Friday, July 3, 2015
UMass Law School will be hosting our 3rd Jr. Faculty Scholarship Exchange this fall. I strongly recommend ASPer's who have a work-in-progress to attend. I participated last year, and the experience was invaluable. Feedback from colleagues sparked an "AHA! That's it!" moment for me. It's a fantastic event, during a gorgeous time of year in Boston. I hope to see you there. (RCF)
As the weather finally begins to look like summer here along the coast, the University of Massachusetts – Dartmouth School of Law wishes to invite you to our Third Annual Junior Faculty Scholarship Exchange. This is an opportunity for junior law school faculty to gather together to discuss works in progress, finished papers, research interests, and to network and collaborate with peers from other institutions. Our hope is to provide a forum for legal scholars to develop their ideas and scholarship with input and constructive criticism from fellow law teachers. This past year we hosted 23 attendees from a dozen different law schools, from as far as Texas. This event is especially aimed at faculty with seven, or fewer, years of law teaching experience.
We are hosting this conference at the UMass Club, located in the heart of Boston’s financial district, on the 33rd floor of 225 Franklin Street. The venue is close to South Station, and the red and orange lines of the MBTA, several parking garages and local hotels. A hot buffet lunch, with morning and afternoon snack services will be provided. For directions, see: http://www.clubcorp.com/Clubs/University-of-Massachusetts-Club/About-the-Club/Directions-Hours.
Please consider joining us for this event by marking your calendar for Friday, October 16th, 2015, from 10 to 4. Seating will be limited. Registration for this event will open August 24th. Attendees will need to assume responsibility for their personal travel or lodging expenses.
Feel free to forward this invitation to a junior faculty member that you believe may be interested. If this is information that you would prefer not to receive, please let us know and we will take you off of our list. If you have any immediate questions or concerns please call us at (508)985-1121, and ask to speak with Emma, Jessica, or me. Thank you.
Spencer E. Clough
Associate Dean/Director of the Law Library
Thursday, July 2, 2015
The bar exam is the last test you will ever take. You’ve been preparing for it since the first day of law school. The foundation is built and these weeks of focused study help solidify what you’ve learned over the past 3-4 years. You will pass if you put in the time to learn the material and master the skills. Friends and family believe you will pass. Professors believe you will pass. Your employer believes you will pass. So, why do you doubt your ability to pass? One reason is that you don’t really know what to expect: Will you get an essay on intentional torts or premises liability? How many future interest questions will be on the MBE? Will you remember all the rules for all the subjects? Did you write enough? Too much?
Human beings seek stability. We like rules, routines, and goals. However, the bar exam does not fit nicely into what we’ve always done. You cover a semester a day and even though you spend 8, 10, 12 hours learning material, it doesn’t quite stick. If you could just hold things still, you’d be able to remember the material. Since everything is always changing, this doesn’t work. This is why you worry you won’t be able to learn everything in time and why you doubt your ability to pass. You are trying so hard to control things that you actually lose control.
It is July and the bar exam is at the end of the month. It’s time to get comfortable being uncomfortable. Accept that you cannot learn everything and that you don’t need to in order to pass. At the end of each day, reflect on what you did and know that it is enough. It is not about whether you checked off every task assigned by the commercial bar prep company. It is about working solidly and steadily and moving forward. Focus on yourself and stop worrying about everyone else. Stop discussing what you’ve done (or didn’t do) with your friends and family. If they are studying for the bar exam, it will just be a stressor for both of you. If they aren’t studying for the bar exam, they don’t care.
Instead of looking at all those unchecked boxes, make a list of everything you have done over the past 7 weeks. Look at all you’ve accomplished and give yourself a pat on the back. Add to the list every day and look through it a few days before the bar exam. This is proof that you have done enough. This is why your friends, family, professors, and co-workers know you will pass. It is why you should believe it, too.
Need a little motivation? Check out my all-time favorite inspirational speech (it will be the best 60 seconds of your day): https://www.youtube.com/watch?v=c47otcg13Z8
Wednesday, July 1, 2015
Tuesday, June 30, 2015
Many of our students have always been the top of the heap in public education and later college and graduate education. In law school, they find themselves with a group of colleagues who are equally bright and equally successful. Add to that the differences in the law classroom, new forms of analysis and writing, and the most common one-grade-per-course testing method. The result is that some first-semester students can get overwhelmed pretty quickly if they have not spent some reflection time before arriving at law school..
Preparing for your first semester (and reminding yourself if you are an upper-division law student) is essential to your well-being. The preparation you need to do is to spend some time thinking about you and your choices.
Take out a sheet of paper and divide it into columns: values, abilities, areas for improvement, resources.
In the values column, list things that you value about yourself, life, and others. Include values also that caused you to choose law as a profession. Your values will keep you centered as you study the law. There will be people's opinions, case outcomes, methods of legal analysis, etc. that may not mesh with your values. When confronted with those different views, you have a better chance of evaluating those other perspective while staying grounded in your own values if you already know what you value and why those values are important to you.
In the abilities column, list the things that you know you are talented at in all areas of your life - academic, relationships, spiritual, hobbies, etc. Do not expect perfection in yourself or pretend to be perfect. Make an honest appraisal of what you do well. You will want to build on those abilities while you adapt to the study of law and interact with colleagues who may seem to "get it" faster than you do. Education is about developing our abilities further and meeting any challenges with adaptability. Recognize you talent base that will be your starting point and foundation.
In the room for improvement column, list the things that you know you can do better if you allow yourself to increase your knowledge and skills and take constructive criticism. Your abilities may overlap on this list, but it may also indicate improvement for other aspects. For example, you may write well for traditional writing but need to learn how to write legally; you may need to improve your listening skills rather than automatically debating everything; you may work quickly but need to slow down to catch details; you may be a procrastinator and need to use your time more effectively. Law school will challenge you to improve on what you can already do, learn new ways of doing things, and stretch yourself academically and personally.
In the fourth column, list the resources in your life that help you when you become unsure of yourself or discouraged. These resources are family and friends who are your cheerleaders, mentors you go to for advice, the religious mentors for your spiritual beliefs, positive lifestyle choices (sleep, nutrition, exercise), and other positive resources that help you tackle problems and relieve stress and anxiety. Then add to your list the resources that your law school has available for you when you have questions and concerns: professors with office hours, perhaps 1L teaching assistants, the office of academic support programs, librarians, student affairs staff, available counselors, and more. By adding your resources to the list, you are reminded that you are not in law school without support. You are not going it alone.
Keep your list handy throughout your three years. Add, modify, and delete items as appropriate over time. You will grow as a person, a student, a citizen, and a professional lawyer during the three years. Be ready to embrace experiences and become the very best new lawyer you can be for your clients when you graduate. (Amy Jarmon)
Monday, June 29, 2015
UNLV is a comprehensive research university of approximately 28,000 students and 2,900 faculty and staff dedicated to teaching, research, and service. The university has internationally recognized programs in hotel administration and creative writing; professional degrees in law, architecture, and dental medicine; and leading programs in fine arts, sciences and education. UNLV is located on a 332-acre main campus and two satellite campuses in dynamic Southern Nevada. For more information, visit us on-line at: http://www.unlv.edu.
Reporting to the Director of the Academic Success Program and the Dean for Student Affairs, responsibilities include counseling students in order to assist students with their legal studies, monitoring and training student mentors, assisting in curriculum development for the first year and bar passage programs, and counseling current students and alumni on bar passage issues.
A competitive applicant for the Assistant Director of the Academic Success Program position must have excellent writing and editing skills, a strong ability to counsel and mentor students, superior public speaking skills, very strong grades and a Juris Doctor from an ABA-approved law school, and membership in a state's bar. Prior academic support experience (either professional or as part of a graduate or law school program) or teaching experience (i.e., legal writing or comparable teaching experience in writing and analytical skills training) is preferred.
Salary competitive with those at similarly situated institutions. Position is contingent upon funding.
Submit a letter of interest, a detailed resume listing qualifications and experience, and the names, addresses, and telephone numbers of at least three professional references who may be contacted. Applicants should fully describe their qualifications and experience, with specific reference to each of the minimum and preferred qualifications because this is the information on which the initial review of materials will be based.
Although this position will remain open until filled, review of candidates' materials will begin on July 13 and best consideration will be gained for materials submitted prior to that date. Materials should be addressed to Professor Jennifer Carr, Search Committee Chair, and are to be submitted via on-line application at https://hrsearch.unlv.edu. For assistance with UNLV's on-line applicant portal, contact UNLV Employment Services at (702) 895-3504 or firstname.lastname@example.org.
University of Nevada Las Vegas
|Online App. Form:||https://hrsearch.unlv.edu/|
More Information on University of Nevada Las Vegas
Some suggestions for friends and family supporting someone through the bar exam.
Bar Taker: I’m going to fail.
Wrong: Keep up that negative attitude and you certainly will fail.
Right: You are a brilliant, wonderful, hard-working person who is going to win the bar exam!
Bar Taker: I’m getting fat/so out of shape.
Wrong: You do look a little fluffy. And your clothes are a little tight. You need to work out.
Right: No you’re not. You look fantastic. In fact, your arms are so buff from lugging around all those commercial outline books it looks like you’ve been doing Crossfit.
Bar Taker: sniffing the air around him/her Do I smell?
Wrong: You don’t smell but that t-shirt you’ve worn for 3 days in a row sure does, and I could fry okra with all the grease from your hair.
Right: You sure do! You smell like someone who is going to pass the bar exam.
Bar Taker: My house/apartment/room is such a mess.
Wrong: Funny you should say that. I just submitted an audition tape to Hoarders.
Right: You poor dear! Please let me help you. You go to the library and study while I clean up.
Bar Taker: Ugh. I am absolutely exhausted from studying all day.
Wrong: Studying all day? You’ve got to be kidding. Tweeting and posting on Facebook about studying is not the same as actually studying.
Right: Studying like that is just so draining. You just relax right here on the couch and let me wait on you for the rest of the evening.
Bar Taker: I’m just so stressed. I can’t do this anymore.
Wrong: Stressed? You think this is stressful? Insert one of the following:
Mother- Try being in labor for 36 hours like I was with you. Now that is stress.
Sibling- You are such a big baby. No wonder Mom loves me best.
Significant other- Stress is trying to deal with you and your incessant whining. By the way, I’m breaking up with you.
Right: I cannot even begin to fathom the amount of stress you are dealing with. This is the most difficult experience anyone has had to go through. Ever. Let me make an appointment for you to get a massage. My treat.
Wednesday, June 24, 2015
Please welcome Cyrah Khan as Associate Director of Academic Support at Seattle University School of Law where she assumed ASP duties this winter. She grew up in New York and became interested in education during high school when she started tutoring at-risk kids in NYC public schools. After moving to Seattle to pursue a Criminal Justice degree at Seattle University, she attended Seattle University School of Law and started doing work in education equity and access to education. She has worked for the US Department of Education Office for Civil Rights and the ACLU Education Equity Program. Most recently, she clerked at Division Two of the Washington Court of Appeals. While clerking she earned her Master's Degree in Education with a focus on differentiated instruction and program assessment.
Please welcome Cyrah to ASP!
Wednesday, June 17, 2015
I love sports. I love to play sports, coach sports, and watch sports. Studying for the bar exam is like playing a sport, coaching a sport, and watching a sport. There are highs and lows, agonies and defeats, and setbacks and triumphs. Bar review for many law school grads has been in full force for a couple of weeks. The foggy haze of transition from law student to bar student has lifted. Now, it is time for bar students to get their heads in the game.
Like preparing for a sport, you must look at your bar preparation as you would a training schedule. You cannot swim the 500 meters, score the winning goal, or finish the race without focused, incremental, and structured training. Bar review is just that. Everyone says, "Bar prep is a marathon, not a sprint."
During your bar prep, you want to get high scores on MBEs, ace the essays, and finish the performance test with time to spare. However, this is usually far from the realities of your initial phase of bar prep. You have not fully memorized the law or mastered your test taking skills at the beginning of bar prep. However, you are laying the foundation. And, it is this foundation that will get to you game day.
Here are a few ideas to consider as you prepare for game day:
- Map out the remaining subjects that you need to review and the tasks that you need to complete. Writing this out can help you manage your stress and your work load.
- Set realistic goals for each day (or each hour). Meeting goals helps propel you over the next hurdle, builds your confidence, and shows you that you can win this!
- Give yourself time to process the information that is being thrown at you. Do not expect that you will know everything after listening to a lecture and completing 30 multiple choice questions. Bar review is a process, trust in the process.
- Make time for breaks. If you schedule a break, it is not considered procrastination. Everyone needs down time and it is important that you balance your intense study schedule with sufficient time to refresh.
- Evaluate your work. It is important to understand what you are doing right and what you still need to work on. This will help you refocus your time and prioritize improving your weaker areas.
- Play a sport or watch a sporting event (Women's World Cup perhaps). This may give you the inspiration to help you keep your head in the bar review game.
Tuesday, June 16, 2015
Yesterday evening I received a two sentence email from a student asking for advice on how to become an more detailed-oriented person because she is struggling in an internship, and she cites her big-picture orientation as a significant contributor to her struggle. As a member of the constantly connected gadget-net generation I read this email on my phone, and immediately began composing a list of free association ideas to help the student "fix" the problem while resisting the urge to comment further on the missing detail of a signature so that I would know who was asking the question. But I stopped myself from hitting send on that response, rationalizing the decision as "well, that's not what a detail-oriented person would do" and "do you really know what you're talking about because you're about to try to answer a really complicated question via smartphone email."
Today my time in the office has included internet searching for collective advice about becoming more detail-oriented. I also searched for inventories out there to assess comparative detail-orientation because maybe this student is generally sufficient at detail-orientation but is just working for a hyper-perfectionist. There have also been a few minutes where I'm wondering if maybe I am spending too much time attending to omitted details. And thinking that maybe I should be writing a post about productive-procrastination instead. But really, all of this has led me back to the free association list I drafted last night. While it lacked a certain amount of detail, it was probably a good starting place for this student if she is serious about changing her habits of thought and becoming a more detail-oriented person. The student is having a crisis moment and probably wants a list of concrete actions and just needs an immediate starting place to feel some relief as soon as possible. But, I personally would much rather provide the map of cognitive restructuring this student can follow to experience long term relief several months or years down the road.
Habit change requires sustained effort, particularly when we are seeking to change dominant preferences that have become entrenched through repeated practice. For the next few sentences, I'm going to assume that there is a documented and empirically validated scale of detail and big-picture orientation that exist on a continuum like extroversion and introversion on the Myers-Briggs Type Indicator. People who live at the extreme ends of the spectrum between detail and big-picture orientation are going to struggle during the first phases of new habit development because these new thought habits will start out as exercises of the imagination since there is limited personal experience with the non-preferred thought habits. Indeed, it may require finding someone who has the desired habits and is willing to demonstrate them to begin developing context of where change in the thought process needs to start. The closer to the middle of the spectrum someone is indicates fluency which allows them to adopt the set of habits that is most suited to the task at hand.
The concrete behaviors someone with strong big-picture preference can adopt to initiate change generally fall into a broad category of systems of accountability such as to-do lists, reminder programs on phone and computer, accountability partners, workflow checklists, create automatic detail inclusion when available (e.g. email signature blocks), etc. The concrete behaviors that someone who is strongly detail-oriented can implement is scheduled times for reflection on the big picture, a list of big picture assessment questions to use during those scheduled times, and assessment of the priority level of the project because perfectionism and detail-orientation are at least cousins, if not siblings or the same thing.
I will now reply to the student and provide the list I drafted last night, links to a couple of worthwhile online resources, and an invitation to meet and discuss in greater detail. In these circumstances that's probably the best approach for this student. But if I'm wrong, she'll know she can come back and help me find a better way to help her. (CMB)
Friday, June 12, 2015
Should we encourage grads to delay taking the bar exam if we think that they will not pass on their first attempt? This is a very sensitive topic and aspects of which are currently being litigated in Arizona. Those of us who are overseeing bar preparation can easily understand the thinking behind what is happening in Arizona. We work with very diverse groups of students and we know their likelihood of success on the bar exam hinges upon several factors.
Some students are working full time as they study for the bar; some are caring for an elder or young child; and some struggled throughout law school and barely graduated. Others are less motivated to put in the necessary time to pass the bar with a traditional 8-10 week preparation window. We also understand that some students will greatly benefit from taking some time off between law school graduation and studying for the bar exam.
Because we know most of our students so well, we are keenly aware of particular students who are unlikely to pass on their first attempt (due to any number of reasons). Thus, does this mean that we should discourage them from sitting for the bar this summer? Personally, I have grappled with this notion. However, I have heard of other Professors, Law Schools, and ASPers who often dissuade (and possibly entice with incentives) grads into delaying their bar examinations.
Unless I have been directly asked by a grad for my professional opinion, I wrestle with whether it is my place to influence their decision to sit for or delay sitting for the bar exam. However, when you work so closely with grads during their bar preparation, we do not just think that they may not pass; instead, we often know that they will not pass. Bar exam performance can be predicted when you look at several factors and data points. When I have access to their scores throughout bar review, especially their simulated exams, I can predict with a high level of accuracy their performance on the actual bar exam.
Does this mean that I should encourage delaying the exam? This is the very issue I grapple with. On the one hand, when I know that they will likely fail the exam, encouraging them to wait means they do not have to experience the shame and defeat associated with failing the bar. We also know that once a student has failed the bar exam, passing it becomes a bigger psychological and emotional challenge. (As if it could be more psychologically challenging.) Dissuading them from sitting, also means that bar passage statistics will likely be more favorable for my law school; thus, the dilemma. Because of the current state of affairs in legal education, law employment, and law school admissions, bar passage matters. It matters more now than ever. Therefore, there is no easy answer.
Thursday, June 11, 2015
Monday, May 25, 2015
Sunday, May 24, 2015
The Appalachian School of Law (ASL) is looking for a full-time, tenure-earning faculty member interested in teaching in its Academic Success and Bar Preparation programs starting August 2015. ASL is committed to student achievement, and this position will be primarily responsible for developing, leading, coordinating, and implementing programs that support ASL’s goals of assisting law students as they develop and improve legal study and test-taking skills, adjust to the challenges of law school, pass the bar exam, and prepare to enter law practice.
Minimum requirements include a J.D. degree and admission to the practice of law. Ideal candidates will have experience working in a higher-education setting in the areas of teaching, academic assistance, academic counseling or similar administrative, teaching, or practice experience. The successful candidate also must have excellent written and verbal communication skills, and the ability to work effectively with a wide range of constituents within the diverse law school community, including students served by the Academic Success Program, faculty, and administrators.
ASL is located in the scenic-mountainous region of southwest Virginia. All aspects of ASL’s academic program—from the structured curriculum and the required summer externship to the weekly community service commitment—are designed to respond to the unique needs and opportunities of a law school in this region.
Women, people of color, and others with diverse backgrounds are encouraged to apply. To apply, please send a cover letter and a resume to Priscilla Harris, Chair, Faculty Appointments Committee. For email, send to email@example.com, including in the subject line, “ASP Position.” For mail, send to Priscilla Harris, Appalachian School of Law, 1169 Edgewater Drive, Grundy, VA 24614. We will start reviewing applications immediately and continue until the position is filled.
Saturday, May 23, 2015
When I worked with undergraduates in my first career in higher education, I was heavily involved with academic advising for ten years. In fact, my doctoral dissertation was on an academic advising topic. As a result, I have always been interested in academic advising for law students. Perhaps it would be more accurate to say, the lack of academic advising for law students.
Many of the students with whom I have worked on other ASP'ish topics approach me for academic advising as well. This past year, my editor for the ABA's magazine, Student Lawyer, had me focus many of my articles on topics within the purview of academic advising.
By academic advising, I do not mean the mechanics of registration or the specific academic regulations. Instead I am referring to advice to law students on aspects that help them apply the mechanics and regulations to meet their academic and career goals and optimize their success. Academic advising goes beyond the procedures, policies, and printed words to consider the individual student as a learner.
For example, a graduation audit to see how an upper-division student is progressing on the requirements for graduation is very important. (I know because I once had co-duties with the Registrar for the graduation audit at a law school.) But the audit is about regulations and mechanics rather than which courses would be the best selections in the ensuing semesters for academic and career goals and learning.
Law schools tend to provide lots of assistance with and information on the mechanics of registration and the academic regulations. There are law schools that undertake true academic advising for special groups: dual-degree students; students in specialized certificate programs, clinic students, or others. But for the majority of law students, academic advising is a hit-or-miss or non-existent experience.
At many law schools academic advising is fragmented. Academic decanal staff, registrar staff, academic support staff, and others may all be involved in some tasks. But a coordinated academic advising program is often non-existent or not effectively implemented among the varied efforts.
Consequently, many students depend on the upper-division student grapevine for their main academic advising. They may get a bit of advice here or there from an approachable faculty member. However, they are more likely to ask faculty members for advice if they know specific career plans that mesh with that faculty member's field of expertise: I want to go JAG; I want to practice oil & gas; I want to be an in-house lawyer. Career services may assist with hot job opportunities and suggested courses that mesh with those specialties in the marketplace.
But putting together a curriculum with all of the relevant nuances for anindividual is very different from this hodgepodge of sources. Academic advising needs the human interaction element of thoughtful communications about academic goals, career goals, short-term and long-term goals, course combinations, academic strengths and weaknesses, learning and cognitive processing styles, individual circumstances outside law school, and much more.
Law schools try to put together options that might help, but often miss the mark. Expensive software is available that will do the graduation audit function and allow students to play with course scenarios, but it is not academic advising. Academic advising handbooks (whether for faculty or students or both) are helpful if they have value added beyond regulations and mechanics, but these tools still miss the interaction if stand alone documents. Making every faculty member advise a certain number of assigned law students is often unhelpful because of individual faculty being overloaded with other duties, untrained, or disinterested. Mandatory advising once or twice a year with an assigned, willing, and trained academic adviser is a start on interaction; but even this option can become merely an "inoculation" process rather than an ongoing dialogue.
With the increasing number of law students who have lower admission credentials, the need for individual academic advising is more critical now than ever. Increasing numbers of non-traditional and first-generation law students also increase the pressure for academic advising. One positive of smaller entering class numbers is that with fewer law students there is greater opportunity to implement individual discussions for true academic advising. (Amy Jarmon)
Friday, May 22, 2015
Professors are grading stacks of exams as the due date for grades quickly approaches. The law school is like a ghost town when it comes to faculty presence. The few colleagues who prefer to grade exams in their offices rather than at home give daily updates on how many questions/exams down and how many to go.
Some courses are already completed and the grades posted. Our trusty Registrar's staff members post grades as soon as all of the procedures for a course to link names to exam numbers and grades are completed.
The emails, telephone calls, and visits are starting from anxious students who are waiting to see whether they will meet the academic requirements. Many of them have one or two of their grades posted at this point and are frantically calculating what they need in their other courses to make the minimums. They are losing sleep over whether the next course posted will help or hurt them.
Their angst is increased because of their prior feelings as they came out of their exams. In some courses, they felt confident and visualized getting some kind of B or A. In other cases they felt discouraged by rules recalled after leaving the exam room, running out of time, or "flipping a coin" between two good answers for the best answer. Add those post-exam discussions with classmates, and they have worried about missing things other people saw.
When the first posted grades were not the hoped for As or Bs but instead Cs or lower, they likely visualized the bottom dropping out. If they were so wrong about success in those courses, what will the other grades be like? Even if the disappointing grade might be the result of a tight curve rather than their own lack of understanding, it is little consolation.
Every law school is different when it comes to policies and procedures. Here are some thoughts to help students who are concerned they may not make their academic standards:
- Read the student handbook, on-line policies/procedures, or other materials provided by your law school about academic standards. Answers to many of your questions are already available in these materials.
- Review the specific options, if any, that you may have for your law school. Some law schools dismiss without any options. Some law schools have processes for immediate petitions while others require students sit out a period of time before a petition may be filed. Some schools allow readmission on probation while others only allow repeating the first year.
- Read carefully all letters and materials you receive about your academic status. (If you were already on probation, re-read the prior letter and materials.) Answers to many of your questions are given in those communications.
- Meet any deadlines that you are given for the options available to you at your law school.
- If documentation is required for petitions (examples: doctor's letter, psychiatrist's letter, report on ADHD testing, etc.), make sure appropriate documentation is provided.
- Be honest with yourself. Law school is not the path for everyone. Is law school what you really want to do? Did you only attend because you were not sure what else to do? Do you find the law intellectually stimulating and interesting? Instead, is it drudgery for you? What is your passion? What do you really want to do with your life?
- Consider how to tell family and friends about your academics. Having support is important. Hiding the situation from those who care about you may add to your stress. Decide whether you want to talk to significant people in your life now or later about your law school career. Perhaps talk to someone at the university's counseling center if you need someone to help you with the anxiety and decision-making.
- Have your Plan B (and Plan C and Plan D if necessary). Begin to devise what you will do next if law school is no longer an option. Application to another graduate program? Certification in a new skill? Return to the career/job you left before law school? Move back home temporarily?
- Consider the implications of probation or dismissal for your financial aid. Talk to the financial aid person for your institution. Your university may have academic progress requirements that affect financial aid for probation students. Find out loan repayment procedures if you are dismissed.
As you wait for grades, realize that you are still the same intelligent and talented person you were before law school. Not becoming a lawyer (whether you decide not to continue when the grades turn out okay or you are dismissed) is not the end of your choices. You will have a positive impact on society in other ways. And the critical thinking and writing skills you have learned in law school will translate to other fields. (Amy Jarmon)
Monday, May 18, 2015
Bar Exam Season is here.
Just a few days ago you took your last law school exam and celebrated graduation and hooding with family and friends. You’ve barely had time to open the graduation cards and now it’s time to hit the books again. Commercial bar prep has begun and it is just the beginning of a great adventure. You’ve worked hard for almost three (or four) years, 10 more weeks is no big deal. The good news is that the first week is the easy week so take advantage of any free time to do the following:
Organize your life.
- Do laundry, go grocery shopping, clean your apartment. Studying for the bar exam seems to affect your ability to do any of these things.
- Talk to family and friends about the next 10 weeks and how you will be less available. Assure them you will make time for them but studying for the bar is a full-time job.
- Find a healthy, non-law related activity to help with stress relief. It is important to relax and have a little fun. It’s good for your mental, physical, and emotional health.
Organize your study schedule.
- Go through your bar exam material and familiarize yourself with it. You will use some things more than others and it’s good to figure out your go-to sources early.
- Take a look at the prepared study schedule and modify it to fit your learning and study needs. Figure out your study approach and make sure you have all your study supplies.
- Find a place to study. Try out a few different places and figure out which atmosphere best promotes focused study (hint- it will not be anywhere in the vicinity of a tv, refrigerator, couch, bed, etc).
You've got 10 weeks of studying ahead of you. There's no getting around it so you might as well make the best of it. (KSK)
Saturday, May 16, 2015
Hat tip to Scott Fruehwald on the LRWProf list for pointing out a new article. You may want to check out James B. Levy's new article entitled Teaching the Digital Caveman: Rethinking the Use of Classroom Technology in Law School on SSRN: Levy Article. (Amy Jarmon)
Friday, May 15, 2015
Congratulations on finishing your academic year! Now you have the summer stretching before you. Here are some thoughts on how to get the most from your summer:
- If at all possible, take some time to decompress before you plunge into a job, summer school, or other obligations. You need some time to relax after your academic year.
- Reconnect with family and friends over the summer months. Socialize with the people you are close to and spend some quality time enjoying their company. They have missed you.
- Laugh aloud as much as possible. Do silly things with your younger siblings or nieces/nephews or children; share the joy of childhood with them. Hang out with friends and family members who see the positive and funny side of things. Let your pet's antics delight you.
- Take up a new hobby or return to an old one. Fill your spare time with things you love but told yourself you did not have time for during the academic year. Then decide how you can carve out some time for your favorite outlet once the school year begins.
- Spend some time volunteering. If you help those who are less fortunate than you, it reorients your perspective and helps you realize that law school is a privilege even if it is hard work.
- Get back into a healthy routine this summer. If you are like most law students, you have become sleep-deprived, junk-food-sustained, and exercise-avoiding. Return to healthy habits so that you become your personal best this summer. Then continue your routine when the semester begins.
- Evaluate your year. What legal or academic skills did you learn this year? What legal or academic skills do you want to improve during next year? What resources at your law school can assist you with those improvements? Make some plans for those improvements.
- Make some non-academic plans for next year. What are your extracurricular goals for the next academic year: student organizations, pro bono work, part-time job, resume building, pursuit of career opportunities? What are your personal goals: stress management, curbing procrastination, better health, spiritual growth, strengthening friendships? What are some positive steps you can take next year to meet those goals.
- Take some time at the end of the summer to recharge your batteries before you return to the classroom in the fall. You want to be refreshed when you return to campus to start another semester.
Have safe and happy summers. We look forward to your return in August. (Amy Jarmon)
Wednesday, May 13, 2015
Have you ever noticed when you are working with students that some law students seem to encounter more than their fair share of life's hardships? The student with academic difficulties is often the same person with financial issues, marital or family issues, personal health issues, and more. It seems for some of my law students that life difficulties come in more than the commonly espoused three in a row.
It often occurs to me that these students persevere against huge odds that would confound most people. The fact that these students with so many obstacles graduate, pass the bar, and become lawyers is really a tribute to their courage. They may not have the highest grade point averages, but they are heads above the crowd in backbone.
Unfortunately, students in the midst of life's obstacles often struggle through them without seeking support. They may not know that assistance exists. They may misjudge the collateral damage to their academics. Or they may let pride get in their way.
Each law school varies in its policies and procedures, but I encourage law students to ask for help when they are dealing with issues that interfere with their academic focus. At least find out your options so that you can make informed decisions.
Some possible resources for students are:
- Meetings with the academic support professional to help with more efficient and effective study skills and time management decisions while the student is juggling the personal circumstances.
- Meetings with an academic or student affairs staff member in the law school to support the student and provide advice on options and referrals.
- Appointments at the university's counseling center for an objective listener during the stressful circumstances that the student is facing.
- Appointments with the university's student health services to provide medical attention and referrals to outside doctors as appropriate.
- Discussion of academic procedures that allow students to postpone exams or papers, take an incomplete grade for additional time to complete coursework, take a course underload for a semester, file a leave of absence for a semester or year, or other options.
Students do not have to handle life's obstacles on their own. As ASP'ers we need to be as familiar as possible with the policies and procedures of our law schools and to make referrals to other law school or university staff and services as appropriate. (Amy Jarmon)
Tuesday, May 12, 2015
Position Title: Assistant Director, Office of Academic & Bar Success
Department, Program, Center: Law School
Requisition Number: FAC000284
College or School: School of Law
POSITION SUMMARY INFORMATION
The faculty in the Office of Academic & Bar Success work in and out of the classroom to improve the academic success of Santa Clara Law’s students from Orientation through Bar passage. Our faculty works in coordination with doctrinal and skills faculty to design, coordinate, implement, evaluate, and improve the academic skills curriculum. Our faculty members teach courses, provide direct student counseling, and coordinate student programming on a year-round basis. The Assistant Director will primarily work with first-year and continuing students on their academic success needs.
This position is a 75% full-time, eleven-month appointment. The position is a non-tenure track, one-year lecturer position with benefits, subject to renewal contingent on programmatic need.
Salary: Depending on qualifications; benefits eligible.
- J.D. degree and California Bar membership.
- Experience counseling students in a higher education setting.
- Comfort and familiarity in working with students from diverse backgrounds.
- Ability to think imaginatively, critically, and collaboratively about how to improve and measure student academic development.
- Understanding of, and ability to work for, the mission and goals of Santa Clara University School of Law.
- Prior teaching or tutoring experience is desirable, particularly in a law school setting.
- Experience in program management and assessment is desirable.
Responsibilities include but are not limited to:
- participating in the design, direction, and evaluation of the 1L Academic Success Program (ASP).
- serving as co-supervisor of ASP student fellows and coordinators.
- leading co-curricular presentations on academic success topics during Orientation and throughout the first year.
- coordinating 1L academic success counseling.
- administering the 1L supplemental practice exam series.
In addition, the Assistant Director may teach credit-bearing skills courses, support students subject the Directed Study policy (our upper-division academic support intervention), and assist with Bar preparation programming.
The Law School supports professional development through conferences and training; scholarship is welcome but not required.
Start Date: 08/01/2015
POSTING DETAIL INFORMATION
Open Date: 05/12/2015
Close Date: 05/22/2015
Additional Information: Please include in your application: 1) Cover letter, 2) CV, 3) At least two letters of reference.
Reference letters will be automatically solicited via the system upon submitting your application.
Any questions may be addressed to Devin Kinyon, Assistant Director of the Office of Academic & Bar Success, at firstname.lastname@example.org.
To learn more about the School of Law, please visit http://law.scu.edu/.
About Santa Clara University: Santa Clara University is a comprehensive Jesuit, Catholic university located in California’s Silicon Valley, offering its 8,800 students rigorous undergraduate curricula in arts and sciences, business, and engineering, plus master’s, Ph.D., and law degrees.
Distinguished by the highest retention rate and ranked second among all master’s universities in the West by U.S. News and World Report, Santa Clara University is California’s oldest operating institution of higher-education. The University is focused on creating an academic community that educates citizens and leaders who will build a more just, humane, and sustainable world.
EEO Statement: Santa Clara University is an Equal Opportunity/Affirmative Action employer, committed to excellence through diversity and inclusion, and, in this spirit, particularly welcomes applications from women, persons of color, and members of historically underrepresented groups. All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity or expression, age, status as a protected veteran, status as a qualified individual with a disability, or other protected category in accordance with applicable law. The University will provide reasonable accommodations to individuals with a disability.
Santa Clara University annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Santa Clara University report, please go to the Campus Safety Services website at http://www.scu.edu/cs/. To request a paper copy please call Campus Safety at (408) 554-4441. The report includes the type of crime, venue, and number of occurrences.