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36 Media L. Notes 1 (2007-2008)

handle is hein.journals/mdilwnts36 and id is 1 raw text is: MEDIA AW Volume 36, No. 1 Law Division, AEJMC OTES Fall 2007 Head Notes Beth Blanks Hindman Division Head Washington State University ehindman@wsu.edu Wow. What a conference! As I headed for the airport on Aug. 12, family in tow, I began to reflect on Law & Policy's presence at AEJMC this summer. An insider tour of the Supreme Court, a conversation with two FCC commissioners, a panel with the whole class of Supreme Court reporters, great research sessions, C-SPAN coverage of the pre-conference workshop, no C-SPAN coverage of another session (more on that later)...the list goes on. I hope all of you had a chance to participate in one or more of our sessions, because they all were great. I'd like to note a few highlights for you. First, the research. Thanks to the excellent shep- herding skills of Ed Carter, we accepted and heard 26 fine research presentations. Our student award winner this year was Derigan Silver of North Carolina, and the faculty winner was David Cuillier of Arizona. David, our new teaching chair, also won the Nafziger- White Dissertation Award for his work on access to information (shameless plug here: he received his Ph.D. from my university, Washington State), which (Continued on page 5) Engage Them David Cuillier Division Teaching Chair University ofArizona cuillier@email.arizona.edu When I first started teaching, I thought it would be neat to be like Professor Charles Kingsfield, the curmud- geonly law professor played by John Houseman in the Paper Chase. Want an 'A' in my class? Then you must EARNNNN it, I would say sternly to my students as I had hoped they would sit in rapt attention for two-hour lectures on prior restraint. But I soon found out that students don't care for John Houseman impressions, and they really don't like two-hour lectures. They don't retain a thing. So I don't do Professor Kingsfield anymore. Now I do Flavor Flav, complete with clock and Viking hat. Not as dignified, albeit, but it gets the job done. Engaged students learn, so in addition to assigned readings, case briefs, lectures, tests, and papers, I try to integrate into my courses experiential exercises. Some- times it's a role-playing interactive exercise. Sometimes it's making a project relevant to their lives. The best ideas I've gotten were from other profes- sors or online resources, including sites geared to scho- lastic journalism. High school journalism teachers have to make the material compelling, so their exercises are educational and engaging. I don't dummy down the cur- riculum; I just deliver it in a way students readily absorb. In the spirit of collegial sharing, I've gleaned a vari- ety of resources, most online, that provide exercises help- ful for teaching media law (see accompanying sidebar). This winter I would like to post these and other ideas on the teaching area of the Media Law and Policy Division Web site. This is where you come in: (Continued on page 8)

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