Professor Boyle has been teaching full-time at the law school since 1994. She currently teaches first-year sections of Legal Writing I and II. She additionally teaches in the upper division - Drafting: Contracts; Drafting: Litigation Documents and Contracts; and Scholarly Research and Writing.
Since the program’s inception in 2004, she has taught college students in the Ron Brown Prep Program, to help raise the number of diverse and disadvantaged students in law schools. More recently, she teaches Introduction to Contracts and Legal Writing in the Ron Brown program and at Beijing Jiaotong University, China, where she taught law and undergraduates in the Spring of 2018.
She currently serves as Member of the Editorial Board for Perspectives: Teaching Legal Research and Writing. Her articles, essays, and book chapters appear in legal and academic publications. Her recent article, Employing Trafficking Laws to Capture Elusive Leaders of Destructive Cults, was published by the Oregon Review of International Law. Prof. Boyle presents regularly at national and international conferences on topics concerning legal writing, human trafficking, and undue influence in high-demand groups. In 2017, she presented at a conference hosted by the International Cultic Studies Association held in Bordeaux, France.
She serves as Faculty Advisor to Federal Bar Association, SJU Student Division (since 2016) and the New York International Law Review (acting since 2017; permanent since 2018). She is a former Faculty Advisor to the SJU Moot Court Board (1995-2001).
Prof. Boyle is the Recipient of the 2005 Faculty Outstanding Achievement award from the President of St. John’s University. She is a co-founder of the Empire State Legal Writing conferences and the annual One-Day LWI workshops. She has served as Secretary for the Board of the Legal Writing Institute and as Editorial Board member for the Journal of the Legal Writing Institute. For AALS, Prof. Boyle served as Chair of the Section for Academic Support and as Executive Committee member for the Section of Legal Writing, Reasoning and Research. She has additionally served as Program Chair for the Sections of ASP, LWRR, and Teaching Methods.
She is the former Assistant Dean for Academic Support and has taught Contracts I in the Summer Institute for seven years.
International Cultic Studies Association (ICSA): Editorial Board Member, since 2010
Perspectives: Teaching Legal Research and Writing: Editorial Board Member, since 2017
AALS, Section of Legal Writing, Reasoning & Research: Program Chair 2015 and Exec. Comm. Board Member 2016
LWI Board of Directors: Member and Officer
July 2008 to July 2012
The Journal of the Legal Writing Institute: Editorial Board Member
July 2008 to July 2012
AALS Section on Academic Support,
Becoming a Legal Writer: A Workbook with Explanations to Develop Objective Legal Analysis and Writing Skills, with Chris Coughlin and Sandy Patrick (Carolina Academic Press, forthcoming Fall 2019).
Staying Safe: Observing Warning Signs of a Dangerous Liaison, with Andrea Laisure, 8(3) ICSA Today 6 (2017).
Employing Trafficking Laws to Capture Elusive Leaders of Destructive Cults, 17 Or. Rev. Int'l L. 205 (2016), reprinted in 9 Int'l J. Cultic Stud. 1 (2018) (peer-reviewed).
Should Laptops Be Banned? Providing a Robust Classroom Learning Experience Within Limits, 20(1) PERSPECTIVES: TEACHING LEGAL RESEARCH AND WRITING 8 (Fall 2011) (peer-reviewed).
How to Critique & Grade Contract Drafting Assignments, Special Report, Tenn. J. Bus. L. 297 (2009).
Law Students Are Different from the General Population: Empirical Findings Regarding Learning Styles, with Jeffrey Minneti and Andrea Honigsfeld, 17 (3) PERSPECTIVES: TEACHING LEGAL RES. & WRITING 153 (2009) (peer-reviewed).
Suggestions on How to Conduct Empirical Research: A Behind-the-Scenes View, with Joanne Ingham, 15(3) Perspectives: Teaching Legal Res. & Writing 176 (2007) (peer-reviewed).
Generation X in Law School: How These Law Students are Different from Those Who Teach Them, with Joanne Ingham, 56 J. Legal Educ. 281 (2006) (peer reviewed).
Contract Drafting Courses for Upper-Level Students: Teaching Tips, 14(2) Perspectives: Teaching Legal Res. & Writing 87 (Winter 2006) (peer-reviewed).
Law Students with Attention Deficit Disorder: How To Reach Them, How to Teach Them, 39(2) J. MARSHALL L. REV. 349 (2006).
Applying Learning Styles Theory in the Workplace: How to Maximize Learning-Styles Strengths to Improve Work Performance in Law Practice, 79 St. John's Law Review 97 (2005).
Employing Active-Learning Techniques and Metacognition in Law School: Shifting Energy from Professor to Student, 81 U. Det. Mercy L. Rev. 1 (2003).
Presenting a New Instructional Tool for Teaching Law-Related Courses: A Contract Activity Package for Motivated and Independent Learners, with Karen Russo & Rose Frances Lefkowitz, 38:1 Gonzaga L. Rev. 1 (2003).
Providing Structure to Law Students - Introducing the Programmed Learning Sequence as an Instructional Tool, with Lynne Dolle, 8 Legal Writing: J. Legal Writing Inst. 59 (2002) (peer-reviewed).
How Children in Cults May Use Emancipation Laws to Free Themselves, 16 (1) Cultic Stud. J. 1 (1999) (peer-reviewed).
Teaching Law Students Through Individual Learning Styles, with Rita Dunn, 62 Alba. L. Rev. 213 (1998).
Women, the Law, and Cults: Three Avenues of Legal Recourse - New Rape Laws, VAWA, and Anti-Stalking Laws, 15 (1) Cultic Stud. J. 1 (1998) (peer-reviewed).
Current Status of Federal Law Concerning Violent Crimes Against Women and Children: Implications for Cult Victims, 1 (1) Cultic Studies Rev. 65 (2002) (peer-reviewed).
Co-author, Intercultural Effectiveness, in BUILDING ON BEST PRACTICES: TRANSFORMING LEGAL EDUCATION IN A CHANGING WORLD, Chapt. 6 (Lexis 2015).
How Schools, Parents, and Courts can Respond to Federal Law and Improve Classroom Teaching for At-Risk Students, in DIFFERENTIATING INSTRUCTION FOR AT-RISK STUDENTS, by Rita Dunn and Andrea Honigsfeld (2009).
A Blueprint for a Truly Innovative Law School, in What If . . . : A Guide to Improving Education (R. Dunn & S.A. Griggs, eds., 2007).
Impact of Learning Styles and Law School Teaching, in Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When and What? (St. John's Univ. Center for Study of Learning & Teaching) (R. Dunn & S.A. Griggs, eds., 2007).
Research on Learning Style and Legal Writing, in Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When and What? (St. John's Univ. Center for Study of Learning & Teaching) (R. Dunn & S.A. Griggs, eds., 2007).
Bringing Learning Styles Instructional Strategies to Law School, in Practical Approaches to Using Learning Styles Application in Higher Education (R. Dunn & S.A. Griggs, eds., 2000).
The Blind Leading the Blind: What if They're Not all Visual or Tactile Learners, with James B. Levy, 22(2) The Second Draft 6 (2008).
In Response to the Remarks by Lawrence H. Summers, Presenting Empirical Data on the Differences in Learning Styles Between Males and Females, with Andrea Honigsfeld, 11(3) Cardozo Women's L. J. 505 (2005).
Review of: Grandparents’ Rights: What Every Grandparent Needs to Know by Patricia Perkins Slorah, 3 (3) Cultic Stud. Review (2004) and at www.culticstudiesreview.org.
Community Serv. Admin., Studies in Community Action: A Legislative and Administrative History, with Kathryn Lazar & Laura Zeisel (1981).
Admin., Studies in Community Action: A Chronology and Bibliography, with Kathryn Lazar & Laura Zeisel (1981).