In a profession where experience is often the best teacher, the presence of judges in law school classrooms offers something students can’t get from textbooks alone: wisdom from the bench. Whether they visit for a guest lecture, mentor student advocates or serve as adjunct professors, judges bring critical perspective, credibility and human connection to the theory-heavy world of legal education.
At Mercer Law School, the bridge between the classroom and courtroom is alive and well thanks to a long-standing tradition of engagement from alumni and sitting judges. From trial court veterans to appellate leaders, these jurists contribute not only their time but also their lived experiences, mentoring students through stories, examples and practical guidance. Their message is clear: the law is a noble profession, and its next generation must be both prepared and inspired.
Several judges trace their teaching motivation to a deep sense of gratitude for what Mercer Law gave them and a desire to return the favor. For Judge Eric Dunaway, LAW ’96, of the Atlanta Judicial Circuit, giving back is both personal and aspirational.
“I am very grateful for the opportunity, education and experiences Mercer provided,” he said. “I feel a sense of duty to the law school to volunteer and give where I can. I am a Mercer lawyer and proudly hang my diploma on my wall.”
Judge Lamar W. Sizemore Jr., LAW ’74, who has taught as an adjunct professor for 37 years, echoed a similar sentiment. Inspired by his own mentors and by the State Bar’s professionalism goals, he began teaching in 1981 and never looked back.
“Mercer University, and especially the law school, is a part of my family heritage,” he said, noting that five generations of his family have earned 15 Mercer degrees. “I viewed my time as a Superior Court judge as a service to my profession and to our community.”
Chief Superior Court Judge Philip T. Raymond III, LAW ’79, of the Macon Judicial Circuit also sees his classroom presence as a way of honoring those who guided him.
“As a law student I was advised to seek out an older, experienced lawyer who would be willing to mentor me and advise me when faced with unfamiliar or difficult issues,” he said. “Throughout my career I had many who were willing to fill that role, and their advice was invaluable. Having been the beneficiary of this advice and guidance, I feel an obligation to make myself available to be a source of advice for law students and young lawyers, be it in the classroom setting or on an individual basis.”
The desire to serve the legal community motivates many judges to return to the classroom. Senior Judge John Carbo, LAW ’79, of the State Courts of Georgia sees it as a natural extension of a judicial career rooted in public service.
“I feel it is my contribution to make the profession be the best it can be,” he said.
While judges may be asked to speak about procedure, rulings or courtroom dynamics, their lessons often reach deeper. They model how to carry oneself as a lawyer, how to uphold professionalism, deal ethically with clients, and handle the weight of a career in service to others.
Chief Judge Shondeana Crews Morris, LAW ’97, of the DeKalb County Superior Court believes that judges in the classroom serve as living examples of professionalism.
“It’s important for judges to engage law students directly to share our wisdom through mentorship opportunities and to give them an honest view of the kinds of ethics, civility and professionalism they will be expected to adhere to as future lawyers,” she said.
She doesn’t leave that message to chance. During her visits, she often reads students the Lawyer’s Creed and uses her platform to emphasize the importance of equity and justice.
“Law students who understand the importance of professionalism and civility while still in school will carry those lessons forward into their legal careers,” she said.
Judge David L. Mincey III, LAW ’03, Superior Court judge in the Macon Judicial Circuit, underscored a related theme: that students must understand the gravity of their future roles.
“Understand the nature of what lawyers do and that your job/your file is someone else’s life,” he tells students. “Be honest. Be truthful. Be helpful. Be courteous and respectful.”
Raymond emphasizes that professionalism must be paired with responsibility.
“I want students to understand that the practice of law can be extremely rewarding but that it comes with great responsibility. The outcome of every case they handle will have an impact on their client, either good or bad, and they have the obligation to put the preparation and effort necessary to properly present every case they handle,” he said.
He also reminds students of their duty to serve the broader community.
“As a member of the legal profession, they have an obligation to give a certain amount of their time back in the form of pro bono representation of clients who do not have the financial means to hire lawyers,” he said.
The presence of judges in law schools is more than ceremonial. It often leads to mentorships that shape careers. When judges open up about their own professional journeys, they demystify the path and give students much-needed confidence.
Mincey, for example, openly shares that his path to the bench wasn’t scripted or strategically planned.
“I was minding my own business one day, and my friend called and said I should submit an application for the upcoming vacancy,” he said. More calls followed. “These were successful friends and mentors who had guided me in prior years and continue to do so today.”
He now pays that mentorship forward.
“I believe it is incumbent upon judges to get in front of students and to help them understand the voyage from law student, to law clerk, to young associate, to senior associate, to partner, and soon,” he said.
Morris reinforces that she is available to students long after her lecture ends.
“Judges are not living in a tower somewhere; I can be reached out to and am available to them to serve as a mentor,” she said.
For some students, those interactions can be transformative.
“There’s a possibility that one of them is of the belief that they’ve made the wrong decision by going to law school,” said Dunaway. “So I want to reassure them that if I and my classmates made it, so can they.”
Raymond, who practiced law for more than three decades before joining the bench, noted that his mentorship has a practical side.
“Many of the students I speak with, and students at other law schools just like them, will be lawyers practicing in my courtroom in the not too distant future. Interacting with them at this stage of their education provides an opportunity to share my experiences, so they hopefully can learn from my mistakes as well as my successes. Helping them gives me the satisfaction that I am following in the footsteps of those who helped me throughout my legal career,” he said.
Judges bring the courtroom into the classroom, grounding theory in reality. Students may spend years studying contracts, torts and civil procedure, but few have the chance to observe how those doctrines play out before a judge until they enter practice.
Carbo notes that his long history of mock trial coaching helped students shed fear and build courtroom instincts.
“The students can observe my thought processes in the trial setting, which can carry over to their careers as practitioners,” he said. “It helps law students think and react in the same manner as they will as attorneys.”
Sizemore agrees and sees tremendous value in exposing students to courtroom culture before they’re sworn in.
“Students do not have many opportunities to participate in courtroom activities and should take every opportunity to interact with judges in social as well as professional settings,” he said.
He also sees his role as one of myth-busting.
“I enjoy the opportunity to interact with students, hopefully teaching them the law but also dispelling some incorrect notions that they may have about the courtroom,” he said.
When he visits 1L professionalism classes, he often shares practical insights about how lawyers should conduct themselves in court, lessons often overlooked in doctrinal courses.
Raymond shared a similar motivation: “Despite everything I learned in law school about the law, I knew very little about the actual practice of law and all of the different opportunities available to one with a law degree. I think it is important to give students the opportunity to hear from someone who has been practicing law to help understand the application of what they are learning to real-world circumstances.”
He also noted the importance of tailoring advice to students’ varied experiences.
“Some come from families with a history of lawyers and a fairly well-developed idea of what they would like to do after law school. Others are first-generation law students who may not even be aware of all of the opportunities available to a law school graduate, whether in the field of law or otherwise. Only by speaking with students directly and answering their specific questions, and asking questions of them, can I develop an answer or advice that is tailored to their specific query, rather than give a generalized answer which may be of little real assistance,” he said.
For all the judges interviewed, the time they spend in the classroom isn’t just about dispensing knowledge — it’s about rekindling their own belief in the law and inspiring the next generation to treat it as a calling, not just a career.
“I am reinvigorated by the opportunity to engage with law students,” said Mincey. “I am reminded of the fascination and awesomeness of the law and the legal practice and proceedings.”
Morris expressed similar sentiments.
“Being in the classroom with future lawyers fills me with hope for our noble profession,” he said.
Dunaway added that students’ enthusiasm is contagious.
“It helps me to remember why I wanted to be a lawyer,” he said.
Raymond agreed, noting that the exchange is mutual.
“Helping them gives me the satisfaction that I am following in the footsteps of those who helped me throughout my legal career,” he said.
These visits also prompt judges to reflect on their own professional values. Sizemore closes many of his talks with three principles he hopes every student will carry forward: “Remember that first you were a lawyer, never forgetting the trials and tribulations of law practice; when in doubt, err on the side of mercy; and just rule!”
Whether through guest lectures, long-term mentoring or adjunct teaching roles, judges build lasting connections with students — connections that carry over into practice and shape the culture of the legal profession. Mercer Law’s tradition of engaging judges in its classrooms shows students that the bench isn’t a distant institution; it’s a part of the profession they are about to join.
As Carbo put it simply, “I get the satisfaction of seeing my alma mater produce practice-ready lawyers.”
From preparing students for the courtroom to helping them see the broader purpose of their legal education, judges are uniquely positioned to shape the next generation of lawyers. Their presence in the classroom reminds students that the law is not just something to be learned — but something to be lived, practiced and passed on.
