Professor of Law and Author
Rhonda V. Magee (M.A. Sociology, J.D.) is Professor of Law at the University of San Francisco, and is an internationally-recognized thought and practice leader focused on integrating Mindfulness into Higher Education, Law and Social Justice. A student of a wide variety of Buddhist and other wisdom teachers, including Norman Fischer and Jon Kabat Zinn, she trained as a mindfulness teacher through the Oasis Teacher Training Institute of the University of Massachusetts Center for Mindfulness. She teaches Mindfulness-Based Interventions awareness and compassion practices from a range of traditions. A former President of the Board of the Center for Contemplative Mind in Society, Professor Magee is a Fellow of the Mind and Life Institute, she recently completed a 2-year term on its Steering Council. She is am member of the Board of Advisors of the University of Massachusetts Center for Mindfulness and the Chair of the Board of Directors for the Search Inside Yourself Leadership Institute.
Professor Magee is a 1989 graduate, with Distinction, of the University of Virginia College of Arts and Sciences, and received both a Master degree in Sociology from UVA’s Graduate School of Arts and Sciences and a Juris Doctorate from the UVA School of Law in 1993.
A Professor of Law for twenty-one years (tenured since 2004), who teaches courses dealing civil actions for personal injury and insurance recovery; courses dealing with race and inequality; and a course she co-created on mindfulness and lawyering, Rhonda is experienced in interpersonal dynamics-informed small group facilitation (supported by training, retreats, and practice through a variety of programs, including Stanford University’s Interpersonal Dynamics Facilitator Program and the Gregory Kramer’s Insight Dialogue). Rhonda’s teaching and writing support compassionate conflict engagement and management; holistic problem-solving to alleviate the suffering of the vulnerable and injured; presence-based leadership in a diverse world, and humanizing approaches to education. She sees mindfulness and the allied disciplines as keys to personal, interpersonal and collective transformation in the face of the challenges and opportunities that social change represents.