Monday, February 8, 2016
Now that you have had some time to settle into your courses, you can evaluate your plan of attack for each course. Here are some things that you want to consider:
• Re-read your syllabus yet again to make sure you understand everything that you need to know about the course: the learning objectives, suggested supplements, assignment details, deadlines.
• What amount of time do you need for really good class preparation in each course?
Really good class preparation means that you are focused on learning and understanding the material and not just skimming it.
Really good class preparation means that you are taking responsibility for learning and understanding the material and not expecting the professor to spoon-feed the information to you as many undergraduate courses do.
Class preparation can include a variety of tasks depending on the course; some of those tasks may be the following:
Reading and briefing cases
Reading code/rule sections
Answering questions at the end of chapters
Answering study questions handed out by the professor
Completing worksheets or problem sets
Preparing practice-like documents (contracts, business plans, interrogatories, closing statements, wills, etc.)
Class preparation should include answering the questions that you know your professor always asks every class period.
Class preparation should include thinking about the material on two levels:
In-depth understanding of the separate cases, articles, etc.
Synthesis of how separate cases, articles, code sections, etc. work together and give meaning to the subtopic/topic
Look ahead in your syllabus to see if future assignments will get longer and in your casebook to see if future topics look more difficult – plan accordingly for the time you need to add for class preparation.
• What level of difficulty are you having with the course material at this point?
If you are concerned about a course, talk to the professor about specific study strategies and supplements that might help you with the material.
Evaluate how well you are understanding the course material.
Look through your class notes and briefs to determine where you have gaps in your understanding.
Determine how you will fill in any gaps: study aids, talking to the professor, talking to classmates, or other methods.
Outline all of the material that has been covered so far and ask these questions:
Does my outline just cover the gist of the material without any depth of understanding?
Does my outline help me inter-relate cases/code/etc. into the subtopics and topics?
Am I too bogged down in detail and irrelevant material?
Will my outline help me solve new legal problems (example, fact scenarios) that I have never seen before?
If you outline is incomplete and unrelated to problem-solving, fix the problems now.
Plan on-going strategies that you can implement to improve your understanding for each course.
• What resources do you have for the course that will help you apply the material that you are learning throughout the semester as you review topics or subtopics? Remember to increase the difficulty of practice questions as you review topics more thoroughly.
Study aids with practice questions
Practice questions on the professor’s course website
Problems or hypotheticals in the course materials
For 1Ls, tutoring practice questions
Draft-and-swap question opportunities with friends
Exam database for your law school
• For paper courses, plan out your research and writing and begin tasks now rather than procrastinating.
What deadlines are required by your professor: topic approval, paper outline, initial bibliography, drafts.
Break down larger tasks into small steps so that you do not get overwhelmed.
Set an artificial deadline two days before each deadline and work toward that earlier date. You will have more time for edits and rewrites if necessary rather than last-minute panic.
• Look ahead at your calendar and plan how you will get work done beforehand if you have weekends out-of-town, team or BOB competition weeks, or family events to attend.
Evaluate how well your plans are working periodically during the semester. Tweak or rework as needed. (Amy Jarmon)
Saturday, February 6, 2016
Friday, February 5, 2016
The AALS Teaching Methods Section plans to host an exciting program called “Reaching Students Effectively: Contemporary Challenges and Opportunities in Legal Education” at the 2017 AALS Annual Meeting in San Francisco (January 3-7, 2017). Here is our current vision of the program, followed by the call for proposals:
Reaching Students Effectively: Contemporary Challenges and Opportunities in Legal Education
We are in the midst of a time of great change in legal education. We face new obstacles and new opportunities as we work to find the best means of engaging and teaching today’s law students. As part of this program, we will ask panelists to spotlight effective teaching methods for overcoming new challenges and embracing new opportunities in one or more of these topic areas:
1. Technology (whether used by students inside or outside of the classroom or by educators to teach inside or outside the classroom)
2. Student emotional intelligence or self-awareness
3. Student aptitude (particularly if perceived to be lower due to recent admissions trends)
4. Changing law market needs and demands (e.g., of prospective employers)
5. Developments in learning theory, research, and literature
We hope addressing these topics
will help to ignite a broader dialogue about the challenges and opportunities presented by teaching and learning inside and outside the modern law school classroom. By program’s end, attendants should have some concrete ideas for teaching in their own classes in new and inspiring ways.
We welcome one-page proposals that address effective teaching methods for overcoming new challenges and embracing new opportunities with respect to one or more of the topic areas, as posed by the program description above. In responding, please keep in mind:
• The proposal may address any law school substantive course area, but we hope for the audience (presumed to include educators that teach in a broad variety of course areas) to be able to relate the presented methods to their own classes.
• Proposals featuring any type of interactive learning exercise that will engage the audience — especially a method used by the presenter with her or his own students — will be greeted with heightened enthusiasm.
Please submit proposals to the Program Chair Professor Michael Bloom via email at email@example.com by
March 1, 2016. The program committee looks forward to reviewing
and to learning about your innovations and ideas for making legal education in the modern era come alive for our students.
MICHAEL L. BLOOM
Director, Transactional Lab & Clinic
Clinical Assistant Professor
Univ. of Michigan Law School
Thursday, February 4, 2016
Please join me welcoming Louisa Heiny to our community. Louisa began at University of Utah Law School in January 2016. Please take the time to chat with her when you see her at regional or AASE events!
Her faculty profile can be found here: Louisa Heiny. Below is a short introduction that she shared so all of you can get to know her:
I am an Associate Professor/ Lecturer at the University of Utah Law School. I teach Evidence, Judicial Process, and Legal Writing for Judicial Clerks. I've been teaching at Utah as an adjunct for since 2010, and before that was a Professor of Legal Writing at the University of Colorado Law School. I was hired full time in January to teach, develop ASP programs for upper-division and transfer students, and integrate those new programs into our existing 1L ASP and Bar prep programs.
Wednesday, February 3, 2016
Please welcome Nicole Lefton who joined the Hofstra ASP/Bar Prep community in mid-January 2016. Please make a point of introducing yourselves to her at the next regional conference or AASE! Nicole shared the following information with us so you can get acquainted with her:
Nicole Lefton joins Hofstra as the Director of Academic Support and Bar Exam Preparation and a visiting professor. Prior to Hofstra, Nicole was the Senior Director of Academics at Kaplan Bar Review, where she worked for close to eight years. In addition, she taught Legal Writing and Lawyering Skills for several years to both JDs and International LL.M.s at Cardozo School of Law. Nicole graduated from Vassar College, and she received her JD from Cornell Law School. After graduating from Cornell, she joined the law firm of Rosenman & Colin as a real estate associate. She then joined Brownstone Publishers, a national, legal newsletter publisher, where she began as an editor and eventually became editor-in-chief. Nicole is admitted to the New York State Bar. She resides in New York City with her husband and two sons.
Saturday, January 30, 2016
The ABA recently established new objectives for legal education. The new Standard 302 requires schools to establish “learning outcomes” for competency in substantive and procedural law. Standard 304 establishes a requirement for simulation or experiential learning in and outside of clinic work/courses. Standard 314 requires an institutional commitment to “Assessment of Student Learning." Standard 314 specifically states: “A law school shall apply a variety of formative and summative assessment methods across the curriculum to provide meaningful feedback to students.”
The Teaching Methods Newsletter would like to feature your new ideas for implementing Standards, 302, 304, and 314, in order to engage all members of the Academy in thinking about methods to fulfill these new ABA requirements.
To that end, we invite law professors over the entire spectrum of law course offerings to submit a 500-word description of any of the following techniques you are currently using in your class(es) or plan to include in the next academic year:
1. Your method of establishing and implementing learning outcomes for your class in order to meet Standard 302;
2. Your new ideas for simulation or experiential learning activities to meet Standard 304; and
3. Your ideas for assessing student learning in your class to meet Standard 314.
As part of the description of the technique, please provide details as to how the technique specifically fulfills the ABA requirements.
Submissions must not have been previously published in a prior periodical or journal or already accepted for publication.
Selected submissions will be published along with a short biography, photo, and your contact information. Along with your submission, please include a photo, the name of the class in which you use or plan to use the teaching or assessment technique, and your biographical information. Our goal is that law faculty interested in your technique will contact you directly for more information and advice on implementation.
Please send your submissions here:
The deadline for submissions is Friday, February 28, 2016.
Feel free to contact Secretary Rory Bahadur (firstname.lastname@example.org) or Executive Committee Member Kim Holst (email@example.com) with any questions about submitting to the Section on Teaching Methods Newsletter.
Rory Bahadur, Secretary
Kim Holst, Executive Committee Member,
AALS Section on Teaching Methods
Friday, January 29, 2016
If you have joined the law school ASP/Bar Prep profession since May 2015 and would like to be introduced here on the Blog for the first time, please send an email to Amy Jarmon (Texas Tech) at firstname.lastname@example.org with the following information:
- Your name (and nickname if you don't use your given name)
- Your title and law school
- When you began your position
- A brief paragraph with background information (degrees, work experience, interest areas).
- A link to your faculty profile on your law school's website (if you have a profile).
- A SMALL jpeg photo (if your faculty profile does not include one).
Introduction postings will be included on the Blog over the next few weeks. Welcome! We hope to see you at upcoming workshops and AASE conference. (Amy Jarmon)
Thursday, January 28, 2016
I am pleased to provide the conference schedule for “Responding to the New ABA Standards: Best Practices in Outcomes Assessment,” which the Boston University School of Law and the Institute for Law Teaching and Learning are co-sponsoring. The schedule is attached and also copied below. The conference will take place on Saturday, April 2, at the Boston University School of Law. It will include a presentation on the new standards by Bill Adams, Deputy Managing Director of the ABA Section of Legal Education and Admissions to the Bar, and workshops led by legal educators who specialize in the area of assessment. There is an opening reception on the evening of Friday, April 1.
We are excited about this conference and hope to see you there; register soon and reserve your spot! You can find a link to the registration process at http://lawteaching.org/conferences/2016spring/
Kelly S. Terry | Associate Professor of Law
Co-Director, Institute for Law Teaching and Learning
Director, Externship Programs & Pro Bono Opportunities
University of Arkansas at Little Rock
William H. Bowen School of Law
1201 McMath Avenue | Little Rock, AR | 72202
Tel. 501.324.9946 | email@example.com
RESPONDING TO THE NEW ABA STANDARDS: BEST PRACTICES IN OUTCOMES ASSESSMENT
April 1-2, 2016
Boston University School of Law
Friday, April 1, 2016
4:30—7:00 p.m. Registration
5:00—7:00 p.m. Welcome Reception
Saturday, April 2, 2016
8:00—8:30 a.m. Registration & Breakfast
8:30—8:50 a.m. Dean’s Welcome & Conference Opening—Dean Maureen O’Rourke & ILTL Co-Directors
8:50—9:00 a.m. Break
9:00—10:00 a.m. The New ABA Standards on Outcomes Assessment—William E. (Bill) Adams, Jr., Deputy Managing Director, ABA Section of Legal Education and Admissions to the Bar
10:00—10:15 a.m. Break
10:15—11:15 a.m. Identifying and Creating Institutional Outcomes—Emily Grant & Sandra Simpson
11:15—11:30 a.m. Break
11:30—12:30 p.m. Translating Outcomes Into Competencies and Rubrics—Lindsey Gustafson, Peggy Maisel, & Kelly Terry
12:30—1:30 p.m. Lunch
1:30—2:30 p.m. Curriculum Mapping—Lindsey Gustafson, Peggy Maisel, & Kelly Terry
2:30—2:45 p.m. Break
2:45—3:45 p.m. Evaluating Attainment of Outcomes and Creating an Assessment Plan—Michael Hunter Schwartz, Katharine Silbaugh, & Sophie Sparrow
3:50—4:20 p.m. Closing—Emily Grant, Sandra Simpson, & Kelly Terry
Wednesday, January 27, 2016
Spring semester is a new beginning. You can repeat the strategies that worked. You can modify strategies that need some tweaking. You can implement new strategies to replace bad strategies. Now is your opportunity to make changes where needed!
Here are some things you want to consider:
- Start a serious study routine now. Too many students waste the first half or two-thirds of the semester before they get down to consistent hard work.
- Prepare for class with your focus on learning and understanding. Doing time over pages is not learning. Understanding before class has real advantages:
- You can follow the discussion better and not wonder what is going on.
- You can answer questions better if called on by the professor.
- You can take better notes because you know what you already have in class preparation materials (briefs, worksheets, problem sets, etc.).
- You can ask questions that you know are relevant and important because you know more about the material.
- Review before you walk into class to allow yourself to have seen the material twice. If the topic is a continuing one, read the notes from the prior class to gain context.
- Review your class notes after each class for 15 minutes some time during the same day to reorganize, fill in gaps, add examples, note down questions to ask, and summarize the essential take-away points.
- Outline each week for each exam course. You will gain insights and context more quickly. You will be outlining while material is still fresh. You will build your master study document easily and be able to start exam review.
- Distribute your learning throughout the semester. That is, front-load exam study rather than wait to cram. Here are four reasons for doing this:
- You will recall, understand, and apply information more easily if you have seen it multiple times during review throughout the semester.
- Long-term memory is built over time and allows you to retrieve information later (on the exam, during an advanced course, bar review, or practice).
- Cramming equals mere brain dump without any longevity of memory; you will need to relearn everything later.
- You will decrease your stress if you spread exam learning over 15 weeks (the usual semester length) rather than a few weeks at the end.
- Include multiple levels of review in your weekly schedule to front-load exam study:
- Prevent forgetting 80% of what you learn within 2 weeks: Read your outline front to back page each week to keep everything fresh.
- Intensely review sections of your outline for deep understanding: grapple with the concepts; synthesize those concepts; know how to use them to solve new legal problems.
- Apply the material on as many practice questions as possible. Choose questions similar to the exam if you know the type of exam. Practice does make perfect.
- Spend time on memory drills to learn the black letter law over time, so it comes to you quickly through repetitive study.
- Get assistance early and often. Ask your professors questions. Get feedback on practice questions if possible. Read study supplements if needed. Visit with the academic support professional at your school.
- Adopt a mindset that you can improve! Last semester was last semester. Focus on what you can do this semester.
You have more control over your semester and exams than you realize! You need to use learning and memory to advantage. Take charge of your semester from the beginning rather than dawdling. Go for it! (Amy Jarmon)
Tuesday, January 26, 2016
Now is a good time to contact your professors to review any fall semester exams about which you had concerns. If you received a C+ grade or below in a course, you should definitely consider reviewing the exam.
- Many of the exam-taking skills for law school translate from one course to later courses even though the course material is very different.
- An exam review can highlight study strategies that were successful prior to the exam as well as indicate study strategies that need modification or abandonment.
- An exam review will allow you to track what you did well during the actual exam and want to continue doing on future exams.
- An exam review will allow you to track what you had problems with during the actual exam and want to improve on for future exams.
- Exam reviews for several courses may indicate patterns of success or error that you have repeated across exams.
- Here are two handouts that can assist you in what to look for when you do your exam reviews.The first handout is for fact-pattern essay (also relevant for the most part to short-answer): Download Patterns to Look for and Questions to Ask When Evaluating Fact The second handout is for multiple-choice questions (also relevant for the most part to true-false): Download Patterns to Look for and Questions to Ask When Evaluating Multiple These handouts suggest questions that can help you analyze your exam performance more thoroughly.
- Professors vary in how they complete exam reviews. Here are some variations that you may encounter: a) The professor may conduct exam reviews for students who email with a request, may have a sign-up sheet on the professor’s office door, or may announce some other mechanism. b)The professor may first schedule appointments with students with the lowest grades, then move to the next level of grades for appointments, and so forth. c)The professor may have the student review the exam individually (and possibly the grading rubric or sample exam answers) before meeting with the professor. d)The professor may instead have the student come for the meeting and review the exam together.
- Make sure that you take careful notes during your exam review so that you will know what areas you want to continue doing well and what areas you want to improve on for future exams.
- After your exam reviews, evaluate what you have found out. Look for any patterns across exams and courses. Make a plan for your future exam study and exam-taking.
- If you are unsure what strategies may help you for your specific problem areas, make an appointment to talk with the academic support professional at your law school.
All students can improve their grades by implementing new study strategies and new test-taking strategies. Take advantage of professor feedback to make informed decisions instead of just randomly trying new strategies. (Amy Jarmon)
Sunday, January 17, 2016
For those of you who are new professionals in ASP/bar prep at your law schools, signing up for the ASP Listserv is done in the following manner. These instructions were sent to me by Stephen Sowle at Chicago Kent (he runs the listserv) in August 2015. If you run into problems after you have tried to subscribe, I would suggest that you contact him for assistance at firstname.lastname@example.org. (Amy Jarmon)
To sign up for the ASP listserv, follow these steps:
Address email to email@example.com
In the body of the message enter: subscribe ASP-L your_first_name your_last_name title school_name
your_first_name is your first name,
your_last_name is your last name
title and school_name are optional
Saturday, January 16, 2016
Are you looking for ways to give back to the profession? Do you want to meet more colleagues? Do you want to have an impact at a national level? Now is the time to sign up for committees for the 2016 - 2017 AALS rotation.
To volunteer to be on a committee, you need to be a faculty member or professional at a AALS member school. Not sure if your law school is a member school? Check the membership list here: AALS Member Schools.
As soon as possible, please email the Section Chair to indicate your interest in participating on a specific committee: Lisa Young (Seattle) at firstname.lastname@example.org.
The following are brief descriptions of the committees:
Awards Committee: The Section on Academic Support has the choice to present an award at the annual meeting to a member of the profession who has made outstanding contributions to ASP. The Committee decides each year whether or not the award process should be undertaken that year. If the Committee plans to present an award, it follows the processes for nomination and selection in the Section's Bylaws. Both the Section's Executive Committee and AALS must concur with the selection for the award to be presented.
Bar Passage Committee: This committee considers a wide range of issues related to bar preparation and the bar exam itself.
Learning Curve Committee: This committee publishes two electronic issues of the Learning Curve each year. The committee determines issue themes (where appropriate), solicits articles, selects articles, acts as editorial staff, and undertakes oversight of the actual publication of the issues.
Nominations Committee: Each year the committee undertakes the nomination process to select a slate of officers/board members to be presented to the membership at the annual meeting. The nominations/selection process is covered by the Section's Bylaws as well as the Section's 2014 Executive Committee Recommendations.
Program Committee: This committee is responsible for deciding the program topic in line with the AALS annual meeting theme, advertising the calls for proposals for program sessions/papers, reading all submitted proposals, selecting the proposals to be included, holding teleconferences with the selected speakers, and handling the program tasks at the annual meeting.
Status Committee: This new committee grew out of a discussion at this year's business meeting. The committee will look at the status issues that ASP/bar prep professionals have within the legal academy. There will likely be contacts with our counterparts in the legal-writing/LWI/ALWD and clinical areas regarding their status history and strategies that they used to address status issues.
Website Committee: The Section is responsible for the Law School Academic Success Project website that is supported financially by LSAC and is under the AALS umbrella. The website has content for law school professionals interested in ASP and students. Work is needed to update the website: directory information, lessons in a box, other content.
Friday, January 15, 2016
Thank you to everyone who attended the Section on Academic Support business meeting at a very early 7:00 a.m. on Saturday to vote on the slate of officers/board members. The following is the list of the Executive Committee members for the January 2016 - January 2017 rotation.
Chair: Lisa Young (Seattle)
Chair-Elect: Corie Rosen Felder (Colorado)
Secretary: Danielle Bifulci Kocal (Pace)
Treasurer: Staci Rucker (Dayton)
Immediate Past Chair: Amy L. Jarmon (Texas Tech U)
Board Member (term expires January 2017): Scott Johns (Denver)
Board Member (term expires January 2017): Jamie Kleppetsch (John Marshall)
Board Member (term expires January 2018): Twinette Johnson (Southern Illinois)
Board Member (term expires January 2018): Philip Kaplan (Suffolk)
Congratulations to everyone! Thank you for your service to the profession.
Thursday, January 14, 2016
Kudos to the Program Committee for a terrific program on Saturday at AALS. If you were unable to attend Raising the Bar, the presentations were excellent. Danielle Bifulci Kocal (Pace U) was the Moderator (and Program Committee Chair). Paula Manning (Western State U), Deborah J. Merritt (Ohio State U), and Kerriann Stout (Pace U) were the speakers. AALS made audio recordings of all of the sessions; these will be made available to member schools. If you need the presenters handouts, you can email Danielle (email@example.com) for those.
Wednesday, January 13, 2016
Associate Director for Student Affairs Position at Indiana U - Robert H. McKinney School of Law - January 22nd deadline
Indiana University Robert H. McKinney School of Law seeks applicants for the Associate Director for Student Affairs. The successful candidate will report to the Assistant Dean for Students Affairs and design, manage, and implement an academic support program including bar support for law students.
DUTIES AND RESPONSIBILIITES: The Associate Director will develop programs, advise and tutor students with special focus on students facing academic challenges, collaborate with faculty, develop an assessment model to measure the effectiveness of academic support, collect and analyze data, and draft reports concerning program outcomes. In addition, the Associate Director will manage the administrative aspects of the Dean’s Tutorial Society, including educational outreach, academic support initiatives and related programming.
REQUIRED: J.D. from an accredited institution, plus at least one year of post-law school professional experience.
The successful candidate should possess excellent oral, written and interpersonal communication skills; excellent leadership skills; unimpeachable integrity and trustworthiness; mature judgment in handling sensitive and confidential information; must have a keen sensitivity to human relations, with a high degree of empathy and approachability; demonstrated ability to work independently with little supervision; knowledge of legal theory and understanding of academic support best practices, strong law school academic record, proficiency in Microsoft Office applications required. Must have cultural competency in working with a diverse population.
PREFERRED: Three or more years of post-law school experience, especially teaching, advising, and tutoring in higher education or related experience. Bar admission in any state.
Applicants can apply directly online by January 22, 2016 at: https://iujobs.peopleadmin.com/postings/19394.
4th Annual Southwestern Consortium of Academic Support Professionals Workshop
ASP Through the Years: Building a Program to Reach Students Throughout Law School at University of Arkansas at Little Rock’s William H. Bowen School of Law in Little Rock, Arkansas
The Southwestern Consortium of Academic Support Professionals will host a one day workshop focused on reaching all our student populations. ASP Departments are expected to help the entire law school population, but most schools don’t have the resources for the support expected. Law Schools still evaluate on first-year retention and bar passage rates, so ASP Departments must reach as many students as possible with limited resources. Building a cohesive program for the first two years of law school is critical. This year’s workshop will include programs to help students succeed through their first two years. We will also discuss methods to improve diversity attendance and performance.
Bowen is located in the heart of Little Rock, Arkansas’ capital city, within a five-minute drive of state and federal courthouses, as well as some of Arkansas’ largest law firms and corporations. Little Rock’s vibrant legal community provides our students and alumni many opportunities for professional engagement and public service. With a metropolitan population of almost 700,000, Little Rock features the best in art and cuisine, right alongside the beauty of the Natural State. This will be a great place to visit in early March.
Registration is open to anyone interested in academic support. There is no registration fee. If you are interested in attending, you can register through google docs here: https://docs.google.com/forms/d/1lIJ0E1d56gs9Rut0Kh-YgSSBqYSQgLEXxCWjfmVueEI/viewform?usp=send_form Registration will be accepted through February 26th.
A block of rooms has been reserved at the Holiday Inn Presidential, 600 Interstate 30, Little Rock, AR 72202. This hotel is located a couple of blocks from the law school and there is free shuttle to the airport. We negotiated a rate of $99.00 per night for King or Double. Please be advised that this block will release and the price will expire on February 11, 2016. You can book your room by phone by calling (866) 900-7625 and referencing “UALR Law School Group Rate” and the dates of the event.
Dinner for anyone arriving early at Next Level Events at Union Station
9-9:50 – Expanding Your Reach by Training and Supervising Upper Division Students to Help 1Ls – Dean Michael Hunter Schwartz from UALR School of Law
10-10:50 – Using Formative Assessment to Help Doctrinal Professors and Improve ASP Programming – Steven Foster from Oklahoma City University School of Law
11-11:50 – Bridging the Gap Between 2L Year and Bar Preparation – panel including Jendayi Saada from La Verne College of Law and Jennifer Carr from UNLV School of Law
12-12:50 – Lunch
1-1:50 – Reaching Diverse Populations to Improve Attendance at Events – Russell McClain from Maryland School of Law
2-2:50 – Creating Programs to Improve Performance of Diverse Students – Jack Manhire from Texas A&M School of Law
2:50-3 – Closing Remarks
If you have any questions, please feel free to contact:
Steven Foster (firstname.lastname@example.org)
Director of Academic Achievement at Oklahoma City University
Erik Malmberg (email@example.com)
Assistant Dean for Student Affairs at UALR William H. Bowen School of Law
Saturday, January 9, 2016
POSITION TITLE: Assistant Director of Academic Support
REPORTS TO: Director, Academic Support
DEPARTMENT: Academic Support/Law School
CLASSIFICATION: Professional Staff
Under the direction of the Director of the Academic Support Program, performs a variety of professional and counseling tasks. This position has responsibility for assisting in scheduling, monitoring and evaluating comprehensive programs and materials for first year law students and counseling for first year law students.
CHARACTERISTIC DUTIES AND RESPONSIBILITIES:
Duties may include, but are not limited to the following:
• Monitor, evaluate and revise academic support programs conducted by Student Instructors; coordinate meeting times and rooms for academic support programs and events; assist in preparing materials and performs set-up tasks for the programs and events.
• Responsible for communicating information about the nature, schedule, and location of academic support programs and events to relevant groups.
• Assists in counseling students in academic difficulty.
• Develop and implement methods for collecting, tracking, and analyzing data for evaluation of student participation.
• Prepare individual student evaluation profiles for students in academic difficulty.
• Assists in the presentation of active learning workshops to students.
• Assist in recruiting, scheduling interviews, hiring and training of student instructors.
• Oversee the collection, organization, storage and retrieval of student instructor materials.
• Serve on University committees as requested.
• Comply with University and departmental safety rules and regulations.
• Perform related duties as assigned by immediate supervisor.
Incumbent performs routine assignments alone, following established practices. Supervisor will advise incumbent when work is not up to par and take appropriate steps for resolution within established procedures.
Supervises the work of Student Instructors and acts as an alternate supervisor to approve hours of student instructors.
Requires knowledge of office management and supervision, budget preparation and monitoring, and skills necessary to succeed in law school and on the bar exam. Familiarity with statistical analysis is a plus.
Requires the ability to develop, implement, and efficiently organize and carry out administrative policy and procedures in support of law school academic support programs. Counseling skills to assist students in developing academic and non-analytical skills necessary to succeed in law school. Excellent writing and oral communication skills. Proficiency with computers needed including, but not exclusive of programs such as Microsoft Word, Excel, PowerPoint, TWEN, and statistical programs.
Requires a Juris Doctor Degree and previous professional or administrative experience in an institution of higher learning or business or law office environment. Prior teaching or counseling experience is helpful. Demonstrated ability to establish and maintain effective working relationships with staff, faculty, students and the public. Membership in a state bar. Florida State Bar preferred, but not required.
Submit a letter of interest, a detailed resume listing qualifications and experience and a cover letter with a description of their qualifications and experience based on the qualifications listed in the job bulletin.
Salary competitive with those at similarly situated institutions.
Friday, January 8, 2016
Thursday, January 7, 2016
Director, Academic Success; Law School - 998251
Reporting to the Assistant Dean for Academic Services and collaborating with other faculty and staff, the Academic Success Director assists students and graduates as they prepare for the bar exam, both as they progress through law school and after they graduate. Additionally, they will run established academic success programs and initiatives within the law school. In coordination with the Assistant Dean for Academic Services and other relevant faculty and staff the Academic Success Director develops, implements, and coordinates school-wide initiatives to improve bar passage, including a credit-bearing courses, workshops, and individual meetings with students, graduates, and faculty. Additionally, the Director tutors and provides academic counseling for at-risk students.