Professor Sarah J. Morath (Houston Law Center) reviewed Professor Borman’s book, A Short & Happy Guide to Legal Writing, in the latest issue of the Legal Writing Journal Online: “Borman鈥檚 book should be on every legal writing and academic success professional鈥檚 bookshelf.”

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Borman, Deborah L., and J. Lyn Entrikin, et. al. Legal Writing Sourcebook. 3rd ed., American Bar Association (2020).

Professor Borman authored the chapter “Serving Students with Special Needs.”

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Professor Borman’s article, “FREEZE! USING THEATRE IMPROVISATION TECHNIQUES TO PRACTICE ORAL ARGUMENT,” was recently listed on SSRN’s Top Ten download list for Arts Education eJournal and ArtsRN: Theater & Performance Education.

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Following a successful year as Secretary and Program Chair of the AALS Section on Balance in Legal Education, where she curated and moderated two sessions on Inequity and the effect on well-being in legal education and law practice, Prof. Borman was elected Chair-Elect of the Section.

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The AALS released a ranking of the top 25 attended programs out of the hundreds of sessions and panels at the Annual Meeting in Washington, D.C. in January 2020. The program curated and moderated by Professor Borman for the Section on Balance in Legal Education, “The Unequal Workplace: Well-Being At Stake” was ranked #20.

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Professor Borman moderated two sessions at AALS 2020. The first panel examines the social inequality that the culture of hierarchy engenders in law schools. The second panel examines the negative impact of academic workplace inequities on women faculty. Both sessions address the impact that social inequality has on the well-being of women.

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TaxProf Blog chose Prof. Borman’s article, “Something Borrowed: Interdisciplinary Strategies for Legal Education” as one of the best legal education articles of 2019.

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Vague prompts such as “any questions?” are ineffective in ascertaining student learning and comprehension. Professor Borman discussed the best alternative to the vague prompt: the Classroom Assessment Technique.

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In “Something Borrowed,” Professors Borman and Haras argue that legal education must borrow theories and techniques from other disciplines to achieve better teaching and learning in law school. The authors identify and dismiss the faulty learning theories that pervades the legal academy, i.e., neuromyths and learning styles.

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Questions of unequal treatment and bias hamper the ability of female faculty to achieve equality in law schools. Professor Borman identified the underlying social theories that explain how and why women undermine women in the academy in her talk, “You Should Smile More: Academic Catcalling and Women-on-Women Crime.”

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