Teaching and Research Assistant Program 2024–25

The Research Committee of the Students’ Bar Association (SBA) successfully organized and concluded the Teaching and Research Assistant Program 2024–25, a pioneering academic initiative aimed at fostering a culture of academic rigor, research innovation, and leadership in teaching among students of law. This unique program was crafted to serve as a dual-purpose platform—enhancing research capabilities while simultaneously developing pedagogical skills.

Open to eligible students in the third, fourth, and fifth years, the program provided an immersive experience that blended hands-on research collaboration with practical teaching exposure. The initiative was a response to the growing need for structured mentorship and capacity building among law students aspiring toward careers in academia, legal research, policy formulation, and civil services.

The program revolved around two key pillars: academic research and teaching practice.

On the research front, participants were assigned to work closely with faculty members on live, ongoing projects in various domains of law and management. Prominent areas of focus included constitutional law, contract law, jurisprudence, criminal law, and principles of management. Under the expert guidance of faculty mentors, students engaged in a wide array of research tasks—ranging from literature reviews, comparative legal analysis, and case study evaluations to preparing draft articles and exploring interdisciplinary themes. This enabled participants to hone their research methodologies, develop logical reasoning, and gain deeper insight into the nuances of legal scholarship.

A noteworthy feature of the research component was the interactive mode of mentorship, wherein faculty members not only directed the research but also encouraged students to present their findings during internal review sessions. This process improved their articulation skills, helped them defend their ideas with clarity, and cultivated a habit of academic inquiry.

Simultaneously, the teaching component of the program empowered participants to step into the role of educators. Each selected student was required to conduct a minimum of two teaching sessions, typically addressing junior batches from the first or second year. These sessions were designed to be highly interactive, encouraging junior students to actively participate, raise questions, and engage with core legal concepts in a relatable and simplified manner.

This aspect of the program proved transformative. Through teaching, students learned valuable skills such as lesson planning, time management, simplification of complex legal topics, and classroom management. More importantly, it gave them the opportunity to experience the responsibilities of a teacher—responding to diverse learning needs, maintaining discipline, and creating an inclusive learning space.

The peer-to-peer learning model was a cornerstone of the program’s success. By enabling senior students to mentor their juniors, the initiative nurtured a supportive academic environment and fostered strong bonds across batches. These interactions facilitated the exchange of ideas, learning strategies, and career guidance, helping to build a culture of academic collaboration and mutual respect within the institution.

Entry into the program was merit-based and highly competitive. Students were required to maintain an overall academic score of at least 85% in their previous semester and a minimum of 60% in the subject they intended to teach. These standards ensured that only capable and committed students were selected, preserving the academic integrity and impact of the program.

To ensure accountability and continuous growth, the performance of each participant—both as a researcher and as a teaching assistant—was closely monitored by faculty mentors. Constructive feedback was provided at each stage, helping students identify their strengths and areas for improvement. This reflective process proved invaluable in equipping students with professional competencies relevant to future careers in law, academia, and public policy.

The Teaching and Research Assistant Program 2024–25 was met with overwhelming participation, enthusiasm, and dedication. Students appreciated the opportunity to contribute meaningfully to the academic community while enhancing their own skills. Upon successful completion of the program, participants were awarded certificates of merit, recognizing their dedication, hard work, and intellectual contribution.

Through this initiative, the SBA's Research Committee not only strengthened the academic fabric of the institution but also planted the seeds for a future generation of legal scholars and educators.