November 8, 2007
Professor Mary Lu Bilek has been named a 2007 Fellow of the National Institute for Teaching Ethics and Professionalism (NIFTEP). The institute was established in 2005 as a consortium of five nationally-recognized centers on ethics and professionalism:
- The Louis Stein Center for Law & Ethics at Fordham University
- The Mercer University School of Law Center for Legal Ethics and Professionalism
- The Nelson Mullins Riley & Scarborough Center on Professionalism at the University of South Carolina
- The Stanford Center on Ethics
- The W. Lee Burge Endowment for Law & Ethics at Georgia State University
NIFTEP conducts annual workshops that bring together leading academics and practitioners involved in promoting the teaching of ethics and professionalism. NIFTEP is also sponsored by the American Bar Association Standing Committee on Professionalism and the Georgia Chief Justice’s Commission on Professionalism.
Professor Bilek applied for the fellowship several months ago. The fellowship work, which will take place over a weekend, is an opportunity for exchange among thoughtful academics and practitioners whose focus is on professional responsibility, Bilek said. The fellowship, she added, “gives me the opportunity to refine and develop ideas about the teaching of professionalism and the nurturing of professional habits and values that can be integrated into our program.”
The professor also was one of 55 educators who participated in a conference, “Legal Education at the Crossroads,” from Nov. 2 thru Nov. 4, 2007 hosted by the University of South Carolina School of Law in Columbia.
This invitation-only conference was designed by Professor Roy Stuckey, lead author of the Clinical Legal Education Association’s study, “Best Practices for Legal Education,” and Judith Welch Wegner, Burton Craige Professor at the University of North Carolina School of Law and co-author of the Carnegie Foundation lawyer education study.
Their goal is to bring together inspired leaders from across the range of legal educators in order to explore the possibilities for reform incorporated into these two studies, and to consider fresh forms of peer collaboration that might enhance individual institutions’ own efforts to engage in innovative, high-quality education.