Description
Mitchell Hamline School of Law—a leader in pedagogical innovation dedicated to expanding access to high-quality legal education—invites applications for tenured or tenure-track faculty positions beginning July 1, 2027, in the following areas:
Business and Commercial Law
Intellectual Property Law
Lawyering Skills and Experiential Education
Native American Law
We welcome candidates at all career stages, including experienced teachers and scholars who currently hold tenure or whose records may support appointment with tenure. Successful candidates will contribute to teaching, scholarship, curricular development, faculty governance, service, and student mentoring.
We seek candidates who are available and enthusiastic about teaching across multiple modalities: in person, synchronous online, and in our innovative blended learning program – the first and largest program of its kind in the country.
Applicants should submit: (1) a CV or resume; (2) a two- to three-page cover letter identifying the position or positions of interest and explaining their qualifications and potential contributions to academic excellence and inclusivity; and (3) a list of publications and other substantial written work, with a statement of scholarly interests and agenda.
Submit applications through https://mitchellhamline.edu/employment/.
Requirements
Minimum qualifications include a J.D. from an ABA-accredited law school or equivalent degree, distinguished academic or professional credentials, relevant subject-matter expertise, and demonstrated promise or accomplishment as a teacher and scholar.
Appointments will be made with tenure or on the tenure track, with rank and tenure status based on qualifications and experience.
We seek to recruit and retain faculty members who share our commitment to creating a welcoming and inclusive community aligned with the goals of equity and inclusion. Candidates may demonstrate this commitment through: (1) legal practice or community service experience; (2) a scholarly approach that contributes to the legal system’s impact on underserved groups; or (3) teaching that incorporates effective strategies for the educational advancement of students from underrepresented groups.
