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Register by May 17 for early bird discount

Workshop for Beginning Legal Writing Law School Teachers
June 19-20, 2013 (Wednesday – Thursday)

Why Attend?  The Workshop is designed to offer law faculty an introduction to the teaching of legal writing, research, and analysis. The workshop will address the basic tasks of the teacher of legal writing: classroom teaching, designing problems, conducting effective individual conferences, incorporating the teaching of legal research, and critiquing students’ written work. Additionally, the workshop will address teachers' scholarly development and institutional status issues.

Who Should Attend?  The Workshop will be of interest to both new and experienced legal writing teachers and to all new teachers whose responsibilities include some teaching of legal writing.  The program will be particularly valuable for (1) full-time professors and adjunct professors who will be teaching legal research and writing for the first time, (2) Directors of legal writing programs, if those individuals have taught full-time for four or fewer years, (3) legal writing professors who have not had an opportunity to attend a national conference on teaching legal writing.

Topics Include: Importance of Legal Writing for the Profession; Importance of Legal Writing for the Profession; Critiquing and Feedback; Holding Effective Student Conferences  - A Role Play; Legal Writing Scholarship/Finding Your Voice in the Legal Academy.

Workshop for New Law School Teachers
June 20-23, 2013 (Thursday – Saturday)

Why Attend?  At the 31^st annual Workshop, new law teachers will share their excitement, experiences and concerns with each other and with a roster of senior and junior faculty chosen for their track record of success and their diversity of scholarly and teaching approaches. These professors will pass along invaluable advice about developing, placing and promoting one's scholarship, and teaching and testing techniques.   Speakers will also address how to manage the demands of institutional service, as well as the expectations of students and colleagues, along with discussions on one’s long-term professional development and identity.