Fellows & Scholars
The Center offers several programs to engage experts and law students in debates on constitutional law and interpretation. Those programs include the Visiting Scholars Program, Resident Scholars Program, Bradley Fellows Program, Student Fellows Program, and Resident Fellows Program.
Visiting Scholars (2019-2020)
Our Visiting Scholars Program provides faculty members from other law schools the opportunity to spend a semester at Georgetown Law.
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- Erica Goldberg (Dayton Law)
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- Ilya Somin (Scalia Law)
Resident Scholars
Nine members of the Georgetown Law Faculty are Resident Scholars. Their published scholarship explores many fields of interest including legal history, comparative constitutional law, statutory interpretation and criminal law.
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- Victoria Nourse
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- Brad Snyder
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- Laura Donohue
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- John Mikhail
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- Lawrence Solum
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- Yvonne Tew
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- Shon Hopwood
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- Daniel Ernst
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- Nicholas Rosenkranz
Nonresident Scholars
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- John Stinneford (Florida Levin College of Law)
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- Christina Mulligan (Brooklyn Law School)
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- Donald Kochan (Fowler School of Law)
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- Josh Blackman (South Texas College of Law Houston)
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- Evan Bernick (Former Visiting Lecturer & Resident Fellow)
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- Lee Strang (Toledo School of Law)
Bradley Fellows
2019-2020 Bradley Fellows
The Bradley Fellows Program awards fellowships to Georgetown Law students with an interest in originalism and the Constitution.
Student Fellows
Professors Barnett and Hopwood discussing the First Step Act.
Georgetown Law students are invited to participate in activities such as exclusive lectures and lunchtime conversations with the nation’s leading experts on constitutional law. Students are eligible to become Student Fellows of the Center, granting them special access to speakers and additional programming.
Resident Fellow & Visiting Lecturer
[The Center is not currently seeking applications for this program]. Fellows are in residence at Georgetown Law for a two-year period. The Fellowship permits Fellows to complete a year of research and writing and to teach a seminar before applying for teaching positions during their second year.