Dirichlet heat kernel for unimodal L\'evy processes

We estimate the heat kernel of the smooth open set for the isotropic unimodal pure-jump L\'evy process with infinite L\'evy measure and weakly scaling L\'evy-Kchintchine exponent.Comment: 38 page

Advancing Faculty DiversityThrough Self-Directed Mentoring

Mentoring is widely acknowledged to be important in career success, yet may be lacking for female and minority law professors, contributing to disparities in retention and promotion of diverse faculty. This Article presents the results of a unique diversity mentoring program conducted at one law school. Mentoring is often thought of as something directed by the mentor on behalf of the protégé. Our framework inverts that model, empowering diverse faculty members to proactively cultivate their own networks of research mentors. The studied intervention consisted of modest programming on mentorship, along with supplemental travel funds to focus specifically on travel for the purpose of cultivating mentors beyond one’s own institution. Participants were responsible for setting their own mentorship goals, approaching mentors and arranging meetings, and reporting annually on their activities and progress. Both quantitative and qualitative evidence demonstrate that the program has been effective along its measurable goals in its first year. Participants report growing their networks of mentors, receiving significant advice on research and the tenure process, and being sponsored for new opportunities. The authors conclude that this type of mentoring initiative, if more broadly applied, could have a significant impact on reducing disparities in retention and promotion in the legal academy. To facilitate such replication, the Article describes both the process of designing the program and the actual operation of the program as carried out at one school. In sum, the Article offers a concrete starting point for discussions at any law school interested in advancing faculty diversity through improved mentoring

Lighting A Fire: The Power of Intrinsic Motivation in Online Teaching

Motivation is important to success in many endeavors, and the field of education is no exception. The literature establishes that students who are motivated to learn enjoy more success in their courses and master course content and skills better than students who lack such motivation. But what causes one student to be more motivated than another? This Article addresses this question in the context of law students, focusing in particular on how teachers can increase student “intrinsic” motivation through interesting and engaging course content, as well as regular and consistent formative assessments and feedback. It surveys the literature on motivating students to learn, contributing original empirical data from student surveys and focus groups. Analysis of that data supports the literature on intrinsic motivation, showing that interesting and engaging course content and regular assessments and feedback motivate students to learn and master course content and skills. Indeed, our data collected from over 300 law students shows that students want professors to provide them with intrinsic motivators in their courses. Specifically, student comments evidence that students crave interesting and engaging course content, as well as opportunities for assessment and feedback. We share those comments and suggest techniques to help law professors design online courses that will motivate students and ensure they are engaged and learning course content

Assessing Online Learning in Law Schools: Students Say Online Classes Deliver

This Article provides empirical data on the effectiveness of distance education in law schools following the American Bar Association's decision to increase the number of permitted online course credits from fifteen to thirty. Our data, composed of law student surveys and focus groups, reveals not only the success of distance education in legal education, but also the online teaching methods that are most effective for students

Regulating What Has Yet To Be Created: An Introduction

The emerging field of synthetic biology—with the potential for engineering life from scratch—has inherited the laws and regulations of its biotechnology precursor. Yet, synthetic biology allows scientists to do entirely new things. This Article considers the resulting legal and ethical issues after surveying the technological capabilities developed within the field of synthetic biology