Miami in February. Sunhine. Mojitos. Superbowl Party. Contracts.

Yes. All of these things go together.

Registration is Now Open for Future Contracts Miami!

We’re thrilled to announce that the University of Miami School of Law will host the inaugural Future Contracts Miami conference on February 10-11, 2025!

Featured Topics

How AI is reshaping contracts for law firms and in-house

How UM Law is preparing future lawyers in the age of AI

The rise of contract standardization

Featured Speakers

Darryl Chiang, Director of Legal at Google
Juliet Astbury, Corporate Practice Leader, Dentons
Isabel Parker, Chief Innovation Officer, White & Case
Kyle Pankratz, VP Legal Operations, Mastercard
and so many more!

Event Details

February 10th-11th, 2025

University of Miami Shalala Student Center
1330 Miller Drive, Coral Gables, FL  33146

Featured Event Sponsors

Law Insider
HarveyAI
SimpleDocs

Exclusive Alumni Tickets

Thanks to our sponsors, we’re able to offer 40 FREE all-access passes* (including the Super Bowl Watch Party on Sunday, February 9th): 
 
Register here for your complimentary ticket

See you in Miami!

In law school, students take a professional responsibility exam and then take the MPRE exam. After graduation, they sit through (often boring) continuing legal education courses and try to get that precious ethics credit.

I don’t teach professional responsibility anymore, although I do speak about ethics in my Compliance, Corporate Governance, and Sustainability and my Business and Human Rights courses.

But as business professors, I’m not sure that we spend enough time talking about business ethics. Yes, it’s important to know about conflicts of interests but do we know how to advise our business clients on the issues that affect them?

I get to flex my “ethics” muscles in an interdisciplinary Innovation, Technology, and Design program housed in our School of Engineering, where I teach a course on Ethics, Equity, and Responsibility- basically Ethics and Technology.

They say grading is the worst part of being a professor.

But not this week.

My students in the ITD class brought me to tears reading their final exams.

I was impressed by their projects on regulating technologies like social media, cloning, AI, and robotics, and by their business plans and pitches for new innovations.

I would invest in some of them today if

It’s the day after Thanksgiving so I’ll post part 2 of my discussion in ESG in the Trump/Vance era next week.

Today, as students are stressed out over finals, here’s a post to brighten their day. Please share and forward far and wide.

We are pleased to invite your school to send a team to participate in the inaugural University of Miami Transactional Skills Competition, designed to provide law students with an unparalleled opportunity to refine their transactional lawyering skills in a challenging and dynamic setting.

In keeping with the vibrant culture of Miami, the details and challenges for this competition will be sophisticated, unexpected, and innovative, embodying the city’s forward-thinking ethos. This competition presents a distinctive opportunity for law students to engage with real-world, progressive transactional scenarios in emerging industries.

Unlike traditional moot court or contract negotiation contests, this event invites participants to navigate the complexities of contract drafting while considering broader business factors. Through a blend of virtual and in-person rounds, students will manage high-stakes negotiations while developing essential skills in negotiation, strategic thinking, and client representation. This comprehensive experience prepares participants to excel in transactional law, providing them with the expertise necessary to succeed at the intersection

A law firm recently reached out to me to conduct a CLE on Mental Health Challenges in the Age of AI. It was an interesting request. I’ve spoken about AI issues on panels, as a keynote speaker, and in the classroom, and I wrote about it for Tennessee Journal of Business Law. I also conduct workshops and CLEs on mental health in the profession. But I’ve never been asked to combine the topics. 

Before I discussed issues related to anxiety about job disruption and how cognitive overload affects the brain, I spent time talking about the various tools that are out there and how much our profession will transform in the very near future.

If you’re like many lawyers I know, you think that AI is more hype than substance. So I’ll share the information I shared with the law firm.

According to a  2024 Bloomberg survey on AI and the legal profession, 69% of Bloomberg survey respondents believe generative AI can be used ethically in legal practice. But they harbor “extreme” or “moderate” concerns about deep fakes (e.g., human impersonations, hallucinations and accuracy of AI-generated text,  privacy, algorithmic bias, IP, and of course, job displacement.

Those are

A reminder that Emory’s 2021 conference on transactional law and skills education is next Friday, June 4, 2021. It is virtual and registration is only $50. Register here.

Today, I'm submitting a guest post by Professor Jen Randolph Reise of Mitchell Hamline School of Law.  On Friday the 11th, I'll post my reflections from the Emory conference. Jen and I have bonded over our mission to bring practical skills into the classroom. Her remarks are  below:

I’m looking forward to hearing from many leaders in transactional legal education, including keynote speakers Joan MacLeod Heminway, Marcia Narine Weldon, and Robert J. Rhee on the theme of “Emerging from the Crisis: Future of Transactional Law and Skills Education.” Marcia will also be talking about her experience launching a transactional program at Miami, joined by three of her adjunct professors.

For my part, I’ll be presenting a Try-This session sharing how I have used exercises that integrate key technological resources and techniques into teaching doctrinal courses. I’ve written in this blog before in praise of practice problems, especially in the asynchronous or flipped classroom. These exercises take that one step farther by creating a self-paced, guided discovery and low-stakes practice of some skills

It seems that every day, more schools are announcing that they will re-open either totally or mostly online in the Fall. If you’re still debating whether opening face-to-face in the Fall is safe, I recommend that you read this compelling essay by my colleague, Bill Widen. I live in a COVID hotspot in Miami, Florida, and fortunately, I had already been assigned to teach online. Unlike many of you who may find out about your school’s plans at the end of July, I’ve already been focusing on upping my online game.

Last week, in Part II of this series, I promised to summarize what I have learned from some of my readings from  Learning How to LearnSmall Teaching Online, and Online Learning and the Future of Legal Education. Alas, I haven’t even had time to look at them because I’ve been teaching two courses, watching webinars on teaching, and taking two online courses for my own non-legal certifications. But it wasn’t a waste of time because it allowed me to look at online learning from a student’s perspective. Next week, I’ll summarize the readings in the sources listed above, but this week, I’ll provide

Last week, I wrote the first in a series of posts with tips for teaching online. I expect many more law schools to join Harvard and now UC Berkeley by doing all Fall classes online. I’m already teaching online this summer and will teach online in the fall. Our students deserve the best, so I’m spending my summer on webinars from my home institution and others learning best practices in course design.

Here are some tips that I learned this week from our distance learning experts. First, I need to adopt backward design. I have to  identify the learning objectives for my courses, then decide how I will assess whether or not students successfully met the learning objective. Effective learning objectives are active, measurable, and focus on different levels of learning (e.g., remembering, understanding, applying, analyzing, evaluating, creating). Some people find Bloom's Taxonomy of Educational Objectives helpful.

Once I figure out my learning objectives, I will work backwards to determine what kinds of activities the students will work on either online or face to face (which for me will be Zoom). For more on this topic, see this guide to backward design from Vanderbilt University Center for

If you're like me, you're wondering how you can improve your teaching after last Spring's foray into online learning. I wasn't nearly as traumatized as many of my colleagues because I had already taught Transactional Drafting online asynchronously for several semesters. This summer, I'm teaching two courses — Transactional Drafting asynchronously and a hybrid course on Regulatory Compliance, Corporate Governance, and Sustainability. I'm making a list of tips based on my experience and will post about that in the future. In the meantime, I've started to think about how I can improve next semester when I will be teaching all of my courses online. Since I know that so many students had a mediocre to poor experience with emergency online teaching, I've spent a lot of time on webinars learning how to do better. This will be the first in a series of posts on what I'm learning on course design, learning styles, and best practices. But let's start with the basic questions to ask yourself as you're preparing for next semester.

First, think about whether you want to teach synchronously or not. If you're looking for maximum flexibility for both you and the students, then asynchronous teaching makes sense.

Today in my Energy Law Seminar, I sprung an exercise on my class.  I gave each member of the class a confidentiality and non-disclosure agreement (NDA).  Half the class works for a venture fund and the other half works for a technology inventor who was seeking investment. (I give them some more details about the proposed deal the NDA would help facilitate. (The exercise is based on an issue I worked on some years ago.)

I instruct them to read the  NDA, then they can meet with others assigned the same side. They can come up with their negotiating points, then I turn them loose with the other side.  

I always enjoy watching students work like this.  They are forced to react, and it lets them be a little creative.  I also like this exercise, because it has multiple layers. They get to ask me me what they need to know for the business points, and I later get to talk to them about the options they may not have considered.  

I have done this a few times, and the students always negotiate what they see as the key issues. Their issue spotting is usually good, but they

Anyone who has followed me on Twitter knows that I am a pretty regular runner. I try to run at least four times a week, and depending on the time of year, my schedule, and other variables, I have run as much as six times a week.

It was not always this way. I have asthma, which didn’t help much as a kid, but that problem has been controlled by medication for years. And although I was a soccer player, I was not much of a runner. Goalkeepers often aren’t.  In my older years, I was known to say from time to time, “I only run when being chased.”

Sometime in 2011, that changed. I started running three miles, most days.  I got a pair of the Nike Free Run Shoes, which may or may not have helped, but I was less sore then I was with the old, stable, and heavy, running shoes I would previously tried to run.  Not long after that I got the Nike+ running app, which tracked my runs and served as a motivator and something of a personal accountability measure, as I shared my run with friends.   

In a little more than three