see the reforms at International Financial Law Prof Blog
Posted by williambyrnes on June 22, 2015
see the reforms at International Financial Law Prof Blog
Posted by williambyrnes on May 26, 2015
With over 80 Fulbright awards available in countries around the globe for U.S. law professors, researchers and professionals, now is the time to refresh your thinking, and learn about law in a context other than that of the United States. International Financial Law Prof Blog.
Posted by williambyrnes on March 4, 2015
Ashley Dymond (Hastings) and Gary Heald (Georgetown) have accomplished an extraordinary job of designing the agenda, graciously hosted by Hastings College of Law in San Fran. This is the Work Group’s 8th gathering as a distinct workgroup since 2011, and 14th including 2010’s Future Eds and AALS.
Why should a Dean approve a travel budget for this workgroup? The American Bar Association initially acquiesced to an online LL.M. in 1998. Yet, it is since the initial inception of the Work Group in 2010 that most of the 47 LL.M.s offered online by 29 ABA full approved law schools have been founded. As of 2015, a majority of ABA law schools offer the opportunity for an online academic experience for J.D. students. One ABA law school has received a variance to offer a hybrid, partially residential / partially online, JD.
Who attends? Deans, Administrators, and Faculty from at least 83 ABA law schools and other stakeholders, such as foreign and U.S. academic institutions, publishers, and technology companies, have attended. Normally between 50 – 75 per workshop, and 100 for the AALS breakfasts.
What is the deliverable for a Dean? Guaranteed, collaborative engagement in discussions, writing, and editing that create the attached Work Group’s recommendations. These best practice recommendations have been designed to adoptable by institutions and stakeholders through their adaptability and will form a component of a Distance Education policy. Everyone becomes a contributor, hence the name “work group”. Attendees become the leader of the distance education pedagogical and policy discussions at home institutions.
There is no fee – but the host Hastings needs an RSVP for food and beverage. Thus, please register by Thursday March 5th for the headcount – everything you need to know about location, transportation, accommodation is on the website.
Effectiveness of Distance Learning for Legal Education: http://ssrn.com/author=339796
Much obliged for you to share this workshop with your colleagues – William Byrnes
Posted by williambyrnes on February 17, 2015
Download BestPracticeRecommendationsforDistanceLearningforLegalEducation 2015 (or contact email@example.com)
Dates: Thursday, March 12, 2015 at 12:00PM – Saturday, March 14, 2015 at 12:00PM (PST) < Register Here >
Location: UC Hastings College of the Law (Sky Room – 100 McAllister Street, San Francisco, CA, 94102)
The Working Group for Distance Learning in Legal Education is a loosely structured alliance of law educators collaborating to provide increased opportunities for faculty, students, and other participants to access high quality, innovative, and interactive online legal education.
Officially organized in November 2011, the Working Group is an outgrowth of the Program for the Legal Profession’s Future Ed Series. To date, the Working Group has focused on three major priorities:
Members of the Working Group meet three times a year, with substantive meetings in the fall and spring, and an update gathering at the American Association of Law Schools annual meeting in January. Membership is open to academics and professionals associated with accredited law schools in the U.S., and others working in the distance learning field concerned with legal education are welcome to attend meetings and participate, as appropriate, in Working Group matters.
Posted by williambyrnes on January 8, 2015
read about it at International Financial Law Prof Blog.
Posted by williambyrnes on September 29, 2014
William Byrnes pioneered the “online classroom” so he could continue teaching, despite a prognosis of lifetime disabilities resulting from traumatic injury. The program he developed to guarantee his future employment has now become a groundbreaking distance learning model used by higher education institutions and the U.S. military.
Byrnes suffered life threatening injuries in an African ski country accident and spent six months in the hospital undergoing grueling recovery from physical and brain trauma. Doctors could not predict his level of recovery, nor his future quality of life. In an effort to prepare himself for a productive future, Byrnes developed online, multi-media teaching methodologies that effectively ignore disability. ….
read the full article at International Business Times
Professor William Byrnes released remarks in the form of a white paper about distance education methodologies called Alternative Methods of Teaching and The Effectiveness of Distance Learning For Legal Education.
Posted by williambyrnes on September 26, 2014
Byrnes became involved with distance education models after he suffered a traumatic injury in a ski accident. Since then, Byrnes has developed online, multi-media teaching methodologies that effectively ignore disability. Byrnes multi-media approach continuously incorporates the newest technologies to accommodate a wide range of disabilities, making it easier for many more individuals to achieve their educational goals.
Posted by williambyrnes on September 25, 2014
Still, the government’s default measure vastly underestimates the problem. The government considers people in default if they have made no payments in 360 days. A broader measure by Federal_Reserve_Governors_sealthe New York Federal Reserve—which accounts for all Americans with student loans—shows that roughly one in four borrowers are at least 90 days behind on a payment.
Posted by williambyrnes on August 28, 2014
Posted by williambyrnes on March 27, 2014
1st vimeo video: Associate Dean William Byrnes’ 15 minute presentation about distance learning to the 500 policy makers of India’s National Board of Accreditation http://vimeo.com/39260008#t=3549 (starts from 1:00:00 until 1:15.00)
2nd vimeo video: William Byrnes’ second 6 minute response presentation delivered in the afternoon to India’s National Board of Accreditation policy congress in response of questions of the plenary about his approach to distance learning http://vimeo.com/39264336#t=4959 (starts from 1:22.30 until 1.28.30)
TJSL’s Associate Dean for Graduate & Distance Education Programs William Byrnes was honored with the 2012 Education Leadership Award by the World Education Congress of India’s National Board of Accreditation that brought together 500 policy makers from many countries on all the continents to examine and develop best practice policies for higher (university and graduate) education.
“Professor William Byrnes’ leadership and contribution to the field of education is well known,” said Chairman of Awards & Academic Committee Edward Smith. “The position that you occupy in the fraternity is strategic and iconic. As a thinker and doer you are a role model and a believer in change. I am pleased that the Jury and Council of Board members would like to confer the Education Leadership Award to you.”
Professor Byrnes pioneered online legal education in 1994, thereafter creating the first online LL.M. program offered by an ABA accredited law school. He is a key founding member of the Work Group for Distance Education in Legal Education that in 2013 published Distance Learning in Legal Education: A Summary of Delivery Models, Regulatory Issues and Recommended Practices (http://www.law.harvard.edu/programs/plp/pdf/Distance_Learning_in_Legal_Ed.pdf). The second edition of this Best Practices Report will be released shortly (see Working Group for Distance Learning in Legal Education on Harvard’s Program on the Legal Profession website: http://www.law.harvard.edu/programs/plp/pages/distance_learning_working_group.php)
Posted by williambyrnes on February 20, 2014
When William Byrnes returned to the United States in 1998 to establish the International Finance and Taxation program leveraging online communication technologies, both international tax programs and distance learning programs were in their infancy. Through engaging a renown and talented faculty of industry professionals, and the support of an immensely engaged student body from professional and financial service firms, the international tax program blossomed over the past 15 years to become a cutting edge industry leader that it is today. Just recently, National Law Journal wrote “Perhaps no one in legal academia has more experience with online master’s degrees than William Byrnes, Associate Dean for Graduate and Distance Education Programs at Thomas Jefferson School of Law.” (May 20, 2013)
Each year William Byrnes chooses fourteen international tax students from the graduate online program to assist within tax compendium published by LexisNexis, WoltersKluwer, National Underwriter Co. (the Tax Facts series), and Merten’s Federal Income Taxation. By the time these students have reached international alumni status, many have developed into authors with several chapter and article citations.
William Byrnes created this graduate program around the needs of tax and financial professionals looking for advancement and efficiency for their career, be that to attract new clientele with global issues, better manage the budgets of outside international counsel, or to enhance their CV for the next round of promotion. Explore an international tax & financial services career by listening to his interview responses, then interacting with him via Skype or Google Hangout.
Posted by williambyrnes on January 10, 2014
The American Association of Law Schools (AALS) President reported at the Sunday morning Section Officers’ breakfast on January 4, attended by Associate Dean William Byrnes of Thomas Jefferson School of Law, that this year’s conference had the second highest registration in AALS history.
During the AALS annual conference in New York City, LexisNexis sponsored the breakfast held at the Hilton Midtown for the Workgroup on Distance Education for Legal Education. The sit down breakfast, filled at room capacity of stakeholders from among law schools, is the third annual breakfast during AALS and seventh meeting of the workgroup.
The Lexis sponsored breakfast provided Professor Rebecca Purdom (pictured left), renown environmental law academic and leader of Vermont Law School’s Environmental online program, the opportunity to lead a stakeholder discussion on the Workgroup’s Report of Best Practices before the second edition publication in March. Professor Purdom also presented the agenda of the March 2014 three-day Workgroup meeting sponsored by Washington University School of Law (St. Louis). Professor Purdom stated, “The Workgroup evolved from a 2011 project presented at the Harvard Law School – New York Law School initiative of conferences ‘The Future of Legal Education 2.0’. Over the past two years, law schools’ interest has substantially grown in the workgroup’s best practices and case examples output as the schools leap forward into providing online courses and programs for their JD and LLM students.”
William Byrnes, as chair of the Report subgroup (Best Practices for Distance Learning in Legal Education: A “Blue Paper” Summary of Delivery Models, Regulatory Issues, and Recommended Practices), has been coordinating input from academics from a representation of backgrounds, law school rankings, and regions, discussing and organizing contributions from workgroup members. Replying to the question: “What were some of highlights of the AALS conference this year?” Professor Byrnes answered, “The most significant “wake up” call of the AALS conference was the presentation about the ABA variance granted William Mitchell College of Law for a flexible hybrid, distance delivered JD degree. The newly announced hybrid short residence – online JD degree combines intensive, one week on-campus seminars once a semester with online course work during the semester. This variance is a game changer regarding thinking about delivery of U.S. legal education and I expect distance hybrid programs to be wildly popular.”
The American Bar Association general restrictions for earning distance education credits (Standard 306) are being relaxed as well. Under current ABA accreditation standards, a JD student may not earn any distance education during the first year of law school, and after the first year the student is restricted to no more than four distance education credit hours in any one semester, and a maximum 12 credits total may apply to the juris doctorate degree. The new accreditation standard (Standard 311) will remove the maximum distance education credits per semester restriction, and increase the allowance to 15 credits toward the degree. However, in light of the newly announced variance, it is expected that several schools will also seek to expand the curriculum and practice-oriented opportunities afforded by distance education, especially schools in low population density regions.
William Byrnes said “As the pioneer of distance learning delivered law degrees by ABA institutions, I am glad to see other law schools finally understanding the strengths offered by technology. At Thomas Jefferson, my understanding of distance education pedagogy has deepened, and is frequently called upon by other schools, promoting Thomas Jefferson an academic leader among the ABA schools.”
“How will this impact students?” William Byrnes continued “For students, it opens the possibility, by example, of combining 15 hours of distance credits for electives with externship credits and independent study credits to complete a full academic year while perhaps undertaking a practical externship in a foreign country. The student could begin the overseas, practical experience in January of the second year and return December the third year, allowing a full 12 months immersion, and not be penalized with a late graduation. The last semester at the home school is a good idea to allow the student to engage in the necessary local state bar procedure courses and other bar preparation common for impending graduate, as well as reintegrate with student organizations and friends. Of course, technology like video/web conference applications such as Skype, Google Chat, and Polycom allow students off campus to remain engaged with home school students organizations and the like. Still, technology doesn’t replicate throwing frisbee on Pacific Beach with friends or replace the unexpected meeting at the Starbucks down the street from the law school.”
“Quality of education was a concern on many minds which I think will in turn increase interest in the workgroup’s best practices project and report. I also expect several more variances and online programs to be applied for in 2014”. Professor Byrnes concluded “The March 2014 distance education workgroup meeting has opened a third day to address requests from law schools to provide practical online course examples of tools and techniques.”
The first edition of the workgroup’s best practices report may be downloaded from the Harvard website. The vastly expanded, and refined, second edition of Best Practices for Distance Learning in Legal Education: A “Blue Paper” Summary of Delivery Models, Regulatory Issues, and Recommended Practices will be published at the March 6 – 8, 2014 workshop. Contact William Byrnes for more details (http://profwilliambyrnes.com/about-2/).
Posted by williambyrnes on January 8, 2014
Read about the events that transpired including the announcement during an ABA session for the first ABA variance given to an online JD degree …
Posted by williambyrnes on November 18, 2013
Posted by williambyrnes on August 27, 2013
This entire article may be downloaded at > William Byrnes’ SSRN academic page <
This article reviews the development of the first Internet delivered LL.M program (i.e. LL.M. of International Tax and Offshore Financial Centers, the ‘Program’) in the United States.
The paper comprises four sections: In Part 1 the economics reasons for, and logistics considerations of, the Internet delivered Program are addressed. Part 2 reviews the pedagogical approach to legal education employed in the United States, criticisms thereof, and finally examines an emerging pedagogical trend in the United Kingdom. Part 3 reviews the teaching tools employed in the Program International Tax and Offshore Financial Centers, and Part 4 reviews the practical aspects of developing the Program, obtaining ABA acquiescence, and reviews the Internet delivered law courses that came before it. Finally, the article concludes with some personal observations.
In Part 1 the economics reasons for, and logistics considerations of, the Internet delivered Program are addressed.
Part 2 reviews the pedagogical approach to legal education employed in the United States, criticisms thereof, and finally examines an emerging pedagogical trend in the United Kingdom. In particular, this part concludes that the grounding of a LL.M (Masters) level legal education program exclusively using the Socratic method (case study) roots of traditional Juris Doctorate (graduate) legal education may neither meet the goals, nor produce the skills sought by this Program. By example, some legal education writers have negatively critiqued the primary use of the Socratic method in even graduate legal education’s pedagogy. The scope of the negative critiques are presented from the perspective of economic efficiency over educational quality, as well as the perspective of professional development, and also from the perspective of a feministic approach. These critiques are followed by a review of suggested alternatives. This part ends with an examination of the emerging United Kingdom literature supporting a pedagogy based upon ‘student-centered learning’.
Part 3 reviews the teaching tools employed in the International Tax Program. Part 4 reviews the practical aspects of developing the Program, obtaining ABA acquiescence, and it reviews the Internet delivered law courses that came before it. Finally, the article concludes with some personal observations.
This entire article may be downloaded at > William Byrnes’ SSRN academic page <
Posted by williambyrnes on August 16, 2013
When William Byrnes returned to the United States in 1998 to establish the International Finance and Taxation program leveraging online communication technologies, both international tax programs and distance learning programs were in their infancy. Through engaging a renown and talented faculty of industry professionals, and the support of an immensely engaged student body from professional and financial service firms, the international tax program blossomed over the past 15 years to become a cutting edge industry leader that it is today.
Just recently, National Law Journal wrote “Perhaps no one in legal academia has more experience with online master’s degrees than William Byrnes, Associate Dean for Graduate and Distance Education Programs at Thomas Jefferson School of Law.” (May 20, 2013)
His article that reviews the development of the first Internet delivered LL.M program in the United States may be downloaded at > William Byrnes’ SSRN academic page <
The article comprises four sections: In Part 1 the economics reasons for, and logistics considerations of, the Internet delivered Program are addressed. Part 2 reviews the pedagogical approach to legal education employed in the United States, criticisms thereof, and finally examines an emerging pedagogical trend in the United Kingdom. Part 3 reviews the teaching tools employed in the LL.M. Program, and Part 4 reviews the practical aspects of developing the LL.M. Program, obtaining ABA acquiescence, and reviews the Internet delivered law courses that came before it. Finally, the article concludes with some personal observations.
Posted in Courses, Education Theory, Uncategorized | Tagged: Alternatives to Socratic Teaching., C&IT Legal Education, CAL, CBL, Dean (education), education, Internet Delivered, law, Law Courses, Legal education, LL.M Program, National Law Journal, Socratic Teaching Method, Thomas Jefferson, William Byrnes | Leave a Comment »
Posted by williambyrnes on June 25, 2013
The J. William Fulbright Foreign Scholarship Board (FFSB), the U.S. Department of State’s Bureau of Education and Cultural Affairs (ECA) and the Council for International Exchange of Scholars (CIES), selected for the areas of comparative law and for taxation, William Byrnes for the Fulbright Specialist Roster. His Specialist Roster listing is for a five year period lasting until 2018.
“I am honored to have received this internationally recognized distinction of excellence from the Fulbright Foreign Scholarship Board and the State Department Bureau of Education and Cultural Affairs.” said Dean William Byrnes. “The academic recommendations regarding my impact in the field of distance education overseas and in the USA I think played a prominent role for the Review Committee.”
When asked about his immediate goals for the Fulbright appointment, William Byrnes replied “My goal for this Fall is to allocate time to research contextual comparative law learning, especially the social linguistic component. Afterwards, hopefully by next summer, I will be able to explore this area of pedagogy from an online learning setting.”
Read more at https://www.tjsl.edu/news-media/2013/9710
excerpted below from the TJSL News …
“I am honored that the Fulbright Foreign Scholarship Board and the State Department Bureau of Education and Cultural Affairs found my record of publication and teaching and impact on international education strong enough to select me from its applicant pool,” said Dean Byrnes. “I really owe it to the academic recommendations provided Fulbright by Professor Richard Winchester, Dean Rudy Hasl, my former Dean, John Makdisi, and my South African supervisor, Professor Alwyn DeKoker. These recommendations play a significant role for the Review Committee in its decision making process.”
“I think that my selection for this five year term, and Professor Winchester’s selection two years past as a Fulbright Scholar to Tunisia, provides testament that our national peers perceive Thomas Jefferson School of Law as an institution of high quality. I knew that I would be competing with candidates from large universities, but felt that it was worth the effort because of my particular impact on distance education the past 18 years and my international comparative background.
“Professor Winchester was the catalyst alerting me to the Fulbright opportunity. The rigorous Fulbright competitive process requires several levels of vetting of candidates’ academic publishing record, teaching experiences, and impact on international education. To make it through the first round, a candidate must receive positive recommendations from the Fulbright Specialist Review Committee. The second round includes the Committee determining by consensus who are best qualified to be Fulbright Specialists. The Fulbright Specialist Program Council then vets the Committee’s names against exclusion lists for government funds and exchanges. Finally, the names are forwarded to the Fulbright Foreign Scholarship Board for the final selection process for its specialist list.
“My goal for this opportunity is to spend time this coming academic year fleshing out some ideas regarding contextual comparative law learning that includes a social linguistic component that Professor Tiefenbrun will find familiar from her work, such as on Semiotics. I don’t know where this line of thought will lead, but at least it’s a distraction from deciphering tax regulations.”
Congratulations to Dean Byrnes from everyone at TJSL!
Posted in Education Theory | Tagged: CIES, Council for International Exchange of Scholars, Cultural Affairs, Fulbright Program, J. William Fulbright Foreign Scholarship Board, Semiotics, United States Department of State | Leave a Comment »
Posted by williambyrnes on January 18, 2011
Students at the Thomas Jefferson School of Law arrived Tuesday for the first day of spring semester classes at a new, $90 million building in downtown San Diego — a facility that revealed a surprise of mammoth proportions during construction. Read the article at The National Law Journal.