Category Archives: Students
Job Opportunity – Law Clerk PT
Mille Lacs Band Tribal Court
Court of Central Jurisdiction
Onamia, MN
Closing Date: June 18, 2019
Summary:
The Law Clerk is responsible for assisting the Tribal Court judiciary with legal research, drafting of court decisions and special court development projects.
Duties and Responsibilities:
- Completion of one year or more at an ABA-accredited law school, including satisfactory completion of a legal research and writing course.
- Demonstrated interest in Tribal and Federal Indian Law.
- Strong legal writing and research skills, including utilization of online legal research database services.
- Ability to interpret and apply laws, analyze legal documents, derive pertinent points, and record conclusions.
- Ability to draft legal documents so as to be understood by non-law trained individuals.
- Ability to work independently with minimal supervision.
- Strict attention to detail.
- Ability to read with speed and comprehension.
- Ability to comprehend and record rapid speech.
- Familiarity with the Microsoft Office Suite and proficiency in Microsoft Word.
- Moderate touch typing ability.
- Ability to maintain strict confidentiality of documents, computer files and oral communications.
- Must pass a criminal background check.
- Must pass a pre-employment drug and alcohol test.
- Valid driver’s license, dependable transportation and proper insurance is required.
Submit resume, cover letter, and employment application to: Mille Lacs Band of Ojibwe Employment Coordinator 43408 Oodena Dr. Onamia, MN 56359 Fax # (320) 532-7492 e-mail to hr@millelacsband.com
Download full job description here.
ASU Navajo Nation Law CLE: Call for Presentations
The Indian Legal Program at ASU Sandra Day O’Connor College of Law is proud to host the 2019 Navajo Nation Law CLE Conference on Friday, October 25, 2019.
The Navajo Nation Law CLE Conference will offer a one day survey of Navajo law and ethics. This conference is ideal training for attorneys practicing on and near the Navajo Nation, tribal court advocates, tribal court practitioners, tribal court prosecutors, tribal court defenders, tribal council members, Indian law attorneys, tribal liaisons, government legislators, Navajo Nation Bar members, law students, as well as teachers/professors and students of American Indian studies.
The Conference Planning Committee welcomes proposals for 30-minute, 60-minute or 90-minute conference presentations or panel discussions. To submit a presentation proposal, please send the following information by June 17, 2019:
- Presenter(s) name, title, contact information, bio
- Title of the proposed presentation
- A brief (one paragraph) description of the presentation, how the presentation relates to Navajo Law, and a description of the presentation format (example: lecture with Q&A, panel discussion, etc.)
- A brief description of what will be or could be distributed to attendees as materials
- A two-sentence summary of the presentation for the conference program, if accepted
- Length of presentation
- Would this session qualify for Navajo Ethics?
Participants will be notified of their selection by July 22, 2019.
Please submit your abstract here: ilp@asu.edu Subject: Navajo Law CLE Proposal
ILP Professors & their Tribal Ties
ILP Alumni with Concurrent Degrees
Native American Pipeline to Law Workshop at UC Berkeley: Still Accepting Applications
This is a great opportunity for students to learn about law school, admissions criteria, LSAT prep, and more. Registration is free, food and lodging is provided, and a limited number of LSAT Prep courses will be available for participating students. It does not matter which school the student wishes to attend: these sessions are geared to help all students.
Date: June 26-30, 2019
Location: UC Berkeley School of Law
Boalt Hall, 225 Bancroft Way, Berkeley, CA 94720 (map)
For more information, visit: law.asu.edu/pipelinetolaw
Deadline: May 1, 2019
Questions? Contact Kate Rosier at 480-965-6204
Read about current law students who completed one of the Pipeline to Law Workshops and highly encourage others to register and participate. Read their stories.
April Olson (JD ’06) Lunch Lecture – Recording
Guest speaker and ILP alum, April Olson (’06) gave an insightful lecture, “A Story from the Standing Rock protest: Prosecution and defense of a water protector.”
In 2016, the fight for clean water and the indigenous led resistance to the Dakota Access Pipeline (DAPL) caught the attention of the world. At the heart of the movement, was opposition to the DAPL, a pipeline projected to run close to the Standing Rock Reservation that threatened its clean water and sacred sites. No-DAPL demonstrators drew the ire of officials and law enforcement and numerous individuals engaging in peaceful protests were arrested and prosecuted for serious crimes in state and federal courts. This presentation talked about one of the many stories from Standing Rock and will follow the prosecution of one water protector from his arrest to his challenge before the North Dakota Supreme Court. Please see Corrected Opinion in North Dakota Supreme Court No. 20180171 (State v. Herbert) if you want to read more about the case.
To listen to recording, click here.
Student Reflection – Pipeline to Law Initiative
Alumni Advice – Udall Alumni
The Indian Legal Program is always looking to expand our ILP family’s opportunities to network and gain experience in the legal profession. By networking with the Udall Foundation, we can show students more opportunities to participate in Indian Law programs across the country. Alumni Chia Halpern Beetso (’08), Julian Nava (’10) Jacqueline Bisille (MLS ’14), all completed the Udall Internship, along with current students Cynthia Freeman (2L), Christina Andrews (3L) and DesiRae Deschine (3L). The ILP asked these six Udall Alumni to share some advice to current or future students through their experience participating in the Udall Summer Internship Program.
“After completing my undergraduate degree, I was accepted
into the Udall Foundation Congressional Native American Internship Program,”
Sarah
Crawford (3L) said. “This opportunity gave me my first hard
look at the legislation and policy at play… The Udall Foundation also provided
additional opportunities to visit and learn from a variety of agencies, law
firms, and organizations that focus on Indian Country policies. The Program
also provides housing and travel expenses which greatly reduced the burdens
that prevents many Native individuals from pursuing a summer internship in
Washington, D.C.”
Q:
When did you intern at Udall and why did you apply?
Chia
Halpern Beetso: “I participated in the
Udall Foundation Native American Congressional Internship during the summer of
2007. I applied because I always wanted to intern in a U.S. Congressional
office and heard so many great things about the program. I also had friends who
really enjoyed their experiences while participating in the Udall Internship as
well.”
Julian
Nava: “I was a Congressional Intern through the Udall program in the
summer of 2006. I applied because I wanted an insider’s view of our Nation’s
federal government i.e. how policies & laws are formed and money is
appropriated, especially as it applies to tribal governments and tribal
programs. I was also very interested in the history of U.S. laws and policies
directly aimed at American Indian tribes, so I thought, what better place to
learn about that dynamic (past, present, future) than at the center of U.S. law
and policy.”
Cynthia
Freeman: “I was a Udall intern in 2006. I applied because the Udall
internship program provided a unique opportunity for me to work in Congress and
to learn more about tribal laws and policies.”
Jacqueline
Bisille: “I interned during the summer of 2014 in the
late Senator John McCain’s office. While living in Arizona, I interned with
various organizations and a local government on issues that affected Arizona
Tribes. While I enjoyed my time with those offices, I never had the chance to
work on policy issues that involved the Federal government and Indian Tribes.
When I heard about the Udall Internship in D.C., I knew it was an opportunity
to not pass up so I prepared my application, sent it in, and waited for the
Foundation’s decision.”
Christina Andrews: “I interned summer
2017. I interned at Udall
because I wanted to learn about the United States’ legislative process and its
impact in Indian Country. I wanted to know if I had a place at the U.S.
government area. I applied because of
the prestige of being a Udall Intern and the doors it would open up for me.”
DesiRae
Deschine: “In 2017, I was a 1L when I was selected for the
Udall Foundation Native American Congressional Internship. I wanted the legal
work experience within a federal agency and to gain an inside look at the
regulatory process of federal Indian law. In addition, I wanted to be a Udall
Intern so that I could live and experience Washington D.C. with a cohort of
other Native American students.”
Q:
What was the experience like and what was the most valuable thing you learned?
Chia
Halpern Beetso: “I had the
best summer. I was in the office of the Senate Committee on Indian Affairs and
was able to help plan and attend committee hearings. I got to see first-hand
how legislation is drafted and passed. I was also fortunate enough to work on an
issue that my own tribe needed assistance with. The most valuable thing I
learned was to take the initiative to pursue my professional goals.”
Julian
Nava: “I had a wonderful experience that I will cherish for a
lifetime. The most valuable lessons that I learned during my internship was how
important relationship building is, including, building relationships with
those people who agree and understand your views and interests as well as those
people who do not. Your ability to communicate and be inquisitive is vital to a
successful experience.”
Jacqueline
Bisille: “The experience was unforgettable because it
gave me the opportunity to learn more about a career that I wanted to work in.
I’d say the most valuable thing I learned was how Congress moves legislation
through both chambers. The process is fascinating and continues to challenge me
in unique ways each day while working for the SCIA.”
Cynthia
Freeman: “The experience was rewarding; it provided me with numerous
opportunities to network with tribal leaders and tribal advocates, meet
Congressional leaders, and forge lifetime friendships. The most valuable thing
I learned was the importance of having tribal representation within Congress,
both at the leadership and staff levels.”
Christina
Andrews: “The experience was more than I could have ever imagined. I
was able to see the place where the Nation’s decisions were made. I learned
about how law is made and passed; toured the White House and legislative buildings;
helped create a bill and walk it through the process for consideration at the
floor; I met many people who are advocating for Indian issues; I learned about
being a leader and advocate for Indian Country; and finally, I built a lifelong
cohort with other Udallers. We still remain connected.”
DesiRae
Deschine: “Interning with the Department of the Interior
as a Native American Congressional Intern was invaluable. I received great
mentorship and substantive legal work assignments from my internship placement.
In addition to the work experience, I was exposed to other federal agencies,
congressional offices, and non-profit organizations that share similar goals
related to Native American communities and Tribes. Through this experience I
strengthened my legal writing skills and as a result felt capable and ready to
spend a full-semester in Washington, D.C. as a 3L with the D.C. Externship
Program through the Sandra Day O’Connor College of Law.”
Q:
Would you recommend this program to other students? If so why?
Chia
Halpern Beetso: “I would definitely
recommend this program to current students. It is a great chance to have a paid
internship in Washington DC which isn’t always an option for many people. You
often get to work on Native issues and have opportunities to attend hearings,
meetings and receptions with various leaders in Washington DC. It can lead to
job opportunities and truly is a learning experience.”
Julian
Nava: “I would absolutely recommend this program because this
program gives a hands-on experience that will hopefully provide students with a
better understanding of how law and policy is formed, how the system works in
real time and how they can eventually be a part of that system and/or change.”
Jacqueline
Bisille: “I definitely would recommend the internship
program to any ILP student thinking about working on tribal issues. In some way
or another, a tribal government will likely have to work with Congress or the
Administration and it’s good to have an idea of what goes on in DC.”
Cynthia
Freeman: “Yes, I highly recommend this program to any student who is
interested in learning about federal Indian policy and would like to work in
Washington, D.C. As a participant, you will gain valuable insight into the
legislative process as it pertains to tribal nations.”
Christina
Andrews: “I was intimidated about DC, but now after going
through the program, I have more confidence having spent the summer at DC. Also,
this program challenged myself as an older student that I still have a lot to contribute,
and I plan to do just that.”
DesiRae
Deschine: “I absolutely recommend the Udall Foundation Native American
Congressional Internship program to students that are interested in learning
more about the government-to-government relationship between Tribes and the
federal government and working for a congressional office or a federal agency
in Washington, D.C. Being a Native American Congressional Intern was a unique
experience and through the program I gained access to a network of Native
American professionals who are contributing to strengthening Indian Country.
Furthermore, I recommend the Native American Congressional Internship program
because of the support that the Udall Foundation provides to each student that
makes living and working in Washington, D.C. possible.”
Cynthia
Freeman (left) in 2006 and DesiRae Deschine and Christina Andrews (right) in
2018
Q:
For students who want to apply, what advice would you give them?
Chia
Halpern Beetso: “I would advise students to
review their essays a couple times prior to submitting the application. Also,
to clearly explain why this experience will benefit them in their goal of
working on tribal policy and make the connection as to why this internship is
the next logical step in their trajectory.”
Jacqueline
Bisille: “My advice for students considering in applying
is to not procrastinate on your application. I’ve heard that the review
committee can tell what applications were lazily put together from others that
include well written essays. My last bit of advice for any student considering
the internship program would be to go, if accepted, because they will be
sharing these experiences with 11 other Native students, and have memories for
a lifetime. A few of the Udall interns in my class live in DC and have become
some of my closest friends. A bit cheesy, I know, but also one of the best
things about the program and why I’m happy to have done it.”
Julian
Nava: “Be inquisitive, ask questions (1,000 + perhaps), be
involved, explore, be willing to learn, sightsee, be adventurous, network and
tell your story. People are very interested in your story. Tell it.”
Cynthia
Freeman: “If you are considering applying, then it is very important
that you have someone (a professor or mentor) review your application
materials. I highly recommend talking with the Udall program or alumni, if you
have any questions about the internship program or the application process.”
Christina
Andrews: “For students who what to apply, I would advise
them to take the application serious. Make sure you give well thought out
answers; dig deep for your answers; don’t feel intimidated; and ask
questions. Make sure to reach out to others who have gone through the
program for help.”
DesiRae
Deschine: “Students interested in the Native American Congressional
Internship should reach out to alumni of the internship program and the Program
Manager to learn more about the program and to receive individualized advice
about the application process. Students should also work on their application
ahead of time, research the contributions of Morris K. Udall and Stewart L.
Udall to Indian Country, and seek out critical feedback on their essay.”
Find out more information about the Udall Foundation’s internships here.
Photos provided by students & alumni.
Alum Advice: Ken Truitt
ILP Alum Ken Truitt has had experience in various legal positions since he graduated from ASU Law in 1992. Now working as the chief operating officer of Tribal Operations for the Central Council of Tlingit and Haida Tribes of Alaska, he oversees most of the Tribe’s programs. The ILP asked Ken to share some advice to current students as an insight into what helped lead him on his journey after graduation.
Q: What is your advice for current students?
A: “Several things come to mind. First, and not necessarily legally related but it could really help you map out your career after school: The Gallup organization has done decades worth of deep research into what makes good leaders good. The research has led to several books, perhaps the best known is “Strengths Based Leadership.” Along with the book is an online assessment tool that you get access to for buying the book. The tool is a leadership strength diagnostic survey and is remarkably accurate at assessing your particular leadership and vocational strengths. I wished I had come across this as a young professional starting out. It would have helped me understand why some courses and areas in the law seem to come easy to me and why some did not. Having a keen sense of your unique strengths early will help you in every job interview you get called for and it will help you analyze job announcements and see that some of them are not for you.
Second, recognize that law school primarily teaches you to be a life-long learner. The law changes every day and when you are out practicing it will not be the same as it was when you were in school. Again, this is a strategic advantage because not all other professional disciplines teach life-long learning as a component of the pedagogy. This absolute need to staying fresh and sharp is a competitive advantage lawyers have over other professionals especially if you find yourself transitioning into non-legal executive roles.
Third, learn how to transition. I mentioned life-long learning, here’s another way it can really help you throughout your career. Sometimes when you get into other non-legal roles, like management, what makes you a good lawyer is not automatically going to make you great in your new non-legal role. You will need to have an awareness of this, analyze the new role’s demands and commit to learning the new required skills and learning what parts of being a lawyer will hamper your performance there (here’s a hint, nobody likes being cross-examined, not on the stand and especially not in the workplace, ever).
Finally, learn how to network and network relentlessly. Some of the bumps I mentioned earlier could have been much more smooth had I recognized the need to network. Networking used to seem to me a smarmy exercise that overly ambitious and insincere people did to put themselves first in all circumstances. And as an introvert by nature I recoiled from it as well. But networking is as simple as taking an interest in people, and then staying in touch and connected with them. Sadly, I came to this realization late and I am working on improving in this area.”
Q: Is there anything you’ve learned after graduating that you wished you learned in class?
A: “When I was working in the state Attorney General’s Office I was lucky enough to attend one of the regional trial training programs from the National Institute of Trial Advocacy (NITA). The NITA program is an 11 – 14 day trial and lecture program where you get intense trial advocacy classroom lectures for the first few days along with mock opening statements and closing arguments. And then given material to prepare and present a case before a live jury in a real courtroom with a real judge. Early on, the mock statements are videoed and your peers and instructors, who are all trial lawyers, critique your video performance. Being forced to watch yourself and listen to your peers’ critique is an amazingly effective way to detect vocal and body language faults and correct them.
Being forced to prepare for a trial brings home all the law school work like nothing I had experienced prior. The rules of evidence and civil/criminal procedure, discovery review all come into focus in that 11-14 day time frame. I was surprised as I moved into the [general counsel] role how much the NITA training increased my competency in a non-trial role. I was able to see almost immediately evidentiary priorities as issues presented themselves that could potentially lead to litigation. There was something to having to go through discovery and find evidence to meet the burden of proof on every element of the case, and then present that case convincingly that brought all disciplines of law into sharp focus. Having had that, I could spot issues and prioritize them much more quickly than before I had the training.
I didn’t participate in any clinical programs while at school and I don’t recall how robust the trial clinic programs were when I was at ASU, but I wished I had availed myself of whatever was available.”