This Discussion Group features four professors demonstrating teaching exercises that engage the rule of law in the context of professional identity formation in a variety of contexts with constructive feedback from the other members of the Discussion Group. In the three-hour session, each of the four presenters has roughly 30 minutes to demonstrate their teaching exercise with discussants having 10-15 minutes to offer constructive feedback.
This session exposes aspiring law teachers to ways an applicant can better increase their odds of securing a screening interview, along with the format and content of a typical screening interview for doctrinal, clinical, and legal writing positions. The group will engage in an in-depth discussion with aspiring law teachers about question content, interviewing styles, and common mistakes made by applicants during screening interviews. Experienced faculty will act as mock interviewers, while new members of the academy who have recently been through the rigors of the job hiring market will act as mock interviewees. This session will be helpful to those who are about to enter the job market and those still thinking about it.
Panelists offer advice on best practices for job talks. Job talks not only forecast the scholar you are and will become but also model the type of teacher you will be. The panelists will share the characteristics of an effective job talk, focusing on topic selection, authenticity, expertise, clarity, and delivery. They will also examine how to harness key points from your work into digestible, yet provocative, content that best showcases your ideas and what you bring to the intellectual discourse.  Panelists will provide tips on how to prepare and how to handle tough questions from the faculty during your talk.  
Is my next idea one that will become a good article? I've done some initial research where do I go now? Should I take a different approach? These are common questions that new (and even experienced) scholars ask themselves as they progress with developing an idea into an article. The primary purpose of this panel is to provide participants in our New Scholars Workshop with input on direction and development of their scholarship. It offers New Scholars an opportunity to present a developing piece or a few ideas about potential projects in an informal setting and receive feedback on the idea. Additionally, this discussion group explores motivation, creativity, and the process for finding your next great idea.
Is my next idea one that will become a good article? I've done some initial research where do I go now? Should I take a different approach? These are common questions that new (and even experienced) scholars ask themselves as they progress with developing an idea into an article. The primary purpose of this panel is to provide participants in our New Scholars Workshop with input on direction and development of their scholarship. It offers New Scholars an opportunity to present a developing piece or a few ideas about potential projects in an informal setting and receive feedback on the idea. Additionally, this discussion group explores motivation, creativity, and the process for finding your next great idea.
This discussion group addresses the value of scholarship. Topics include how to develop best writing practices and balance commitments. Speakers explore various types of writing (from opinion-editorials and blogs to journal articles and manuscripts) and examine benchmarks for quality and quantity (including length, type of research, and placements). Speakers also offer advice on how to create a thoughtful, clear research agenda; consider how to evaluate different publication opportunities; and offer advice on how to maintain your voice as you seek to meet institutional and editorial norms.
Online education, particularly asynchronous education, creates opportunities and challenges for students. This session explores the best practices to promote student engagement, learning, wellness, and connectedness. Well-designed courses and programs meet this need by providing the students structured and serendipitous opportunities to engage with each other, promote learning, and build community. This discussion group focuses on the methods to promote a robust, student-centered learning community.
Is my next idea one that will become a good article? I've done some initial research where do I go now? Should I take a different approach? These are common questions that new (and even experienced) scholars ask themselves as they progress with developing an idea into an article. The primary purpose of this panel is to provide participants in our New Scholars Workshop with input on direction and development of their scholarship. It offers New Scholars an opportunity to present a developing piece or a few ideas about potential projects in an informal setting and receive feedback on the idea. Additionally, this discussion group explores motivation, creativity, and the process for finding your next great idea.
This discussion group focuses on different ways to integrate faith into the classroom. It addresses ways to analyze subjects through the lens of faith and difficulties in doing so when students or professors might be hesitant. The discussion group addresses courses where this may be more natural, such as Constitutional Law, and more challenging, such as statutory-based courses like Evidence and Commercial Law. It explores how professors can develop curriculum and teaching in ways that are consistent with a school's mission or consistent with faith-based ideas that students want to explore. Finally, the group addresses ways that professors can choose texts and reading material that would assist in bringing this type of discussion into the classroom. _x000D_ _x000D_
This Discussion Group features four professors demonstrating teaching exercises that engage the rule of law in the context of professional identity formation in a variety of contexts with constructive feedback from the other members of the Discussion Group. In the three-hour session, each of the four presenters has roughly 30 minutes to demonstrate their teaching exercise with discussants having 10-15 minutes to offer constructive feedback.
