Natt Gantt II, J.D.Dir. of Biblical Law & Christian Legal Studies, Harvard Law School, 2021-22 Academic YearAssociate Dean for Academic AffairsCo-Director, Center for Ethical Formation & Legal Education ReformProfessor757.352.4734contact me
Natt Gantt II, J.D.
L.O. Natt Gantt, II, is professor and associate dean for academic affairs at Regent University School of Law. He also serves as co-director of Regent's Center for Ethical Formation and Legal Education Reform. Professor Gantt received his A.B. in psychology and political science, summa cum laude, from Duke University; his Juris Doctor, cum laude, from Harvard Law School; and his Master of Divinity, summa cum laude, from Gordon-Conwell Theological Seminary.
Before joining Regent in 2000, he served as a law clerk to the late Honorable Donald S. Russell of the United States Court of Appeals for the Fourth Circuit; as an associate at Wiley, Rein & Fielding in Washington, D.C.; and as a proxy analyst at Fidelity Investments in Boston, Massachusetts. Professor Gantt has taught Professional Responsibility, Civil Procedure, Sales, and Contracts.
During his time at Regent, Professor Gantt's scholarship and presentations have focused on two primary areas: (1) law school academic support and legal education reform and (2) legal ethics and professional identity formation. Regarding his first focus, he has been active on committees and in meetings related to the Law School Admission Council (LSAC), the Academic Support Section of the Association of American Law Schools (AALS), the Association of Academic Support Educators (AASE), and Educating Tomorrow's Lawyers (ETL). For instance, he served from 2004 to 2007 as editor of The Learning Curve, the newsletter of the Academic Support Section of the Association of American Law Schools. Regarding his second focus, he has authored or co-authored a book chapter and numerous articles related to legal ethics and legal education and has spoken in various venues related to those topics, ranging from speaking at the 2015 African Christian Legal Education Summit to serving from 2010 to 2013 as a faculty member for the Virginia State Bar Harry L. Carrico Professionalism Course. He also currently serves as an Arbitrator on the Virginia State Bar Circuit Committee, Resolution of Fee Disputes, Virginia Beach, Virginia.
M.Div., summa cum laude, Gordon-Conwell Theological Seminary
J.D., cum laude, Harvard Law School
A.B., summa cum laude, Duke University
Morals and Mentors: What the First American Law Schools Can Teach Us about Developing Law Students' Professional Identity, 21 REGENT UNIVERSITY LAW REVIEW (2019) (publication forthcoming) (co-author with Benjamin V. Madison III).
Self-Directedness and Professional Formation: Connecting Two Critical Concepts in Legal Education, 14 UNIVERSITY OF ST. THOMAS LAW JOURNAL 498 (2018) (co-author with Benjamin V. Madison III).
The Benefits of In-Class Group Work in Doctrinal Classes: Confessions of a Hesitant Flipper, THE LEARNING CURVE, Winter 2017, at 22.
Teaching Agape to Law Students, JOURNAL OF CHRISTIAN LEGAL THOUGHT, Winter 2016, at 3.
The Emperor Has No Clothes, But Does Anyone Really Care? How Law Schools Are Failing to Develop Law Students' Professional Identity and Practical Judgment, 17 REGENT U. L. REV. 339 (2015) (co-author with Benjamin V. Madison, III).
Teaching Knowledge, Skills, and Values of Professional Identity Formation in BUILDING ON BEST PRACTICES: TRANSFORMING LEGAL EDUCATION IN A CHANGING WORLD (Lexis 2015) (co-author with Benjamin V. Madison, III).
"The Role of ASP in Developing Students' Professional Identity, "co-authored with Professor Gloria Whittico, The Learning Curve, Winter 2014, 6. (PDF)
"The Pedagogy of Problem Solving: Applying Cognitive Science to Teaching Legal Problem Solving," 45 Creighton Law Review 699 (2012).
"Contextualizing Academic Support," The Learning Curve, Fall 2009, 7.
“Deconstructing Thinking Like a Lawyer: Analyzing the Cognitive Components of the Analytical Mind,” 29 Campbell Law Review 413 (2007).
“Editor’s Postscript—Seeing the Forest and Solving Legal Problems,” The Learning Curve, Fall 2006, 13.
“Professional Responsibility and the Christian Attorney: Comparing the ABA Model Rules of Professional Conduct and Biblical Precepts,” 19 Regent University Law Review 1 (2006-07) (co-authored with Charles H. Oates and Samuel Pyeatt Menefee).
“Editor’s Postscript—The Relevance of Writing,” The Learning Curve, Spring 2006, 12.
“Editor’s Postscript—Developing Scripts for Law Students,” The Learning Curve, Fall 2005, 11.
“Editor’s Postscript—Do As I Say, And As I Do,” The Learning Curve, Spring 2005, 12.
“More Than Lawyers: The Legal and Ethical Implications of Counseling Clients on Nonlegal Considerations,” 18 Georgetown Journal of Legal Ethics 365 (2005).
“Editor’s Postscript—The Multiple-Choice Dilemma: Building Students’ Confidence in a Bubble-In World,” The Learning Curve, Fall 2004, 11.
“Editor’s Postscript—What I Learned this Semester,” The Learning Curve, Spring 2004, 8.
“Integration as Integrity: Postmodernism, Psychology, and Religion on the Role of Moral Counseling in the Attorney-Client Relationship,” 16 Regent University Law Review 233 (2003-04).
“Supplement: Tips from the Pros,” in Dennis J. Tonsing, 1000 Days to the Bar But the Practice of Law Begins Now: How to Achieve your Personal Best in Law School 169 (2003) (contributing one tip listed in supplement).
“Regent LSAC Workshop Participants Offer Solutions to Common ASP Problems,” The Learning Curve, December 2003, at 4.
“Regent Offers Course on Advanced Legal Reasoning,” The Learning Curve, Spring 2002, 3.
“Academic Assistance Program Expands at Regent,” Education and Practice, Spring 2001, 7.
“An Affront to Human Dignity: Electronic Mail Monitoring in the Private Sector Workplace,” 8 Harvard Journal of Law & Technology 345 (1995) (cited in over 50 publications, including two judicial opinions).