Jennifer A. Gundlach received her B.A. degree in history from Kenyon College and her J.D. from American University's Washington College of Law. After law school, Professor Gundlach worked as an associate in a commercial litigation boutique. She later transitioned to plaintiffs' class action litigation at Cohen, Milstein, Hausfeld & Toll in Washington, D.C., where she participated in civil rights class action litigation and worked on the team representing the respondents before the Supreme Court in Carmichael v. Kumho Tire Co., a landmark case involving the admissibility of non-scientific expert testimony. She later worked as a Policy Analyst at People For the American Way, where she monitored, researched, and reported on litigation, legislation, and community activities involving First Amendment rights to religious liberty and the separation of church and state in public school education.
Professor Gundlach began her teaching career at American University's Washington College of Law in 2000, first as an adjunct professor in the Legal Methods first-year curriculum and then as a Practitioner-In-Residence in the Civil Practice Clinic. From 2002-2007, she was an Associate Clinical Professor of Law at Suffolk University Law School in Boston, MA. In addition to teaching Professional Responsibility, Professor Gundlach created and developed the Disability Advocacy Clinic, a program in which she supervised law students' representation of indigent clients with disabilities in administrative, state, and federal court proceedings.
Professor Gundlach's scholarship and presentations have drawn on recent developments in social science and educational theory to inform and improve law school teaching and curriculum reform. In addition, she has presented at workshops and conferences on issues involving law and technology, clinical legal education, pro bono legal services, professional responsibility, legal ethics, and disability law.
She serves on the Executive Board of the American Association of Law Schools' Section for the Empirical Study of Legal Education and the Legal Profession and was the former Chair of the Section on Mental Disability and the Law. She is also active in the Section on Clinical Legal Education and in the Teaching Methods Section. She regularly serves on behalf of the American Bar Association on law school accreditation site teams. She has been active in local bar associations and is a past chair of the Boston Bar Association Ethics Committee. She currently serves on the board of The Kenyon Review and on the Advisory Committee for the Hofstra Law Center for Children, Families and the Law.
Learning Intentionally and the Metacognitive Task, lead article for symposium, The Pedagogy of Procedure: Using Civil Procedure to Showcase Innovative Teaching Methods 65 Journal of Legal Education 710 (Summer 2016) (co-authored with Patti Alleva)
Rebalancing the Curriculum to Give Students a Competitive Advantage, New York Law Journal (August 17, 2015) (co-authored with Kevin McElroy)
Companion Materials for Civil Procedure (Wolters-Kluwer 2016) (web-based case file materials) (co-authored with Eric M. Freedman, Kevin McElroy and Andrew Schepard)
Bridging the Gap: How Introducing Ethical Skills Exercises Will Enrich Learning in First Year Courses, 5 Drexel Law Review165 (Fall 2012) (co-authored with Miriam Albert)
This Is A Courtroom, Not A Classroom?: So What Is The Role Of The Clinical Supervisor?, 13 Clinical Law Review 279 (Fall 2006)
The Impact of Kumho Tire on the Admissibility of Economic Experts in Antitrust Litigation, ABA Section of Litigation Antitrust Litigation Newsletter (Spring 2000) (co-authored with Ann C. Yahner)
Courting Disaster: How a Scalia-Thomas Supreme Court Would Endanger Our Rights and Freedoms (published by People for the American Way, Spring 2000) (contributor)
Should We Extend Daubert to Mere Experts? 21 National Law Journal 6 (Dec. 14, 1998) (co-authored with Joseph M. Sellers)