The Lab invites teachers in professional schools, practitioners, and scholars of education, psychology, ethics, and other relevant disciplines to spend semesters or summers working as collaborators in research, curricular design, or publication projects. Fellowship support is earmarked for projects that deliberately foster the development of multiple intelligences. Applications are especially welcome from teachers who have worked in the NYU Lawyering Program or are otherwise trained and practiced in experiential pedagogy.

The Lab’s first fellow, Professor Kris Franklin of New York Law School, worked during the Fall of 2010 to complete The Lawyer's Practice, an innovative case file providing materials for students to work in role as attorneys, as they learn and master the primary skills needed for the practice of law. The file is equally suitable for first-year legal practice/legal writing classes or upper-level simulation courses focused on interviewing, counseling, negotiation or pre-trial litigation. Chapters of the text are scaffolded on students’ own work and critical reflection, permitting students to develop a confident sense of professional identity while they see the results of their efforts play out as the case develops.

The Lab’s second fellow, performer, playwright, and educator James Webb, worked during the Spring of 2011 on an article, Learning From Dramatized Outcomes, describing the uses of critical pedagogy and educational theater in legal education.

The Lab's third fellow, Aderson Francois of Georgetown Law, collaborated in the development of an experiential course using narrative and cultural criticism in civil rights lawyering (Critical Narratives of Civil Rights). He also continued work on articles about narratives of and within the U.S. civil rights movement: To Make Freedom Happen, 34 Northern Illinois University Law Review 529 (2014); Borne Back Ceaselessly into the Past, 21 George Mason Law Review 313 (2014); and a book (still in progress) about experiential learning methods.

During the Spring of 2014, Meredith Johnson Harbach collaborated on the development of the Family Practice simulation.

During the Summer of 2014, Colin Starger worked on the development of an electronic system for mapping Supreme Court doctrine and collaborated in writing about the mapping system’s use in tracing the evolution of federalism doctrine in civil rights cases, and in experiential pedagogy.

The current fellows are Danielle Davenport, a playwright and educator, who is working on the development of Family Practice simulations, and Anna Roberts, who is working to develop a mixed-media course in Criminal Procedure, and to develop experiential components of an Evidence course.

Applications for 2017 are now being accepted. Each application should include a statement of interest (which may be in the form of a cover letter), a resume, a brief project proposal of no more than 2,000 words, and contact information for three references. More detailed project proposals may be solicited from promising candidates.

For further information about fellowship opportunities, contact Veronica Cruz at