Professor Rhonda V. Magee is a teacher of mindfulness-based stress reduction interventions for lawyers, law students, and for minimizing social-identity-based bias. A full-time faculty member at University of San Francisco since 1998, and a full professor since 2004, she has been named Dean’s Circle Research Scholar, served as co-director of the University’s Center for Teaching Excellence, and co-facilitator of the Ignatian Faculty Forum faculty development program. She teaches Torts; Race, Law and Policy; and courses in Contemplative and Mindful Law and Law Practice. She is a trained and highly practiced facilitator, with an emphasis on mindful communication, trained through programs at the University of Massachusetts’s School of Medicine’s Oasis Teacher Training Institute, and the Stanford Graduate School of Business Facilitator Training Program. In April 2015, she was named a fellow of the Mind and Life Institute.
Professor Magee recently served as visiting scholar at the Center for the Study of Law and Society, visiting professor of law at the University of California, Berkeley School of Law, and a senior fellow with the Berkeley Initiative for Mindfulness and Law. She has published in such scholarly journals as the Virginia Law Review and the Alabama Law Review; and in the media, including the San Francisco Chronicle and Mindful Magazine. Her writing and teaching is inspired by a commitment to education for effective problem-solving and presence-based leadership in a diverse and ever-changing world, and to humanizing legal education. Professor Magee is the author of numerous articles on mindfulness in legal education, including “Educating Lawyers to Meditate?” 79 UMKC L. Rev. 535 (Lead Article, 2011), and “The Way of ColorInsight: Understanding Race and Law Effectively Using Mindfulness-Based ColorInsight Practices” Georgetown J. of Mod. Crit. Race Perspectives (forthcoming, 2016)
She is a nationally recognized thought and practice leader in the emerging fields of contemplative legal education and law practice and contemplative teaching in higher education. She was a founding member of the executive board of the AALS’s Section on Balance in Legal Education and is a founding member of its subsection on Mindfulness in Legal Education. She presently serves as a member of the board of advisors to the University of Massachusetts School of Medicine’s Center for Mindfulness and the Steering Committee of the Mind and Life Institute, and is a founder of the effort to transform the criminal justice system through mindfulness and compassion practices (Transforming Justice). Her current writings examine mindfulness and contemplative pedagogy as means of teaching for effectiveness in diverse learning communities, of developing more just law and policy, and of enhancing collaborations for transformative change towards a more equitable world