Friday, September 10, 2010
Please welcome Leslie Eanes to the ASP community.
Anthea M. des Etages alerted us this summer to Leslie's arrival in ASP work at Charlotte School of Law. Anthea's listserv post included the following background on Leslie:
Leslie originally hails from Martinsville, Virginia, and more recently from Atlanta, Georgia. She attended Mercer University’s Walter F. George School of Law, where she participated in Mercer’s Habeas Project clinic and acted as the Student Writing Editor for the Mercer Law Review before graduating in the top 5% of her class. Before relocating to Charlotte and joining the CharlotteLaw as our newest Academic Success Counselor, Leslie practiced labor and employment law in Atlanta and volunteered as a guardian ad litem in Fulton County Juvenile Court.
Thursday, September 9, 2010
As was mentioned in an earlier posting on the blog, The Law School Academic Success Project is undertaking a survey of academic support programs/staffing with the assistance of LSAC. So often we wish we had information about what other law schools are doing in the ASP area.
We need your help in making sure that your law school's correct contact person gets the survey. Now is your chance to assist in assuring that we have the best data collection possible from all of us about our staffing patterns and program details.
John Mollenkamp posted an announcement on the ASP listserv several weeks ago. I have included his request below. (Amy Jarmon)
As you may already know, we're trying to develop a Survey of Academic Support Programs in hopes of gathering data about what programming different law schools offer (and what staffing those programs have, among other things). Those familiar with the Legal Writing Survey may be glad to know that our planned survey is MUCH shorter.
But, to have a similar response rate (even for a shorter survey), we're going to need to find out who should answer the survey at each law school....
You can help us now, though, by coming forward (by reply e-mail OFF-LIST to [email protected]) and giving your name, school, and e-mail for purposes of getting the survey answered. If you have multiple folks at your school who might be interested in answering the survey, you'll need to collaborate and decide which person will be the contact person and the one to receive the survey (though you can all work on answering it). If we don't know the "right" person, we'll probably ultimately send it to a Dean found via a web search with hopes of it getting forwarded. This is not nearly as good, of course, as getting it directly to the person who knows the answers already.
Thank you for your help in getting the ASP Survey off to a great start. I'm also glad to answer any questions you might have about this project.
Clinical Professor of Law
Director of Academic Support
Cornell Law School
Prior to joining ASP, Chris was an Associate at the Law Firm of Solomon M. Musyimi in Houston where he prepared pretrial motions and wrote appellate briefs. He has: a B.A. in Anthropology from the University of Nairobi Kenya; a Master of Arts in Anthropology and Master of Public Health in Community Health Education from the University of Massachusetts Amherst; a J.D. from Thurgood Marshall School of Law, Texas Southern University; and a LL.M. in Health Law from the University of Houston Law Centre.
Please make a point of getting to know Chris when you see him at the next conference or workshop!
Wednesday, September 8, 2010
Director of Academic Success (Director MSP I)
- Working under the indirect supervision of the Senior Assistant Dean for Student Affairs of the School of Law and working cooperatively with the law faculty, the Director will implement, manage, supervise, develop and refine all aspects of the law school's academic support program which helps students develop the academic skills necessary for success in law school, on the bar examination and in the practice of law. The Director accomplishes this through identification, planning, development, implementation and administration of group and individualized programs devoted to increasing academic success, including oversight of a budget to support these efforts. The Director is responsible for staffing, management, and administration of existing and proposed academic support programs. Responsibilities will include identifying at risk students in need of academic support; individual and group counseling on improving academic skills and curing academic deficiencies; conducting academic skills workshops for first year and upper division students; working one-on-one with students to create individualized programs for academic success; training and supervising law student teaching assistants conducting tutorial sessions for first year courses; teaching academic skills to first year and upper division students (including students on academic probation and at risk of academic probation); creation, management and implementation of bar examination preparation programs; and assisting with, refining and developing other academic support-related programs to meet developing needs.
Application procedures can be found on the Human Resources website:
UC Davis School of Law - 40 Years of Excellence, Leadership and Community
Faculty Position: Director of the Academic Support Program
Southern Illinois University School of Law
Southern Illinois University School of Law, founded in 1973 to serve the public interest, seeks to fill a full time (9 or 12 months, to be negotiated with the Dean) tenure-track or tenured position in the area of academic support beginning in the 2011-12 academic year.
Title & Rank:Director of the Academic Support Program — Assistant or Associate Professor of Law.
Minimum Qualifications:The Juris Doctor degree or its equivalent from a nationally-accredited law school, and an outstanding law school academic record. Factors to be considered in assessing the academic record include: rank in class, selectivity of the J.D. degree (or its equivalent) granting institution, honors received, and other factors relevant to academic performance. To be eligible for appointment at the Associate Professor level, the candidate must have prior law school teaching experience and an established record of scholarship and contributions to the profession. Associate Professor candidates should be able to meet the requirements for tenure on the faculty of the School of Law.
Preferred Qualifications:An advanced degree in education theory or a related discipline or one or more years of experience in a law school academic support program. Experience in student counseling, academic support, bar exam preparation, legal writing and analysis, or remedial teaching is preferred.
Duties & Responsibilities:The Director of the Academic Support Program will develop and maintain a first-year program of academic success, including currently-required study groups, a second-year program for at risk students, and a bar preparation program. The Director will also have responsibility for: (a) teaching one classroom course per academic year to be negotiated with the Dean, (b) research and publication involving legal analysis of a high quality; (c) committee and other service work within the law school; and (d) university and public service. The Director’s responsibilities will also include: working with other faculty at developing specialized learning experiences, overseeing upper-class structured study group leaders, offering workshops, counseling students and being familiar with campus referral sources, monitoring student progress through the curriculum, and working with students on an individual basis. The Director’s position is a full time, tenure-track position based on a nine or twelve-month contract.
To apply:Applications should be submitted electronically at http://law.siu.edu/employment. A completed application will require a letter of application, a resumé, and the contact information for three references. The letter should be addressed to:
Paul McGreal, Chair, Personnel Committee
Southern Illinois University School of Law
Mail Code 6804
1150 Douglas Drive
Carbondale, Illinois 62901
Deadline for application:October 15, 2010, or until position is filled.
SIUC is an affirmative action/equal opportunity employer that strives to enhance its ability to develop a diverse faculty and staff and to increase its potential to serve a diverse student population. All applications are welcomed and encouraged and will receive consideration.
Tuesday, September 7, 2010
The New York Times has a great article in their Mind section on the latest research on studying. I won't wade into the morass on learning styles (those of you on the LegalEd listserv know this has been going back and forth for a while) but the article does have some wonderful nuggets that are great for our students.
1) Mix up your location. Studying in one place all the time is less helpful than moving to different places. Give your mind a chance to associate the knowledge with multiple cues.
2) Mix up your study plan. It's better to study multiple related concepts than one thing for an extended period of time. Think of it as a warm up (review), the main event (reading, briefing), and cool down (quick test of what you learned.) Or mix up your subject areas when outlining instead of spending countless hours on just one subject.
3) Testing is one of the best ways to learn something. That's right folks, us ASPer's were on to something when we told you that take practice tests. The harder the test, the more the information "sticks" in your mind.
4) Cramming may help you finish a test, but don't expect much learning to come out of it. For law students, who are facing a bar exam at the conclusion of law school, this is crucial information. The NYT uses the analogy of a packed suitcase. If you choose a cheap suitcase and throw everything in haphazardly, it may make it to the destination (or maybe not) but don't expect it to last long or to come out looking very good. If you pack carefully, in a quality piece of luggage, not only will the (information) get where you need it to go, you will find it easier to find (information), and you will look much better in the end.
5) Space out your study sessions. This is an extension of # 4. “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.” So sleep on it. Sleep and fun are important components of learning; they give you a chance to forget and consolidate your knowledge. (RCF)