work on progressively more difficult cases that have been filed with the
U.S. Office of Special Counsel.
Monopolies, Competition and the Regulation of Public Utilities (project-based)
This practicum focuses on the substantive and procedural ingredients for effective regulatory
lawyering and has students work on projects for state or federal regulatory agencies.
Regulatory Agency Litigation: Roles, Skills and Strategies (project-based)
This practicum teaches students how to be effective participants in regulatory litigation, both
as advocates for parties and as advisors to decision-makers. Each student produces a research
paper for a utility regulatory agency that has described some feature of its administrative litigation procedures that it wishes to improve.
Supreme Court Institute Judicial Clerkship Practicum (project-based)
This practicum focuses on the role of law clerks, the mechanics of writing a useful bench
memo and draft opinion, and the ethical dimensions of judicial clerkships. Students function
as “law clerks” who help prepare “Justices” to serve on the Supreme Court Institute’s moot
court panels.
Technology, Innovation and Law Practice: E-Government (project-based)
In this practicum, students learn how government and outside organizations have drawn on
internet-based technologies to transform how government interacts with ordinary citizens and
does business. Students develop legal apps that streamline regulatory practice or increase the
public’s access to laws and regulation.
The Law of Open Government: Litigation under the Freedom of Information Act
(fieldwork-based)
Students in this practicum learn about federal open government law and, through their field
work, draft, submit, and pursue Freedom of Information Act requests.
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PRACTICUM COURSES
Students in the Supreme Court Institute Judicial Clerkship Practicum work on behalf of
Georgetown Law’s Supreme Court Institute, which moots virtually every case the U.S. Supreme Court hears each term.
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BUSINESS LAW PRACTICUM COURSES
Business Law Scholars Program (summer course)
In this summer course, open to students working in business law related jobs, students develop
skills in strategic planning, corporate finance, human capital and governance, capital formation,
management and communication, the protection and harvesting of intangible assets, business
transactions, and effective client management.
Corporate Legal Department Practicum (fieldwork-based)
This practicum provides students with an appreciation of the work that lawyers do in corporate legal departments. Students conduct fieldwork in the legal departments of various major
corporations.
Law and Entrepreneurship (fieldwork-based)
Students in this practicum explore the role of the lawyer as counsel to social and business
entrepreneurs engaged in early-stage ventures. They advise student entrepreneurs and various
community empowerment and economic development initiatives.
CRIMINAL LAW PRACTICUM COURSES
Prison Litigation and Advocacy (fieldwork-based)
This practicum focuses on the prison reform field. Student placements are at various nonprofits and agencies that deal with prison reform issues; depending on the agency and its needs,
work includes litigation, individual advocacy, policy development, or legislative advocacy.
Problem Solving Justice: Developments in Treatment, Diversion and Community Courts
(fieldwork-based)
Students in this practicum learn about the legal concepts, administrative and ethical challenges, and public debates concerning this country’s exponential growth of problem-solving courts.
Each student is placed as a law intern for one of five judges within the DC Superior Court.
Prosecuting Sexual Violence: Apllying Research to Practice (fieldwork-based)
This practicum provides students with the experience, knowledge and analytical skills to
identify and apply the criminal laws, evidentiary and procedural rules, and case law relevant
to the prosecution of sex crimes. Students undertake fieldwork at AEquitas: The Prosecutors’
Resource on Violence Against Women.
The Role of the Juvenile Defender for Committed Youth (project-based)
This practicum focuses on a youth’s access to justice, right to due process, and the unique role
of the juvenile defense counsel after a youth has been committed to the government agency
responsible for the care of delinquent youth. Students work on a project that touches on these
issues.
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PRACTICUM COURSES
Two practicum courses—Technology, Innovation and Law Practice: E-Government, and Technology, Innovation and Law Practice: Access to Justice and the Consumer Law Revolution—
provide students the opportunity to develop innovative legal apps and to show off their
products at Georgetown Law’s “Iron Tech” competition.
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LEARNING FROM PRACTITIONERS
IN THE FIELD
“I really liked the practicum course because the small class size enabled us to build relationships with real experts in the field. Our professors were very engaged and eager to make
sure we learned and enjoyed our experiences. The professors, who had significant litigation
experience in their field, could talk about the challenges you don’t read in court opinions, like
recruiting or managing clients, interacting with judges, how a government’s internal review
processes in the litigation office affects the progress of litigation, how a particular administrative agency’s review process works. Occasionally, we’d read opinions in which the professors
were the attorneys in the case. The professors were able to give us a ‘Behind the Music’-type
view of how the case played out. With the field placement, we got to see how the whole
nonprofit functions -- everything from intra-office email chains to participating in multi-organization coalition meetings.”
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PRACTICUM COURSES
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PRACTICUM FACULTY
Victoria Arroyo
Assistant Dean, Centers and Institutes; Executive
Director, Georgetown Climate Center; Director,
Environmental Law Program, Georgetown Law
James Bair
Office of the Legal Adviser, U.S. Department of State
Dori Bernstein
Director, Supreme Court Institute, Georgetown Law
Michelle Brané
Director, Migrants Rights and Justice, Women’s Refugee
Commission
Rosa Brooks
Professor of Law, Georgetown Law
Oscar Cabrera
Executive Director, O’Neill Institute for National & Global
Health Law, Georgetown Law
Mark Greenwold
Attorney-at-Law; Senior Consultant, Campaign for
Tobacco-Free Kids
Gerald Hebert
Executive Director and Director of Litigation, Campaign
Legal Center
Scott Hempling
Scott Hempling, Attorney at Law LLC
Kristin Henning
Professor of Law, Georgetown Law; Co-Director, Juvenile
Justice Clinic
Lisa Johnson-Firth
Founder and Managing Member, Immigrants First, PLLC
Thomas Cluderay
General Counsel, Environmental Working Group
Jane Juliano
Chief, Alternative Dispute Resolution Unit, U.S. Office of
Special Counsel
Anthony Cook
Professor of Law, Georgetown Law
Gene Kimmelman
President and CEO, Public Knowledge
Marisa Demeo
Associate Judge, Superior Court of the District of
Columbia
Sheldon Krantz
Distinguished Visiting Professor of Law, University of
Maryland
Elizabeth Dewey
Pro Bono Partner and New Perimeter Director, DLA Piper
Erin Leveton
Legislative and Policy Analyst, State Office of Disability
Administration, District of Columbia Department on
Disability Services
Peter Edelman
Professor of Law; Co-Director, Joint Degree in Law
and Public Policy; Faculty Director, Center on Poverty,
Inequality, and Public Policy, Georgetown Law
Eduardo Ferrer
Legal and Policy Director, DC Lawyers for Youth
Deirdre McCarthy Gallagher
Alternative Dispute Resolution Unit, United States Office
of Special Counsel
Deborah Golden
Staff Attorney, DC Prisoners’ Project, Washington
Lawyers’ Committee for Civil Rights and Urban Affairs
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David Goodfriend
President, Goodfriend Government Affairs
Jennifer Long
Director, AEquitas: The Prosecutors’ Resource on
Violence Against Women
Whitney Loucheim
Co-Founder, Mentoring Today
Jonathan Lovvorn
Senior Vice President & Chief Counsel, Animal Protection
Litigation, The Humane Society of the United States
Fanny Gomez-Lugo
Human Rights Specialist, Inter-American Commission on
Human Rights
PRACTICUM COURSES
Ginger McCall
Director, Open Government Project, Electronic Privacy
Information Center
Juliet McKenna
Associate Judge, Superior Court of the District of
Columbia
Kevin Mulcahy
Director of Customer Support & Training, Neota Logic
Mark O’Brien
Co-Founder and Executive Director, Pro Bono Net
Gabriel Pacyniak
Institute Associate, Georgetown Climate Center
Mitt Regan
Co-Director, Center for the Study of the Legal
Profession; McDevitt Professor of Jurisprudence,
Georgetown Law
Gretchen Rohr
Magistrate Judge, D.C. Superior Court
Tanina Rostain
Professor of Law; Research Director, Center for the Study
of the Legal Profession, Georgetown Law
Marc Rotenberg
Executive Director, Electronic Privacy Information Center
Penelope Spain
CEO, Mentoring Today
Joseph Page
Professor of Law; Director, Center for the Advancement
of the Rule of Law in the Americas, Georgetown Law
Paul Smith
Partner, Jenner & Block
Marc Quarterman
Research Director, Center for American Progress
Carlos Vasquez
Professor of Law, Georgetown Law
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CLINICS
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For almost 50 years, Georgetown Law has operated the largest and most highly regarded inhouse clinical program in the nation. Through this program, students learn the practical art
of lawyering while providing quality legal representation to under-represented individuals and
organizations.
In a clinical course, students represent real clients facing real legal challenges. They are responsible for all facets of their case and project work, collaborating closely with clinic faculty to
ensure proper and complete representation. The students’ experiences then become the subject
of critical review and reflection. This review teaches students how to better evaluate their own
legal work as well as the legal work performed by others. Every clinic student will have the opportunity to acquire valuable legal skills not accessible in a traditional classroom setting, and to
gain firsthand insight into the strategic and ethical dimensions of the legal profession.
It is in the clinic that students receive the most intensive and individualized teaching provided
at Georgetown. Students benefit from an average ratio of 1 faculty member to 5 students,
facilitating a level of learning possible only through intensive supervision that is tailored to the
students’ needs and learning goals. In clinic, students transform from students to attorneys.
More information about our seventeen clinics can be found on the pages that follow.
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APPELLATE LITIGATION CLINIC
Students in the Appellate Litigation Clinic handle both civil and criminal appellate cases
involving issues such as immigration, habeas corpus, and a variety of civil rights matters. The
clinic exposes students to litigation in several different courts including federal circuits, the
Board of Immigration Appeals, and the D.C. local courts. The clinic also has had four cases
reach the United States Supreme Court on grants of writs of certiorari. Over twenty students
working on those cases had the opportunity to participate in litigation before the highest court
in the United States before they even graduated from law school.
Regardless of the case, the clinic strives to provide the best representation possible, comparable to that provided by the best appellate firms in the country. Students learn not only how
to litigate on appeal but how to litigate well, adopting professional and ethical standards that
will guide them throughout their legal careers. Students enrolled in the program receive intense
training in the art of oral and written advocacy as it is practiced in some of the highest courts
in the nation, at a level appropriate to those courts and the issues presented. This training includes appellate practice, procedure, research, issue formation, and writing. Each clinic student
produces two major briefs and some students will have the opportunity to argue their cases in
the appellate courts.
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CLINICS
CENTER FOR APPLIED LEGAL STUDIES (“CALS”)
Students in the Center for Applied Legal Studies (CALS) provide high-quality pro bono representation in Federal Immigration Court for refugees seeking political asylum because of persecution, torture, and other human rights violations in the country from which they have fled.
CALS students are responsible for representing their clients, with intensive faculty supervision.
Working in pairs, CALS students represent one or more refugees whose asylum applications
already have been denied by the government at the administrative level. Students interview
clients, become experts on the human rights record of the client’s country of origin, develop
documentary and testimonial evidence, locate and prepare witnesses, write a brief, affidavits
and other legal documents, and present testimony and legal arguments at a hearing before an
Immigration Judge.
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THE COMMUNITY JUSTICE PROJECT
Each semester, students in the Community Justice Project (CJP) represent individual clients in
hearings and help organizational clients with complex, high-priority work in subject matter areas
that have included poverty law, criminal justice, environmental law, prisoner’s rights, health and
disability law, access to justice, housing law, immigration law, tax law, LGBT rights, and international human rights. CJP students are litigators, counselors, advisors, capacity-builders, strategic
planners, policy analysts, legislative advisors, and community organizers. The supervisors at CJP
provide each student with an individualized learning experience including training in trial skills,
investigation, interviewing and counseling, legislative lawyering, legal and policy writing, media
relations, strategic planning, and collaboration, ensuring that every client receives the highest
quality representation from our students. In short, CJP teaches students about the commitment
that will sustain them as advocates, the tactics that produce success, and the strategies that lead
to justice. Students leave CJP with a better understanding of their choices as lawyers and with
skills they can use in a variety of careers.
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CLINICS
CRIMINAL DEFENSE & PRISONER ADVOCACY CLINIC
Students in the Criminal Defense & Prisoner Advocacy Clinic represent indigent criminal
defendants in misdemeanor cases in the D.C. Superior Court, D.C. parolees facing revocation before the U.S. Parole Commission, and long-serving prisoners from DC, Maryland, and
New York seeking clemency or parole. Our clients in the D.C. Superior Court are charged with
offenses such as assault, threats, destruction of property, drug and weapons offenses, theft,
and unlawful entry. Parolees and prisoners have generally been convicted of serious felonies. In
addition to taking on the role of practicing criminal defense lawyer, students are given an opportunity to reflect on that role in the broader context of law and society. Working closely with
supervising attorneys, clinic students take full responsibility for their cases. Students learn to
interview and counsel clients, investigate cases, conduct discovery, draft and argue pretrial motions, examine witnesses, make trial arguments, and engage in sentencing advocacy. The clinic’s
work on behalf of prisoners gives students an opportunity to collaborate deeply and creatively
on a range of projects.
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SOLVING PROBLEMS THROUGH LAW,
CREATIVITY, AND HOPE: A STUDENT’S
PERSPECTIVE
“My time with The Community Justice Project has been one of professional and personal
growth. The clinic broadened my concept of lawyering and deepened my commitment to
working for justice. Through my work at CJP on unemployment insurance hearings, I received
an exceptional opportunity to immerse myself in lawyering’s traditional tools. From the
initial interview to the hearing room, I directed strategy, research, and client preparation. All
the while, I received excellent, focused feedback from my supervisors, challenging my assumptions about the case, pushing me to strengthen my advocacy. [And] as I worked collaboratively on a clemency petition, my education expanded into the fields of organizing, news media,
and social media. Through the guidance of my supervisors, I recognize this diverse education
not as an intellectual exercise but rather as fundamental to a 21st century lawyer’s arsenal.”
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Professor Colleen Shanahan
CLINICS
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CRIMINAL JUSTICE CLINIC
Students in the Criminal Justice Clinic represent defendants charged with misdemeanor
offenses in the D.C. Superior Court. Our clients are typically charged with offenses such as
assault, threats, drug possession and distribution, destruction of property, unlawful entry, prostitution, and weapons offenses. Students also represent prisoners in parole revocation hearings
before the United States Parole Commission. Working closely with supervising attorneys, clinic
students accept full responsibility for their cases. Students learn to interview and counsel clients, investigate cases, conduct discovery, draft and argue pretrial motions, make opening statements, cross-examine witnesses and present the direct testimony of their own witnesses, and
make closing arguments at trial, and engage in sentencing advocacy. The experienced lawyers
and teachers in the clinic strive to ensure both that the students benefit from an extraordinary
educational experience and that their clients benefit from extraordinary representation from our
students. In addition to engaging in the practice of criminal defense, students are given the opportunity and space to reflect on that experience in the broader context of law and society, and
to consider the impact of race and class on the criminal justice system.
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CLINICS
DOMESTIC VIOLENCE CLINIC
The Domestic Violence Clinic offers students the opportunity to serve as lead counsel in
representing victims of intimate abuse in civil protection order cases in the District of Columbia Superior Court. Through on-the-ground client representation, individual supervision, “case
rounds” conversations with colleagues, and seminar-based simulations, exercises, and discussions, students learn to engage in client-centered advocacy, develop strong trial and negotiation skills, obtain a thorough understanding of family, criminal, and poverty law, and provide
representation in an area of substantial community need.
Clinic students learn to excel in every phase of expedited civil litigation, including pretrial skills
(such as counseling, interviewing, and investigation) and trial skills (such as opening statements, direct and cross examination, and closing arguments), and gain expertise in the laws
of evidence. In cases where clinic clients are interested in pursuing a criminal prosecution of
their abusive partner, students learn to navigate the criminal justice system. In addition to their
litigation work, clinic students work on a systemic reform project, designed to expand their understanding of the potential scope of legal services and to meet larger-scale community needs.
Clinic students learn a systematic approach to lawyering involving careful planning, practical
engagement, and critical post-performance reflection. They leave the clinic having internalized
a valuable method for long-term professional improvement and with essential skills that transfer
across a wide variety of practice areas.
Professor Deborah Epstein
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FEDERAL LEGISLATION & ADMINISTRATIVE CLINIC
In the Federal Legislation and Administrative Clinic, students become legislative lawyers. A
legislative lawyer is a person who recognizes the legal, policy, process, political, and personality
elements of a legislative, regulatory, or policy problem; performs the research necessary to support or oppose legislative, regulatory, or policy change; develops creative solutions to problems
at the intersection of law and policy; presents those solutions in clear, persuasive, concise, and
precise oral and written forms; and works with advocacy coalitions and with Congress and the
Executive Branch to advance particular policy solutions.
The clinic’s students learn how to be legislative lawyers by working closely with, and on behalf
of, non-profit public interest organizations in their efforts to further their policy agendas before
Congress and the Executive Branch. The students also learn through seminar sessions, written
and oral exercises, field trips, and engagement with distinguished guests from Congress, the
executive branch, and the non-profit advocacy community in Washington.
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CLINICS
HARRISON INSTITUTE:
HOUSING & COMMUNITY DEVELOPMENT CLINIC
Students in the Harrison Institute: Housing & Community Development Clinic engage in
sophisticated real estate transactions on behalf of low income tenant groups. The work is
intended to give our client groups ownership and control of their multi-family buildings and to
preserve the long-term affordability of the housing.
Students have regular and significant contact with clients, lenders, government officials, and
other real estate professionals. They structure corporate organizations, negotiate purchases of
buildings and loan documents, draft agreements, and counsel clients on new and complex issues. Students gain a broad vision of what lawyers can do in low-income communities. Unlike
many other housing clinics, Harrison’s students engage heavily in developing financial packages
that are affordable to the residents. In addition, they learn audience-appropriate presentation
and communication strategies and skills, all under the close supervision of clinic faculty.
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38
CLINICS
SAVING HOMES: A CLIENT’S PERSPECTIVE
“I want to make a personal appeal to the students who are out there considering what they
want to do in their second and third year: you will never know the gratification you will feel
helping someone retain their home. We are so appreciative of the work that the students did
for us by helping us retain our home and become homeowners in a tenant housing project.
You can see the happy faces of the children; you can see the happy faces of the seniors; people are happy to see you coming; and you know you’ve left your mark somewhere and you’ve
helped someone have a better life. The work of the Harrison students gave us power. If it
had not been for the Harrison Institute and the law students in their seeing and researching
how we could attack this giant as little David, I don’t know how far we would have gotten.”
ELSIE C. FLEMING
President, 1330 Tenants Association
Senior Budget Analyst, District of Columbia
Financial Analyst Certification, USDA Graduate School
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HARRISON INSTITUTE:
POLICY CLINIC
The Harrison Institute: Policy Clinic supports actors who shape and make public policy. Some
of our clients are nonprofit coalitions that promote policy change at all levels, from local to
global. Others are decision-makers, primarily at the state level – legislators, attorneys general,
regulatory agencies, and their national associations. The Institute’s educational goal is to train
policy lawyers who can work in diverse settings – to analyze law-making authority, identify options for changing policy, help clients plan their strategy, and draft policy documents based on
client choices.
The Institute works on health, climate, trade, and worker strategies. The health team focuses
on improving access to healthy food, especially in large urban school districts. The climate
team supports the Georgetown Climate Center, which helps states respond to extreme weather
events; adapt to sea level rise, urban heat, and drought; and reduce greenhouse gas emissions.
The trade team provides analytic capacity that governments need to cope with globalization,
protect public health from tobacco trade, and preserve authority to regulate essential services
such as energy and health care. The Institute also supports the Kalmanovitz Initiative for Labor
and the Working Poor and helps governments draft procurement rules to protect workers and
human rights.
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CLINICS
INSTITUTE FOR PUBLIC REPRESENTATION
The Institute for Public Representation (IPR) is a public-interest law firm that operates in three
separate practice groups: (1) civil rights and general public-interest law, (2) communications
and technology law, and (3) environmental law. The IPR clinical experience is augmented by a
weekly seminar attended by students in all three practice groups that focuses on skills training
and doctrinal topics relevant across IPR’s practice areas.
INSTITUTE FOR PUBLIC REPRESENTATION:
CIVIL RIGHTS CLINIC
IPR-Civil Rights does both traditional civil rights litigation (such as cases alleging workplace
discrimination) and a variety of other public-interest litigation (such as freedom of information and constitutional litigation). In recent years, about half of the clinic’s cases have involved
trial-level litigation in federal district courts, and about half have involved appeals in federal
courts of appeals and, on occasion, in the Supreme Court. Among other things, students have
litigated a complex federal Freedom of Information Act suit against the Department of Defense
and the CIA on behalf of researchers seeking records on “enhanced interrogation” in the War
on Terror, represented an employee in a hostile work environment appeal against her employer
before the U.S. Court of Appeals for the Fourth Circuit, litigated individual race and gender
Title VII discrimination claims against a large federal agency for workers who were denied
promotions, and authored the merits briefs in a Supreme Court case concerning access to
the courts for constitutional claims brought by federal employees against their federal agency
employers.
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INSTITUTE FOR PUBLIC REPRESENTATION:
COMMUNICATIONS AND TECHNOLOGY CLINIC
Students in IPR’s Communications and Technology Clinic represent non-profit organizational
clients before federal agencies and courts in efforts to ensure that communications technologies are used in ways that serve the interests of the public. Some recent projects have included
drafting an intervenors’ brief on behalf of prisoners and their families in the D.C. Circuit supporting the Federal Communications Commission’s order directing prison phone service providers to stop charging excessively high rates, filing requests with the Federal Trade Commission
to investigate mobile apps and websites that are collecting personal information from children
in violation of the Children’s Online Privacy Protection Act, and challenging mergers between
media companies at the FCC where the merger would limit diversity and competition in local
news or have other consequences harmful to the viewing public.
Professor Angela Campbell
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CLINICS
INSTITUTE FOR PUBLIC REPRESENTATION:
ENVIRONMENTAL LAW CLINIC
IPR’s Environmental Law Clinic focuses on a diverse range of topics, including air and water
pollution, hazardous waste disposal, renewable energy, coal mining, protection of endangered
species, and historic preservation. Students have the opportunity to work on unique, large scale
projects raising novel legal issues and requiring extensive research and writing. Most projects
require students to develop and master extensive factual records that relate to technical issues
like the environmental behavior of pollutants. In recent years, students have filed an amicus
brief on behalf of a national organization of thoracic doctors in a Supreme Court case regarding
the regulation of greenhouse gas emissions under the Clean Air Act, helped native and environmental groups win critical protections for tribal lands in Arizona (resulting in a settlement that
mandates federal mine regulators give greater consideration to impacts on cultural and water
resources caused by coal mining), and filed an amicus brief in the Third Circuit supporting a
water quality regulation designed to help restore the Chesapeake Bay.
Professor Hope Babcock
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INTERNATIONAL WOMEN’S HUMAN RIGHTS CLINIC
Students in the International Women’s Human Rights Clinic focus on using international, regional, comparative, and national human rights law to prevent and redress violations of women’s
human rights in other countries. The clinic and its partners have been successful in drafting
and passing new domestic laws in areas such as female genital mutilation, trafficking, and
domestic violence, and in litigating for equal rights against discriminatory employment, divorce,
criminal, and inheritance laws.
Working as “cause lawyers,” students collaborate with partner organizations in several African
countries. They also have worked with NGOs in the Philippines, Poland, and Guyana. The students function as a close-knit team, working with local human rights lawyers to develop policy,
strategy, proposed legislation, or court challenges and human rights reports to advance women’s
human rights issues. Under close faculty supervision, students work on a number of skills, from
setting agendas, interviewing, and making oral arguments to developing persuasive briefs, bills,
legislative memoranda, and human rights reports.
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CLINICS
JUVENILE JUSTICE CLINIC
Students in the Juvenile Justice Clinic represent children charged with delinquency in the
District of Columbia Superior Court. Charges typically include robbery, assault, burglary, weapons possession, and car theft. Because we approach our cases holistically, students continue
to represent their clients after the disposition in the delinquency case and will represent them
in appeals and in school discipline cases as well. If necessary, students also help develop an
education advocacy plan for the adolescent.
Clinic students are responsible for all aspects of their clients’ cases. Clinic faculty teach
students to exercise good judgment and to plan litigation and settlement strategies that attain
the client’s goals. Through their case work and classroom assignments, clinic students learn to
think independently, synthesize facts and legal principles, and develop interviewing, counseling, negotiation, and trial skills. Clinic students, faculty, and fellows provide highly effective
representation to their clients by protecting the adolescent’s rights in the juvenile justice system
and working to improve the adolescent’s chances of becoming a productive citizen.
Professor Kris Henning
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CHANGING WOMEN’S GLOBAL STATUS:
A COLLABORATOR’S PERSPECTIVE
“As a lawyer working in Uganda for a long time on issues of women and human rights and
trying to address issues of gender equality, for me the clinic has been very helpful. Through
the clinic’s students’ efforts, we were able to win the first sex-based challenge on discrimination against women in Uganda, challenging a law where men could divorce women on the
basis of adultery only but women had to prove two or more grounds, adultery being one
of them. With HIV/AIDS hitting many African countries, including Uganda, for women to be
able to protect themselves from the virus by getting divorced from their husbands speaks for
itself. We were able to take this to the Constitutional Court, and quite often we found ourselves using the IWHRC students’ work because as an activist and a lawyer you find that you
won’t have enough time to be able to do all the research. That’s why I believe the students’
work is very important; they’re working on a project that could eventually impact the lives of
millions of women in Uganda and other countries in Africa.”
ESTHER KISAAKYE
Justice of the Supreme Court, Uganda
LL.B., Makerere University, 1981
LL.M., Georgetown University, 1994
S.J.D., American University, 2009
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CLINICS
47
LAW STUDENTS IN COURT
The D.C. Law Students in Court Program (LSIC) is the District’s oldest clinical program, with
roots stretching back to the late 1960s. Clinic students assist people living in poverty in cases
relating to eviction from their homes and in a variety of small claims, contract, and tort actions.
Students advocate for their clients before judges of the D.C. Superior Court and administrative
law judges.
LSIC students learn trial skills, develop a practice-based understanding of an attorney’s professional obligations, and provide legal services for many of D.C.’s most vulnerable residents.
Through an intense week-long orientation, direct client representation, and weekly seminars,
LSIC offers students an opportunity to learn how to prepare a case for trial (including fact
investigation that requires field work throughout the District), how to create and nurture strong,
trust-based attorney-client relationships, and how to advocate zealously in court hearings,
mediation sessions, and administrative tribunals. At LSIC, Georgetown students work alongside students from other District law schools to address and fight the consequences of poverty,
prevent homelessness, and fight inequalities in our justice system.
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CLINICS
SOCIAL ENTERPRISE & NONPROFIT LAW CLINIC
Through the Social Enterprise & Nonprofit Law Clinic, students learn the theory, skills, and
practice methods of transactional lawyering. Consistent with Georgetown Law’s long tradition
of public service and social justice, students also learn how such transactional law and skills
can be used in the public interest by representing social enterprises and nonprofit organizations
that are using innovative strategies and technologies to pursue charitable missions. For example,
clinic clients empower women in developing countries by providing access to no-interest educational loans, raise funds to fight childhood hunger and food insecurity in D.C., and use social
networking and online platforms to connect disparate workforces to improve workplace conditions. Clinic students represent these social enterprises and nonprofit organizations on transactional, corporate governance, and strategic legal matters as a means of facilitating their clients’
charitable missions. Working in teams, students represent two or three organizational clients
during the semester and interact with senior-level executives and entrepreneurs. Students learn
valuable transactional practice skills including client interviewing, fact gathering, transaction
planning, negotiation, client counseling, effective client communication, contract drafting, legal
research, legal analysis, and client-centered application of substantive business laws.
Professor Alicia Plerhoples
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CLINICS
STREET LAW: HIGH SCHOOLS
Law students in the Street Law Clinic teach practical law, constitutional law and public policy
in year-long classes to public high school students and in summer classes to adult learners in
corrections and rehabilitation settings in the District of Columbia. In the fall semester, topics
include an introduction to legal thinking and process, small claims court, negotiations, criminal
law and procedure, and individual rights. Participating high school students develop and apply
their emerging knowledge as investigators in a hypothetical Innocence Project case, and learn
about and create multimedia projects in human rights both globally and in D.C. in cooperation
with the D.C. Human Rights Commission. The highlight of the spring semester is the annual
mock trial tournament, where law students coach their high school students as lawyers and witnesses in a complex mock trial problem which they present in several rounds of advocacy at the
D.C. Superior Court.
Participating high school students and adults learn not only how to prevent, avoid or in some
cases resolve basic legal problems but also about the positive and protective dimensions of the
law and the legal process. Clinic law students use the inherent interest and dialectical quality of the law to teach basic academic and civic skills such as reading, writing, listening, oral
expression, problem solving and analytic thinking. By conducting classes using learner-centered
teaching methodology according to a democratic, due process model corresponding with cutting edge educational practices, Street Law instructors not only teach about justice but also
in a manner consistent with justice. Law students engage in substantial research and develop
written lesson plans in preparation for teaching their classes. Partner organizations such as the
Washington Lawyers’ Committee on Civil and Human Rights, the Labor and Employment Section of the D.C. Bar, the Council for Court Excellence, and many Washington area law firms
collaborate in many of these projects.
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CLINICAL TEACHING FELLOWSHIPS
In addition to the full-time faculty who teach in the clinics, each clinic also has graduate teaching fellows who directly supervise J.D. students enrolled in the clinics, assist in teaching clinic
seminars, and perform work on their own cases or other legal matters. Each year, Georgetown
Clinical Graduate Teaching Fellowships offer 10 to 14 new and experienced attorneys the
opportunity to combine study with practice in the fields of clinical legal education and public
interest advocacy. While each clinic’s program varies in purpose, requirements, and duties, all
of the clinical fellowships share a common goal: to provide highly motivated lawyers the chance
to develop skills as teachers and legal advocates within an exciting and supportive educational
environment. Graduates of Georgetown’s clinical fellowship program have gone on to prestigious positions in law teaching and public interest law settings. More than 100 Georgetown
fellows are now teaching at law schools across the country, including five deans of law schools
and several more associate deans or directors of clinical programs. Many others are leaders in
public interest law across a wide variety of subject areas. For more information about this program, please visit www.law.georgetown.edu/academics/academic-programs/fellowships/
clinical-fellowships.cfm.
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CLINICS
Professor Rachel Camp
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CLINICAL FACULTY
54
Professor Bob Stumberg
JANE AIKEN
Associate Dean (Experiential Education); Professor of Law;
Director, The Community Justice Project
B.A., Hollins College; J.D., New York University; LL.M., Georgetown
Dean Aiken joined the Georgetown faculty in Fall 2007, is co-director of the
Community Justice Project and serves as Associate Dean of the Experiential
Education Program. She spent ten years at Washington University School of
Law where she was the William M. Van Cleve Professor of Law. She was a
Root-Tilden Scholar and graduated from New York University School of Law. She received her LLM from
Georgetown Law as a fellow in the Center for Applied Legal Studies. She is well-known for her work in
clinical legal education and evidence. Over her career, her clinic work has involved a wide array of legal
issues focusing on abuse of power including domestic violence against women and children, clemency and
parole, police brutality, municipal violations involving resisting arrest and habeas and Section 1983 complex
litigation. Dean Aiken has taught evidence for 20 years. She is an American Bar Foundation Fellow and a
member of the American Law Institute. She is a member of the ABA Council on Legal Education and Admissions to the Bar. She was a Fulbright Senior Scholar at Tribhuvan Law Campus in Kathmandu, Nepal
during the Fall of 2001 and continues her work there, particularly in the area of women’s rights. In 2000
and 2001, Dean Aiken was a Carnegie Scholar in the Carnegie Academy for the Scholarship of Teaching
and Learning. Her research and writing include many articles about character evidence, domestic violence,
and clinical pedagogy. In 2014, she co-authored the textbook The Clinical Seminar.
JUDITH APPELBAUM
Visiting Professor of Law; Director, Federal Legislation & Administrative
Clinic
B.A., University of Pennsylvania; J.D. Stanford
Professor Appelbaum has worked in Washington at the intersection of law and
policy for over 30 years, serving in the Executive Branch, on Senate staff, in
private practice, and in leading non-profit organizations. Most recently, she
served at the U.S. Department of Justice in the positions of Acting Assistant
Attorney General and Principal Deputy Assistant Attorney General for Legislative Affairs, where she was
responsible for overseeing the Department’s dealings with Congress. She is the recipient of the John Marshall Award for Outstanding Legal Achievement, the Department’s highest award for attorneys, for her work
in connection with advancing federal hate crimes legislation to enactment. Before joining DOJ, she served
as Director of Programs for the American Constitution Society, and before that, she was Vice President
and Legal Director at the National Women’s Law Center (NWLC), where she participated in litigation,
advocacy and public education activities in many areas of NWLC’s work, with a particular focus on sex
discrimination in education and employment as well as judicial nominations. Earlier, she served as Counsel
to Senator Edward Kennedy on his Senate Judiciary Committee staff and his chief advisor on women’s
rights issues. Professor Appelbaum also practiced law in Washington, D.C. for several years, representing
clients before Congress and the executive branch and in trial and appellate courts around the country. She
received her B.A. summa cum laude from the University of Pennsylvania and her law degree from Stanford
Law School.
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HOPE M. BABCOCK
Professor of Law; Co-Director, Institute for Public Representation
B.A., Smith College; LL.B., Yale
Professor Babcock joined the faculty in 1991. Before that she served as general counsel to the National Audubon Society from 1987–91 and as deputy general counsel and
Director of Audubon’s Public Lands and Water Program from 1981–87. Previously,
she was a partner with Blum, Nash & Railsback, where she focused on energy and
environmental issues, and an associate at LeBoeuf, Lamb, Leiby & MacRae, where
she represented utilities in the nuclear licensing process. From 1977–79, she served as a Deputy Assistant Secretary of Energy and Minerals in the U.S. Department of the Interior. Professor Babcock teaches environmental and
natural resources law at Georgetown and has taught environmental law as a visiting professor at Pace University
Law School, and as an adjunct at the University of Pennsylvania, Yale, Catholic University, and Antioch law schools.
While at Pace, she co-directed Pace’s environmental clinic. Professor Babcock was a member of the Standing
Committee on Environmental Law of the American Bar Association, served on the Clinton-Gore Transition Team,
and is former Chair of the Natural Resources Law section of the American Association of Law Schools. Professor
Babcock’s scholarly writings include articles on natural resources and environmental law, environmental justice,
environmental norms, takings, Indian law, and clinics.
RACHEL CAMP
Visiting Associate Professor of Law; Co-Director, Domestic Violence Clinic
B.A., Miami University (Ohio); J.D., University of Pittsburgh
Professor Camp joined the Georgetown faculty as a visiting associate professor in
2011. She currently co-directs the Domestic Violence Clinic. From 2008-2011, Professor Camp was on faculty at the University of Baltimore School of Law’s Family Law
Clinic as a Clinical Teaching Fellow. While at UB, Professor Camp supervised law
students representing clients in family law cases and domestic violence civil protection
order hearings, and co-taught a weekly seminar on lawyering and litigation skills. Additionally, Professor Camp
worked to integrate into the Family Law Clinic curriculum a community legal education component, and has supervised law students on a variety of community legal education and systemic legal reform projects. Professor Camp’s
co-authored article on integrating community legal education into clinical programs was published in the 2012
Clinical Law Review. From 2000-2008, Professor Camp served as an Assistant Attorney General with the Oregon
Department of Justice. While there, she served as counsel for a variety of state agencies, including the Department
of Human Services in matters involving child abuse and neglect. Prior to her employment at the Oregon Department of Justice, Professor Camp was an attorney at the Maryland Disability Law Center representing patients at
a maximum-security state psychiatric hospital in civil and administrative matters. Professor Camp’s scholarship
focuses on the child welfare system and the intersection of domestic violence and pregnancy.
ANGELA J. CAMPBELL
Professor of Law; Co-Director, Institute for Public Representation
B.A., Hampshire College; J.D., UCLA; LL.M., Georgetown
Professor Campbell joined the faculty in 1988 and is Co-Director of the Institute for
Public Representation where she is in charge of the Communications and Technology Law program. She represents nonprofit organizations seeking the adoption and
enforcement of media policies in the public interest at the Federal Communications
Commission (FCC), the Federal Trade Commission (FTC), and in federal courts.
Her areas of advocacy include protecting children from unfair or deceptive advertising
practices, increasing ownership opportunities for minorities and women, and ensuring access to communications
services for persons with disabilities. Prior to joining the Institute, she was an attorney with the Communications
and Finance Section of the U.S. Department of Justice Antitrust Division and in private practice as an associate
with the law firm Fisher, Wayland, Cooper & Leader. From 1981-83 she was a Graduate Fellow at the Institute. Professor Campbell’s recent law review articles include Pacifica Reconsidered: Implications for the Current
Controversy Over Broadcast Indecency, 63 Fed. Comm. L. J. 195 (2010), The Legacy of Red Lion, 60 Admin. L. Rev.
783 (2008), A Historical Perspective on the Public’s Right of Access to the Media (2007), A Public Interest Perspective
on the Impact of the Broadcasting Provisions of the 1996 Act (2006), and Restricting the Marketing of Junk Food to
Children by Product Placement and Character Selling (2006).
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C L I N I C A L FA C U LT Y
JOHN M. COPACINO
Professor of Law; Director, Criminal Justice Clinic; Co-Director, E. Barrett Prettyman
Fellowship Program
B.A., M.A.T., Duke; J.D., University of Virginia; LL.M., Georgetown
Professor Copacino is the Director of the Criminal Justice Clinic and the Co-Director
of the E. Barrett Prettyman graduate program in criminal trial advocacy. Professor Copacino has been a member of the faculty since 1987. He was previously the director
of the Criminal Law and the Juvenile Law clinics at Antioch School of Law and served
as the director of the Suffolk Defenders criminal defense clinic at Suffolk Law School while a Visiting Professor at
that school. Professor Copacino was the third recipient of Georgetown Law’s Frank Flegal Teaching Award, given
annually for outstanding contributions by full-time faculty to teaching at the Law Center. He has tried hundreds
of felony criminal cases in the Superior Court and he continues to represent clients in serious felonies and postconviction litigation. He is actively involved in efforts to improve the practice of criminal law in the District of
Columbia. He is a former chair of the Steering Committee of the D.C. Bar’s Criminal Law and Individual Rights
Section and serves on numerous Superior Court Criminal Division committees. He regularly participates in local
and national training programs for criminal defense lawyers.
MICHAEL DIAMOND
Professor of Law; Director, Harrison Institute for Housing and Community
Development
B.A., Syracuse; J.D., Fordham; LL.M., N.Y.U.
Professor Diamond is the Director of Georgetown’s Harrison Institute for Housing and
Community Development and its Housing and Community Development Clinic. Prior to his arrival at the Law Center, Professor Diamond taught at American University’s
Washington College of Law and at Antioch University School of Law. He has also
been a Visiting Professor at the University of Puerto Rico and at Gonzaga Law School. He has taught Contracts,
Business Associations, Property, Housing and Economic Development and has written extensively in these fields.
He has served as a consultant to the American Bar Association, the Central and Eastern European Law Initiative on
proposed housing laws in Russia and Bosnia, and as a legal education specialist on a team conducting a mid-term
evaluation of the U.S. Agency for International Development’s Economic Law and Improved Procurement System
project in Indonesia. He has also been of counsel to the law firm of O’Toole, Rothwell, Nassau, and Steinbach.
He has authored books on corporations and real estate law and has written several articles on poverty, community,
corporations and property.
DEBORAH EPSTEIN
Professor of Law; Director, Domestic Violence Clinic
B.A., Brown; J.D., New York University
Professor Epstein is Co-Director of the Domestic Violence Clinic and Professor of
Law. She joined the faculty in 1993 and has spent more than thirty years working as
an advocate for victims of domestic violence. Professor Epstein co-chaired the effort
to create D.C.’s ground-breaking specialized Domestic Violence Court, and spent
many years as Co-Director of the court’s Domestic Violence Intake Center. She spent
10 years as Director of the Emergency Domestic Relations Project, a public interest organization that provides legal
education services to thousands of indigent victims of intimate abuse every year. Professor Epstein has served as
Chair of the D.C. Domestic Violence Fatality Review Board, a member of the D.C. Domestic Violence Coordinating Council, a member of the Board of Directors of the D.C. Coalition Against Domestic Violence and on the D.C.
Mayor’s Commission on Violence Against Women. In addition to numerous law review articles, practice manuals,
and books chapters on domestic violence law, she is co-author of Listening to Battered Women: A Survivor-Centered
Approach to Advocacy, Mental Health, and Justice (APA Press 2008). Professor Epstein also is co-author of the
textbook, The Clinic Seminar. Professor Epstein has received multiple teaching awards, including the Clinical Legal
Education Association Outstanding Advocate for Clinical Teachers Award and the Georgetown University Law
Center Faculty of the Year Award.
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STEVEN H. GOLDBLATT
Professor of Law; Director, Appellate Litigation Program; Faculty Director, Supreme
Court Institute
B.A., Franklin & Marshall; J.D., Georgetown
After graduating from Georgetown Law in 1970, Professor Goldblatt was an Assistant
District Attorney and then a Deputy District Attorney of Philadelphia. In 1981 he
returned to Georgetown Law to run the Appellate Litigation Program with Professor
Samuel Dash. He regularly files briefs and appears in federal courts of appeals and
has argued five cases in the Supreme Court of the United States including four on behalf of Appellate Litigation
Program clients. He is the faculty director of Georgetown’s Supreme Court Institute and also serves as the Chair of
the Rules Advisory Committee of the U.S. Court of Appeals for the Armed Forces. He has previously served on the
ABA Criminal Justice Standards Committee and been the chair of the ABA Criminal Justice Section Amicus Curiae
Briefs Committee (1982-1999). In 1985, he was a member of the ABA committee that issued the report, Appellate
Litigation Skills Training: The Role of the Law Schools. He served as reporter to the ABA Criminal Justice Section’s
Special Committee on Criminal Justice in a Free Society. That committee’s report, Criminal Justice in Crisis, was
published in 1988. In 1992, he was the reporter to the ABA Task Force on Minorities in the Justice System. Its
July 1992 report was adopted by the ABA.
KRISTIN N. HENNING
Professor of Law; Co-Director, Juvenile Justice Clinic
B.A., Duke; J.D., Yale; LL.M., Georgetown
Professor Henning came to Georgetown in 1995 as a Stewart-Stiller Fellow in the
Criminal and Juvenile Justice Clinics. As a Fellow she represented adults and
children in the D.C. Superior Court, while supervising law students in the Juvenile
Justice Clinic. In 1997, Professor Henning joined the staff of the Public Defender
Service for the District of Columbia, where she served as the Lead Attorney for the
Juvenile Unit designed to meet the multi-disciplinary needs of children in juvenile
court. Professor Henning returned to the Georgetown faculty in 2001. Professor Henning has been active in local,
regional and national juvenile justice reform, serving on the Board of the Mid-Atlantic Juvenile Defender Center,
the Board of Directors for the Center for Children’s Law and Policy, and the D.C. Department of Youth Rehabilitation Services Advisory Board and Oversight Committee. She has served as a consultant to organizations such as the
New York Department of Corrections and the National Prison Rape Elimination Commission, and was appointed as
a reporter for the ABA Task Force on Juvenile Justice Standards. Professor Henning has published a number of law
review articles on the role of child’s counsel, the role of parents in delinquency cases, confidentiality and victims’
rights in juvenile courts, and criminalizing normal adoescent behavior in communities of color. Professor Henning
also traveled to Liberia in 2006 and 2007 to aid the country in juvenile justice reform and was awarded the 2008
Shanara Gilbert Award by the Clinical Section of the Association of American Law Schools for her commitment to
social justice on behalf of children.
VIDA JOHNSON
Visiting Associate Professor of Law; Criminal Justice Clinic and Criminal Defense
and Prisoner Advocacy Clinic
B.A., University of California, Berkeley; J.D., New York University
Prior to joining Georgetown Law, Professor Johnson was a supervising attorney in the
Trial Division at the Public Defender Service for the District of Columbia (PDS),
where she worked for eight years. At PDS she handled the most serious cases,
representing indigent clients facing charges including homicide, sexual assault, and
armed offenses, and her experience included numerous trials in the District of Columbia Superior Court. Professor
Johnson’s responsibilities at PDS also included supervising other trial attorneys and serving as a representative to
the District of Columbia Superior Court Sentencing Guidelines Commission. Professor Johnson was an E. Barrett
Prettyman fellow at Georgetown University Law Center prior to her work at PDS. As a fellow she represented
indigent adults in the District of Columbia Superior Court and supervised students in the Criminal Justice Clinic.
Johnson earned her law degree from New York University Law School and she earned her B.A. in American History
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from the University of California, Berkeley. Professor Johnson has been teaching in the criminal clinics since 2010.
In 2009, she was also a Visiting Associate Professor in the Juvenile Justice Clinic at Georgetown University Law
Center. She is the author of a chapter entitled “Defending Civil Rights” in the book How Can You Represent Those
People (PALGRAVE MacMillan, 2013). She is also the author of A Plea for Funds: Using Padilla, Lafler and Frye to
Increase Public Defender Resources, 51 AM. CRIM. L. REV. 2 (2014); A Word of Caution: Consequences of Confession, 10 OHIO ST. J. CRIM 213 (2012); When the Government Holds the Purse Strings but not the Purse: Brady,
Giglio and Crime Victims Funds, N.Y.U. Review of Law and Social Change (forthcoming 2014); and Presumed Fair?
Voir Dire on the Fundamentals of our Criminal Justice System, 45 SETON HALL L. Rev. _ (Forthcoming 2015).
Michael Kirkpatrick
Visiting Professor of Law; Co-Director, Institute for Public Representation
B.A., Texas Christian University; J.D., American University
Professor Kirkpatrick joined the faculty in 2014 after a 23-year career in public interest law, most recently as an attorney with Public Citizen Litigation Group (PCLG).
His practice areas at PCLG included constitutional law, civil rights, class actions,
administrative law, and open government, including practice before the U.S. Supreme
Court. Before joining PCLG, Professor Kirkpatrick was a senior trial attorney with
the Civil Rights Division of the U.S. Department of Justice (1995-2004), where he
litigated employment discrimination cases against state and local government employers, and defended the constitutionality of federal affirmative action programs. Earlier in his career (1991-1995), he was a staff attorney with the
Farm Worker Division of Texas Rural Legal Aid, where he litigated employment and civil rights cases on behalf of
migrant, transnational, and contingent workers. Professor Kirkpatrick is a recipient of the Peter M. Cicchino Award
for Outstanding Advocacy in the Public Interest. He has served as a Wasserstein Public Interest Fellow at Harvard
Law School, and as a Law and Policy Mentor for the Jack Kent Cooke Foundation. Since 2007, he has taught a
course on ethics in public interest practice as an adjunct professor.
WALLACE J. MLYNIEC
Lupo-Ricci Professor of Clinical Legal Studies; Director, Juvenile Justice Clinic
B.S., Northwestern; J.D., Georgetown
Professor Mlyniec is the Director of the Juvenile Justice Clinic and is the former
Associate Dean for clinical programs and public interest activities. In addition to his
work with the Juvenile Justice Clinic, he teaches the Wrongful Convictions practicum
and the Clinical Pedagogy course to the clinical fellows. He was the director of the
Judicial Conference Study on ABA Criminal Justice Standards, the administrator of
the Emergency Bail Fund, and served as a consultant to the San Jose State University and University of Maryland
Schools of Social Work, the ABA’s National Resource Center on Child Abuse and Neglect, several law schools, and
the California Bar Examiners. Professor Mlyniec has been a member of the ABA Juvenile Justice Committee since
1995 and was its chair from 1998 to 2005. He is currently a member of the Board of Directors for the National Juvenile Defender Center and was its chair from 2011-2013. He was on the AALS Standing Committee on Clinical
Education for several years and served as chair in 1992. Professor Mlyniec was a recipient of a Bicentennial Fellowship from the Swedish government to study their child welfare system and was a Distinguished Visiting Scholar in
Pediatric Law at Loyola University Law School’s ChildLaw Program. He is also the recipient of the William Pincus
award for his contributions to clinical legal education and the Stuart Stiller Award, the AALS Robert Drinan Award,
the Gault Award for his committment to juvenile defense, and the Law Students in Court Lever Award for legal
service in the public interest.
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ALICIA PLERHOPLES
Associate Professor of Law; Director, Social Enterprise & Nonprofit
Law Clinic
A.B., Harvard; J.D., Yale; M.P.A., Princeton
Professor Plerhoples is Associate Professor of Law and the Director of the Social Enterprise & Nonprofit Law Clinic. She joined the Georgetown faculty in 2012, having
previously taught as a clinical teaching fellow at Stanford Law School and a visiting
assistant professor at University of California Hastings College of the Law. Professor
Plerhoples has been active in the local and national social enterprise movement, often
speaking about laws that affect the work of social entrepreneurs. Her recent article Delaware Public Benefit Corporations 90 Days Out: Who’s Opting In?, 14 U.C. Davis. Bus. J.L. (forthcoming 2014), presents empirical research on
the 55 public benefit corporations that initially incorporated or converted to the new corporate form in Delaware.
Her article Can an Old Dog Learn New Tricks?, 13 Transactions: Tenn. J. Bus. L. 221 (2012), examines traditional
corporate law principles and how they might be adapted and applied to the flexible purpose corporation, a new
corporate form in California that allows businesses to pursue social and environmental objectives along with profits.
Prior to teaching, Professor Plerhoples practiced law in the corporate finance and real estate finance departments at
law firms in Silicon Valley and New York City where she advised financial institutions and emerging biomedical and
technology companies on finance arrangements.
RICHARD L. ROE
Professor of Law; Director, D.C. Street Law Clinic
B.A., Yale; J.D., University of Maine
Professor Roe directs Georgetown Law’s D.C. Street Law Clinic and specializes in
educating the public about the law. Prior to joining the Georgetown Law faculty in
1983, he served as Program Director of the National Institute for Citizen Education in
the Law and Executive Director of the Coalition for Law Related Education in Washington, D.C. He conducts numerous workshops throughout the country and world,
most recently in Chile, the Czech Republic, Russia, Ireland and Hong Kong, and hosts many international visitors.
He is the co-author of the high school textbook, Great Trials in American History. He has reviewed upcoming arguments in Preview of Supreme Court Cases, written several articles for Update on Law Related Education, edited the
ABA publication Putting on Mock Trials and is the author of Valuing Student Speech in the California Law Review.
Professor Roe was the founder and Director of the D.C. Family Literacy Project, which taught prisoners and homeless families how to read with their children and other developmentally appropriate practices. He originated and
co-teaches the seminar, Literacy and Law. He is a founder and trustee of the Thurgood Marshall Academy Public
Charter High School. His present research focuses on learning theory and its implications for law and law teaching.
SUSAN DELLER ROSS
Professor of Law; Director, International Women’s Human Rights Clinic
B.A., Knox; J.D., New York University
Professor Ross has taught courses at Georgetown on International and Comparative Law on Women’s Human Rights, Family Law, Equal Employment Opportunity,
and Gender and the Law. In January 1999 she founded and directed a new clinical
program at Georgetown – the International Women’s Human Rights Clinic. From
1983 until then, she served as Director of Georgetown’s Sex Discrimination Clinic and
taught clinical courses focused on women’s rights issues such as employment discrimination and domestic violence.
Her publications include law school casebooks, Women’s Human Rights: The International and Comparative Law
Casebook (2008), Sex Discrimination and the Law (co-author) (1996, 2d ed., and 1975), a book for lay audiences on
The Rights of Women (4 eds.), and numerous articles on subjects such as polygamy, fact-finding, pregnancy discrimination, sexual harassment, and parental leave. She has also lectured and served as a consultant on international
and comparative perspectives on women’s human rights in India, Mongolia, Lithuania, Guatemala, and Madagascar. In the clinic, Georgetown faculty and students work collaboratively with women’s human rights advocates in
African, Eastern European, Latin American, and Middle Eastern countries, on issues ranging from “honor” killings
of women and female genital mutilation to sex discrimination in employment, marital property, and intestate suc60
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cession. Before joining the Georgetown faculty in 1983, Professor Ross served as Special Litigation Counsel for
Sex Discrimination in the Civil Rights Division at the U.S. Justice Department and Clinical Director of the ACLU
Women’s Rights Project. She also worked in the General Counsel’s Office of the Equal Employment Opportunity
Commission and taught as an adjunct or visiting law professor at George Washington, Columbia, NYU, and Rutgers
(Newark). She served in the Peace Corps from 1965-1967 in Ivory Coast, West Africa.
ANDREW I. SCHOENHOLTZ
Professor from Practice; Co-Director, Center for Applied Legal Studies
B.A., Hamilton; J.D., Harvard; Ph.D., Brown
Professor Schoenholtz directs the Center for Applied Legal Studies at Georgetown
Law, where students represent non-citizens claiming asylum from persecution in immigration removal proceedings. He also directs the Human Rights Institute, oversees
the Certificate in Refugees and Humanitarian Emergencies, and is the Deputy Director of Georgetown University’s Institute for the Study of International Migration. He
teaches courses on Refugee Law and Policy, Refugees and Humanitarian Emergencies, Immigration Law and Policy,
and the Rights of Detained Immigrants. Prior to teaching at Georgetown Law, Professor Schoenholtz served as
Deputy Director of the U.S. Commission on Immigration Reform and practiced immigration, asylum and international law with the Washington, D.C. law firm of Covington & Burling. Professor Schoenholtz has conducted
fact-finding missions in Haiti, Cuba, Ecuador, Germany, Croatia, Bosnia, Malawi, and Zambia to study root causes
of forced migration, refugee protection, long-term solutions to mass migration emergencies, and humanitarian relief
operations. He researches and writes regularly on refugee law and policy. His publications include: Lives in the
Balance: Asylum Adjudication by the Department of Homeland Security (co-author); Rejecting Refugees: Homeland
Security’s Administration of the One-Year Bar to Asylum (co-author); Refugee Roulette: Disparities in Asylum Adjudication (co-author); Refugee Protection in the United States Post-September 11th; The Uprooted: Improving Humanitarian Responses to Forced Migration (chapter on “Improving Legal Frameworks”); and Aiding and Abetting Persecutors:
The Seizure and Return of Haitian Refugees in Violation of the U.N. Refugee Convention and Protocol.
PHILIP G. SCHRAG
Delaney Family Professor of Public Interest Law; Co-Director, Center for Applied
Legal Studies
A.B., Harvard; LL.B., Yale
Professor Schrag teaches Civil Procedure and Professional Responsibility, and he directs the Center for Applied Legal Studies, in which students represent refugees who
are seeking political asylum in the United States. Before joining the Georgetown Law
faculty in 1981, he was assistant counsel to the NAACP Legal Defense Educational
Fund, Consumer Advocate of the City of New York, a professor at Columbia University Law School, and Deputy
General Counsel of the U.S. Arms Control and Disarmament Agency, from which he received a Meritorious Honor
Award in 1981. Professor Schrag has also had a distinguished and varied career in civic service, which has included
positions as a delegate to the District of Columbia Statehood Constitutional Convention in 1982, an editor and
consultant on consumer protection during the Carter-Mondale transition, a consultant to the New York State Consumer Protection Board, a consultant to the Governor’s Advisory Council of Puerto Rico, and an Academic Specialist for the United States Information Agency in the Czech Republic and Hungary. In addition, he drafted New York
City’s Consumer Protection Act of 1969. He is also a prolific author, having written dozens of articles on consumer
law, nuclear arms control, political asylum, and various other topics for both law journals and popular publications.
He is the author of fifteen books, including A Well-founded Fear: The Congressional Battle to Save Political Asylum in
America (Routledge, 2000); Asylum Denied: A Refugee’s Struggle for Safety in America (with Kenney, Univ. of Calif.
Press 2008); Refugee Roulette: Disparities in Asylum Adjudication and Proposals for Reform (with Ramji-Nogales and
Schoenholtz, N.Y.U. Press, 2009); and Lives in the Balance: Asylum Adjudication by the Department of Homeland
Security (with Ramji-Nogales and Schoenholtz, N.Y.U. Press 2014). In 2008, he was honored with the Deborah
C. Rhode award for public service; the Daniel Levy Memorial Award for outstanding achievement in immigration
law; the Equal Justice Works Outstanding Law Faculty Award; and the Myers Outstanding Book Award for Asylum
Denied. In 2013, he was honored with the William Pincus Award for Outstanding Contributions to Clinical Legal
Education.
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COLLEEN SHANAHAN
Visiting Associate Professor of Law; Director, The Community Justice Project
A.B., Princeton; J.D., Columbia; LL.M. Georgetown
Professor Shanahan is Director of The Community Justice Project and a Visiting Associate Professor of Law. She has published a number of law review articles in the areas
of clinical education, the intersection of civil and criminal law, and access to justice.
She was named a Bellow Scholar for her current research into access to justice and
clinical legal representation. Prior to her arrival at Georgetown Law, Professor
Shanahan was in private practice where she litigated a wide variety of civil and criminal matters at the trial and
appellate levels, and had an active pro bono practice that included post-conviction capital representation, criminal
defense, asylum representation, landlord-tenant matters, and assistance to non-profit organizations. She is a graduate of Princeton University and Columbia Law School, and was previously a clinical teaching fellow in The Community Justice Project. Professor Shanahan serves as a hearing officer in police misconduct cases for the District of
Columbia Office of Police Complaints and on the Board of Directors of the Equal Rights Center.
ABBE SMITH
Professor of Law; Director, Criminal Defense and Prisoner Advocacy Clinic;
Co-Director, E. Barrett Prettyman Fellowship Program
B.A., Yale; J.D.; New York University
Professor Smith joined the Georgetown Law faculty in 1996. Prior to Georgetown,
Professor Smith was Deputy Director of the Criminal Justice Institute, Clinical Instructor, and Lecturer on Law at Harvard Law School. Professor Smith has also taught
at City University New York Law School, Temple University School of Law, American
University Washington College of Law, and the University of Melbourne (Australia) Law School, where she was a
Senior Fulbright Scholar. Professor Smith teaches and writes in the areas of criminal defense, legal ethics, juvenile
justice, and clinical legal education. In addition to law journal articles, she is the author of Case of a Lifetime: A
Criminal Defense Lawyer’s Story (Palgrave MacMillan 2008), co-editor of How Can You Represent Those People?
(Palgrave MacMillan 2013) and Legal Ethics (Ashgate Publishing 2015), and co‑author of Understanding Lawyers’
Ethics (4th ed., Lexis-Nexis 2010). Professor Smith began her legal career at the Defender Association of Philadelphia, where she was a trial attorney from 1982 to 1990. She continues to be actively engaged in indigent defense
and frequently presents at public defender and legal aid training programs in the U.S. and abroad. Professor Smith
is on the Board of Directors of the Bronx Defenders, is a longtime member of the National Lawyers Guild, American Civil Liberties Union, and National Association of Criminal Defense Lawyers, and was elected to the American
Board of Criminal Lawyers in 2010. Professor Smith is also a published cartoonist.
ROBERT K. STUMBERG
Professor of Law; Director, Harrison Institute for Public Law
B.A., Macalester; J.D., LL.M., Georgetown
Professor Stumberg is director of the Harrison Institute for Public Law, which provides legal and policy services to public officials and nonprofit organizations. Program
areas include climate change, public health, worker strategies and trade policy. His
most recent work includes Government Procurement: Promoting Procurement Policies
that Ensure Business Respect for Human Rights (2014, with coauthors) and Safeguards
for Tobacco Control (2013). Previous work includes NAFTA Services and Climate
Change; The WTO, Environment & Services; GATS & Electricity; Federalism & Political Accountability under Global
Trade Rules (with Matthew Porterfield), Preemption & Human Rights; and Sovereignty by Subtraction: The Multilateral Agreement on Investment. He has also written policy reports and testimony on trade rules for prescription drugs,
reform of international investment agreements, procurement without sweatshops, financial deregulation, and housing policy. After receiving his J.D. from Georgetown, he was a Georgetown teaching fellow. Past positions include
legislative counsel for Montgomery County, MD; Policy Director for the Center for Policy Alternatives; and counsel
to the Forum on Democracy and Trade. He serves on the board of the Center for the Study of Services, publisher
of Consumer Checkbook Magazine.
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DAVID VLADECK
Professor of Law; Co-Director, Institute for Public Representation (On Leave)
B.A., New York University; J.D., Columbia; LL.M., Georgetown
Professor Vladeck teaches federal courts, civil procedure, administrative law, and seminars in First Amendment litigation, and co-directs the Institute for Public Representation, a clinical law program. Professor Vladeck recently returned to Georgetown Law
after serving for nearly four years as the Director of the Federal Trade Commission’s
Bureau of Consumer Protection. At the FTC, he supervised the Bureau’s more than
430 lawyers, investigators, paralegals and support staff in carrying out the Bureau’s work to protect consumers from
unfair, deceptive or fraudulent practices. Before joining the Georgetown Law faculty full-time in 2002, Professor
Vladeck spent over 25 years with Public Citizen Litigation Group, a nationally-prominent public interest law firm,
handling and supervising complex litigation. He has briefed and argued a number of cases before the U.S. Supreme
Court and more than sixty cases before federal courts of appeal and state courts of law resort. He is a Senior Fellow
of the Administrative Conference of the United States, an elected member of the American Law Institute, a Trustee
of the Natural Resources Defense Council, and a Member of the Board of the National Consumers Law Center.
Professor Vladeck frequently testifies before Congress and writes on administrative law, preemption, First Amendment, consumer protection, and access to justice issues.
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Experiential Education Staff
CARMIA CAESAR
Director, Externship Program and Public Interest Law Scholars Program; Adjunct Professor
B.A., Pomona, J.D., Harvard
Prior to joining Georgetown Law, Professor Caesar was the senior attorney in the TeamChild Juvenile
Justice Project at the Center for Children’s Advocacy (CCA) in Hartford, CT. Professor Caesar worked in
partnership with juvenile public defenders in Hartford to fill gaps in services that were often the underlying cause of illegal conduct. In addition to representing individual clients at CCA, Professor Caesar was
engaged in systemic advocacy on behalf of Hartford public school students, and students incarcerated at
the Manson Youth Institute, the CT prison that houses children charged or convicted of adult and Serious
Juvenile Offenses. In partnership with the Education Unit at New Haven Legal Aid, she helped correct a
system wide policy of unlawful withdrawal of children over 17 from the New Haven Public Schools. From
1996-2002, she served as the co-director of the Berkeley Village Educational Project, a community based,
non-profit youth organization that provided mentoring, teaching and tutoring to at-risk, minority middle
school students. Immediately following law school, she accepted a graduate fellowship in public affairs with
the San Francisco Office of the Coro Foundation.
LESLIE DE LEON
Assistant Director, Experiential Education
B.A., Wellesley College
Ms. De Leon joined Georgetown Law in 2011. She provides administrative support to all clinical and
practicum faculty, clinical teaching fellows, and to the externship program. Prior to joining the Georgetown
Law community, Ms. De Leon was a museum educator at the Metropolitan Museum of Art in New York
City and at the Skirball Cultural Center in Los Angeles. Ms. De Leon received her B.A. from Wellesley
College and is currently an evening student at Georgetown’s McDonough School of Business.
RACHEL TAYLOR
Assistant Dean, Experiential Education
B.A., Colgate; J.D., Georgetown
Dean Taylor is responsible for the academic administration of Georgetown Law’s experiential education programs. In this capacity, she works with faculty, fellows, and students taking part in the Law Center’s clinics
and practicum courses. Previously, Dean Taylor directed Georgetown Law’s Human Rights Institute,
where she developed and taught a year-long practicum course on human rights fact-finding and supported
students interested in human rights. Before joining Georgetown Law in 2006, she worked for the human
rights NGO Global Rights. Dean Taylor has written about human rights and public international law for a
variety of academic and non-academic publications.
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For More Information
CLINICAL AND PRACTICUM
PROGRAMS
Rachel Taylor
Assistant Dean, Experiential Education
(202) 662-9865
[email protected]
McDonough 352
EXTERNSHIPS
Carmia Caesar
Director, Externship Program and Public Interest Law
Scholars Program
Adjunct Professor of Law
(202) 662-9041
[email protected]
McDonough 352
Georgetown University Law Center
600 New Jersey Avenue, N.W.
Washington, D.C. 20001-2075
www.law.georgetown.edu/clinics/
Produced by Rachel Taylor, Assistant Dean, Experiential Education
Design Brent Futrell, Georgetown Law Communications
Photography Sam Hollenshead; Also Brent Futrell, Bill Petros, Spencer Sloan, Rhoda Baer, Sam Karp
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