Create and teach online courses in Federal Income Taxation and Business Planning.

One of my passions is to help law students improve, regardless of what law school they attend or the skills they brought with them to law school. To reach students I create academic success videos on YouTube, where my channel has received over 1 million views. Also, I have a blog where I go a bit deeper on academic success strategies. Some students find that they need one-on-one coaching, and I am delighted to help students improve on their study skills and exam preparation skills. Tutoring has allowed me to see how legal education works at law schools around the United States and around the world. For example, I am intrigued by how the Australians use legal practitioners as official course tutors, and allow them to grade essay exams for the course professor.

Teach courses in the areas of Taxation and Wills.

In addition to teaching Business Associations and Advanced Torts, I was able to embed academic success skills into two first-semester Torts sections--30 students in each section. I was given the opportunity and time to use adult learning techniques in the classroom. This meant more work, but the results were amazing. Students took over twenty in-class quizzes, submitted case briefs, worked on directed self-reflection assignments, and completed small group assignments. When I graded student essays on the final exam, rule statements were perfect for almost every student, organization was outstanding, and the right type of analysis was present. This experiment was a resounding success!

This year I taught Torts, Federal Income Tax, and Business Associations. My classes included a large number of Canadian students, who attend the University of North Dakota because it is close to their homes in Manitoba--great experience getting to teach students with a different perspective on the United States. Though originally from Miami, I appreciated the opportunity to teach in one of the coldest spots in the lower 48 States. Discovered a wonderful community and a hidden gem.

It was here that I was encouraged to explore changes in the classroom, which led to a significant improvement in my teaching. I taught Torts, Business Torts, Products Liability, Federal Income Taxation, State & Local Taxation, and Business Associations. In the classroom I experimented with many different learning techniques, but realized that I needed a way to measure whether those experiments were successful. This led me to create a curriculum with little variability from year to year, allowing me to then make changes and measure the changes using statistical analysis tools. For example, I discovered one improvement led to a 20% increase in final exam performance. In addition to traditional classroom teaching, I created hybrid and fully online courses.While at Charlotte, I received tenure and was promoted to the rank of full professor. This required me to write scholarly articles in the areas of state & local taxation, vicarious liability, and employment law. I also wrote numerous articles in bar publications and was an expert for several news stories.

During my time in this position, the law school became one of the largest law schools in the United States with close to a hundred full-time faculty. My responsibilities included faculty development, where I worked one-on-one with full-time and adjunct faculty to help improve teaching and scholarship. This meant hundreds of classroom observations. To help measure faculty performance, I took the lead on creating and implementing a less subjective faculty evaluation system.As part of the admissions process, I was asked to supervise the performance based admissions program. In addition to hiring and training faculty for the program, I worked on improving course delivery and assessment methodology. Recognizing that I don't have all the answers, I collaborated with faculty at three law schools to create a new grading rubric. I then secured a grant, which allowed me to hire graders to use the old and new rubric--the old rubric is essentially the one used by the California Board of Bar Examiners in grading essay exams. Statistical analysis found that the new rubric was a statistically valid and reliable instrument. A couple of weeks into my position as an associate dean, the law librarian resigned and I was asked to supervise the library personnel for a few weeks until a new librarian could be hired. A "few weeks" ended up lasting for two years, which allowed me to work with six research librarians and other library staff. I was able to hire several new people, help with office conflicts, perform year-end reviews, and perform other supervisory tasks.

This was my first full-time law school teaching position, where I taught Torts, Federal Income Taxation, and Business Taxation. In 2007, after three years, I received the Best Teacher of the Year Award.I was on the inaugural faculty of this new law school, where we worked hard to achieve ABA accreditation in record time. This experience helped me to understand accreditation rules and procedure, curriculum development, and faculty hiring.

I will always be grateful to Concord Law for hiring me to teach tax and whetting my appetite for legal education. Concord Law was the first Internet law school, and it was exciting trying to figure out how to teach students completely online. I began with them in their second year of operation, teaching Torts, Contracts, Criminal Law, Civil Procedure, and Federal Income Taxation. In 2004 I received the Best Teacher of the Year Award.

I was hired to manage the Commission's multistate voluntary disclosure program--a means for taxpayers to resolve prior year tax problems with 42 states simultaneously and anonymously. I also assisted with amicus curiae briefs, which were submitted to the US Supreme Court and to State supreme courts. During my time at the Commission I developed an expertise in state tax nexus law. This is also where I learned to love teaching, developing and teaching training programs for state revenue department employees.