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1 Federal Judicial Center Offers Training and Research 36 (2009)

handle is hein.congcourts/fjcofft0001 and id is 1 raw text is: THE FEDERAL JUDICIAL CENTER OFFERS TRAINING AND RESEARCH U.S. DISTRICT JUDGE BARBARA ROTHSTEIN of the Western District of Washington was ap- pointed director of the Federal Ju dicial Center in 2003. The Federal Lawyer asked her to give readers a closer look at the agency of the judicial branch that she leads. QuHow old is the FederalJudicial Center? How did it come about, and why? A: Congress created the Federal Judicial Center (FJC) in 1967, acting on the Judicial Conference's recommendation that a separate agency in the judicial branch be responsible for conducting research on the operations and procedures of the federal courts and for providing orientation and con- tinuing education to judges and court employees. I am biased, but I have to say that creating the center was a great decision. As a separate agency, the Federal Judicial Center has been able to focus on and excel in its limited missions and to develop special expertise about the courts, while staying detached and maintaining objectiv- ity that serve the courts well. We pride ourselves in these qualities. QuWhat are the center's major missions? A: The statutory purpose of the Federal Judicial Center is to further the development and adoption of improved ju- dicial administration in the courts of the United States. Its functions are listed in 28 U.S.C. 5 620-629. The center has two major missions: (1) to conduct and promote research and study of the operations of the federal courts and (2) to develop and conduct continuing education and training programs for federal judges, court employees, and others. The center's statute also mandates that it conduct, co- ordinate, and encourage programs relating to the history of the judicial branch and also cooperate with and assist agencies of the federal government and other appropri- ate organizations in providing information and advice to further improvement in the administration of justice in the courts of foreign countries. QHow large is the F/C, and can you explain for us its or- ganizational structure? A: The FJC, with a staff of about 130 employees, is quite small for a federal government agency. We may be small, but staff members are highly talented: more than half of our employees have advanced degrees in law, education, and the social sciences. The staff is also dedicated. I am continually amazed at, and grateful for, all the work that this group of people accomplishes. Our organizational structure reflects our primary statu- tory mandates. The Education Division plans and produces education and training programs and materials for judges and court staff. The Research Division examines and evalu- ates operations and procedures of federal courts-most often at the request of the Judicial Conference and its com- mittees in order to help them develop policy recommenda- tions. The research conducted by FJC staff also contributes substantially to our educational programs. The Federal judicial History Office helps courts and others study and preserve federal judicial history and also develops curricula and provides information about the ju- diciary for presentation to members of the public. The In- ternational Judicial Relations Office, which provides infor- mation to judicial and legal officials from foreign countries, offers programs that inform federal judges about develop- ments in international law and other court systems that may affect their work. We also have staff dedicated to developing new means of using print, broadcast, and online media to deliver edu- cation and training and to disseminate the results of center research. QMany newly appointed federal judges have had no pre- vious experience on the bench. Does the 1C have any pro- grams that can help them make the transition from practi- tioner to judge? If so, what is the jocus ofthese programs? A: Yes, we invite new district, bankruptcy, and magistrate judges, respectively, to attend two orientation seminars dur- ing their first year on the bench: (1) a seminar held for small groups of new judges and (2) a program for groups of about 30 judges at our education center in Washington, D.C. The curriculum differs, of course, for each type of judge, but in general the seminars focus on acquisition of skills unique to judging: trial management, calendar management, judicial ethics, opinion writing, and, for district judges, the criminal sentencing process. Substantive law covered during the ori- entation process is limited to complex areas of statutory and constitutional law that arise frequently in federal litigation (such as employment discrimination and habeas corpus for district and magistrate judges). The first phase of the orientation cycle takes place with- in a few months of the judge's appointment and typically includes eight to 12 new judges in a week-long seminar. The program uses a mentoring model: two experienced judges lead a series of discussion sessions throughout the week. During the program, participants hear live and re- corded presentations by experienced judges on such topics as case management, jury trial administration, and ethics. These presentations, which are a starting point for group discussions led by the mentor judges, give participants an opportunity to ask questions that reflect their interests and 36 1 The vederal Lauttier | October 2009

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