Law School Academic Support Blog

Editor: Amy Jarmon
Texas Tech Univ. School of Law

Monday, September 18, 2017

1L Enrichment Groups

I am having an Enrichment Group Leaders training meeting today at noon. So, I have enrichment groups on my mind (hence, the blog post!). Perhaps, many of you are also working with enrichment groups or are thinking about developing enrichment groups. I am sure many of us would love to chat and learn more about our various programs and how we can continue to best serve our students. We can continue the conversation via email or on Twitter (tweet me @ojsalinas, and use #lawschoolASP).

Like many law school academic success programs throughout the country, we provide an opportunity for our 1L students to get additional training and support from upper level students. One way that we provide this opportunity to our 1Ls is through participation in Enrichment Groups.

Every 1L student at Carolina Law is invited to participate in our Academic Excellence Program Enrichment Groups. These groups are run by upper level law students who have done well in school and have shown the ability to do well in mentoring and meeting with students. 1Ls are assigned to their groups based on their 1L professors, and the groups are “tied” to two of the 1L casebook classes—with one upper level student “Enrichment Group Leader” often taking the lead on one of the two casebook classes.

The groups typically meet once a week for about 50 minutes starting late September. The groups alternate discussing ASP topics related to one of their two casebook classes during the group meetings. These topics change as the 1Ls advance during the semester. So, the initial group meeting may simply focus on developing rapport within the group and identifying group member goals for choosing to participate in the group. The next groups may focus on taking notes and case reading for the particular casebook classes. Later group meetings may introduce outlining and the use of study aids to help review practice questions related to the casebook classes. And, finally, we try to end our semester with a practice exam for each of the two casebook classes.

We generally have strong positive feedback from our 1Ls on our Enrichment Groups. Students typically feel that the groups are great ways to provide additional support and guidance in their classes. They also like the idea that these study groups are voluntary and that the groups are already formed for them—the students don’t have to worry about not getting “chosen” or “asked” to join a particular study group.

As I mentioned, I am having a training session for our Enrichment Group Leaders this afternoon. One thing that we try to emphasize with our leaders and their group participants is that the leaders are not “tutors.” They are not there to teach the 1Ls the substantive law, and they certainly don’t replace their law school professors. While the leaders have done well in the casebook class that they are “leading” (and, many of them actually had the same professor for that particular casebook class during their 1L year), our Enrichment Group Leaders are there to help facilitate learning. They are there to provide further support for our students. They are there to “enrich” the students’ 1L academic experience. And we believe a more enriched 1L experience is a better 1L experience. (OJ Salinas)

September 18, 2017 in Advice, Diversity Issues, Encouragement & Inspiration, Exams - Studying, Learning Styles, Meetings, Miscellany, Program Evaluation, Reading, Stress & Anxiety, Study Tips - General, Teaching Tips | Permalink | Comments (0)

Monday, September 11, 2017

ASP During Challenging Times

It’s been a potentially challenging time for many law students throughout the country. But, I am not necessarily talking about the challenges directly related to the study of law.

Yes. Case readings can be quite lengthy. There may be anxiety related to getting called on in class. And students may sometimes feel like there is not enough time in the day to complete everything that seems to be needed to be completed to succeed in law school. These are all potential challenges that our students may currently be experiencing. But, the last month or so may have seemingly added an entire new set of challenges to our students.

While many students have tried to remain engaged in their studies, events outside of the law school building may have continued to place additional burdens on them. Between Charlottesville, Hurricane Harvey, DACA, and Hurricane Irma, many of our students have had to face or worry about things that they would not have initially had on their radar going into the start of law school (no hurricane pun intended).

It’s difficult to stay motivated and engaged to read for class or write that LRW memo when you are worried about your safety and security or the safety and security of your families and friends. It’s hard to turn away from the news of devastation and despair when you are either living in that devastation and despair or know someone who is.

Law school is a challenging time for our students. And events outside of the law school building may have continued to place additional challenges on our students. It’s during these challenging times that it is especially important to have a friendly, supportive, and understanding ASP professional in the law school building. While we may not immediately have all or any of the answers related to some of these challenging events, we surely can welcome our students into our offices. We can sit down with them and actively listen to their stories. We can empathetically try to help them find some answers or refer them to those who may more appropriately serve them during these challenging and unfortunate times. (OJ Salinas)

Support pic earth

 

September 11, 2017 in Advice, Current Affairs, Encouragement & Inspiration, Meetings, Miscellany, News, Stress & Anxiety | Permalink | Comments (0)

Saturday, September 9, 2017

Sixth Annual West Coast Consortium of Academic Support Professionals Call for Proposals

The Sixth Annual West Coast Consortium of Academic Support Professionals Conference, which will occur at Golden Gate University School of Law in San Francisco on Friday, November 3, 2017. Please consider submitting a proposal following the attached guidelines by Friday, September 29. The registration link will be provided in a couple weeks. The guidelines for proposals are found here: Download WCCASP 2017 Call for Proposals.

September 9, 2017 in Meetings | Permalink | Comments (0)

Saturday, August 26, 2017

Conference on Legal Theory

"The Importance of Theory in the Law School Classroom and in the Practice of Law"

New England Law | Boston is excited to host an afternoon of robust conversation regarding the value of legal theory in modern legal education and practice. The event, to be held Thursday, September 14, 2017, is open to the public, though advance registration is requested.

The legal profession is undergoing profound changes. Law schools have been responding to the changing world of law practice with a push toward making graduates more practice ready than ever before. Most schools now offer a variety of clinical programs, internships, and summer work opportunities. In this context, we will join together for a lively exploration across traditional practice area divides to consider the value of “legal theory” in legal education and in the practice of law.

The Center for Business Law at New England Law | Boston is sponsoring a one-day conference to explore the value and relevance of legal theory. At its core, legal theory can be thought of as a lens to engage in thinking not only about how the law currently works but also as part of a values-driven inquiry into how the law should work.

The conference will explore topics such as:

  • Is the teaching of legal theory in conflict with making students practice ready upon graduation?
  • Is legal theory relevant to the practitioners struggling to advise clients?
  • How can legal theory best be taught and in what courses?
  • What understanding of legal theory should well-educated lawyers take from their legal education?

Any member of the legal community is welcome to attend this conference, including all New England Law students, alumni, faculty, and staff. Other law school faculty are encouraged to attend as well.

Speakers

When and Where

The conference will take place on Thursday, September 14, 2017, in New England Law’s Cherry Room, 154 Stuart Street, Boston, MA 02116.

  • Registration: 12:00 p.m.–12:45 p.m.
  • Program: 12:45 p.m.–5:30 p.m.
  • Reception: 5:30 p.m.–6:15 p.m.

Registration

There is no charge to attend; however, advance registration is requested. Register via email to pgresham@nesl.edu or jchavez@nesl.edu.

For more information, contact New England Law Professors Gary Monserud at gmonserud@nesl.edu or Lisa Freudenheim at lfreudenheim@nesl.edu.

https://www.nesl.edu/practical-experiences/centers/center-for-business-law/news-events/new-england-law-center-to-host-one-day-legal-theory-conference

August 26, 2017 in Meetings | Permalink | Comments (0)

Saturday, August 19, 2017

Registration Now Open for AASE Diversity Conference

The following information is provided by Russell A. McClain (University of Maryland):

Hello, Fellow ASPers.

I am truly pleased to announce that registration for the Inaugural AASE Diversity Conference is now open.  You can register for the conference, view the program, and reserve a hotel room through the following web page:  AASE Diversity Conference Portal.

As you make travel plans, please remember that the Maryland Journal of Race, Religion, Gender and Class will host a symposium on the morning of October 12, just prior to the conference, which begins that afternoon.   Soon, I will send out more information about the symposium, which will feature talks by several of our ASP colleagues.  Their papers will be published in the journal’s symposium edition this fall.  If you plan to attend the symposium, I recommend flying in on Wednesday evening, October 11.  The hotel conference rate is available Wednesday through Friday. 

I look forward to seeing you in October.

August 19, 2017 in Meetings | Permalink | Comments (0)

Tuesday, August 15, 2017

ASPers Should Consider the Southeastern Association of Law Schools (SEALS) Conference

I went to the Southeastern Association of Law Schools (SEALS) conference for the first time. SEALS is different than most (all?) other conferences that I have attended as an academic support professor. Although the conference is not specifically academic support focused, SEALS has a variety of sessions that will interest any ASPer, including legal writing topics, effective teaching strategies, formative assessment techniques, balancing dual administrative and faculty appointments, and the like. Plus, if you also focus on a doctrinal area, SEALS has numerous sessions for that too. (You can view the full 2017 schedule here.) 

SEALS is primarily comprised of three presentation formats: (1) panel presentations, (2) roundtables, and (3) moderated discussion groups. The panels consist of three of four structured job talk-esque presentations followed by a question-and-answer session. While intriguing and thoughtfully presented, the panels are not what makes SEALS a draw for attendees. Meanwhile, the roundtables function similar to a typical “What I Wish I Would Have Known” event during a law school’s orientation week. For example, I attended a roundtable discussion where a dozen new professors were able to chat with current and former law school deans about what a typical dean expects of newer professors. 

The most interesting format, however, is the moderated discussion group. The moderator of the discussion group invites roughly 10 different individuals to pitch their projects or ideas, all of which are at varying stages of development. Each pre-selected "discussant" talks for 5-10 minutes and then the other attendees ask questions and provide feedback, in a very low stakes supportive environment. This continues for two or three hours. Most discussion groups encourage discussants to focus on a pre-selected theme, but the conference rules tend to be loosely enforced in a way that encourages innovation and brainstorming. Anyone can attend a discussion session and participate in the responsive comment period, but if you want to guarantee yourself a few spotlight minutes to pitch your idea, then you should get on the discussant list by reaching out to the moderator. I attended several discussion groups and even got to pitch an idea at one session, despite not being on the pre-selected list by simply reaching out to the moderator via email a few days before the event. A pre-selected discussant could not make the conference at the last-minute and I was permitted to use their designated slot. I was told my email strategy (which was suggested to me by a seasoned SEALS participant) is somewhat common at SEALS. Thus, I encourage you to consider the same approach if you find yourself at SEALS without a specific invitation to speak. 

Another feature which makes SEALS unique is the family-friendly atmosphere. Likely because SEALS is hosted in a warm-weather, beachy environment, many attendees opt to bring their friends and families. In fact, SEALS actually encourages guests by providing each person with an official conference name tag and invitation to numerous receptions throughout the week. 

Lastly, if I were asked to describe SEALS in a word, I would say “relaxed.” Few attendees attend all of the sessions; rather most attendees balance work-and-play very nicely at SEALS. There is no pressure to attend the entire event. The conference is long enough (10 days) that you can pick the few days that interest you most. SEALS planners even send all participants a special link to a Crowd Compass App to encourage everyone to create their own personal conference itinerary. The App allows you to set session reminders, prompts you with presenters’ names, and lets you search for other attendees. All in all, SEALS was a nice break from the more traditional academic conference. (Kirsha Trychta)

August 15, 2017 in Meetings, Program Evaluation, Travel | Permalink | Comments (0)

Monday, July 24, 2017

ALWD Intro and Bar Exam Encouragement

This last week, I attended and participated in a diversity and inclusion conference hosted by the Association of Legal Writing Directors (ALWD) in Minneapolis, Minnesota. The three-day conference was engaging and timely. And it included a thought provoking and informative plenary presentation on stereotype threat and implicit bias by fellow-ASPer, Russell McClain. Having seen Russell present before at various ASP conferences, I knew he would be a charming and enlightening presenter—and he certainly was! Congratulations, Russell! I know the ALWD attendees were impressed by your interactive presentation, and I am sure many of them will be reaching out to you in the future for additional ways to address stereotype threat and implicit bias.

I plan to write some more about the ALWD conference and its theme “Acknowledging Lines: Talking About What Unites and Divides Us” at a later date. But, for now, I wanted to spend a little time talking about what is likely on the minds of most academic success professionals and all the recent law school graduates—the bar exam.

Exam takers: We all know you have been working hard, and we believe in you. The next few days will be beyond tough and tiring. But, you have trained your mind and body for it.

Yes. You will likely second-guess yourself. Yes. You will likely face questions that you might not feel good about. But, you are also going to see and work with a lot of information that you do understand and have encountered many times during your bar preparation. Trust yourself. Read the questions carefully. Organize your essays. And don’t let those few questions that you might not know the answers to bring you down. You don’t need to get that A+ to pass. If you spend too much time focusing on the information that you don’t know or can’t remember, you may not leave yourself enough time or energy to show the bar graders what you do know. And you do know. A lot.

A few more things . . . remember to breathe and it’ll be over soon.

We look forward to welcoming you into the profession. (OJ Salinas)

Good Luck (2)

 

July 24, 2017 in Advice, Bar Exam Issues, Bar Exam Preparation, Bar Exams, Current Affairs, Diversity Issues, Encouragement & Inspiration, Meetings, News, Stress & Anxiety | Permalink | Comments (0)

Tuesday, July 18, 2017

ILTL Cultural Competency Takeaways, 2 of 2

This blog post is the second in a two-part series detailing my takeaways from the Institute for Law Teaching and Learning’s “Teaching Cultural Competency and Other Professional Skills” conference which was held in Little Rock, Arkansas on July 7-8, 2017.  For part one of the series, click here.

Professor Andrew Henderson from the University of Canberra in Australia discussed “The Importance of Teaching Self-Evaluation and Reflection in Law School,” especially in an ethics course.  One study revealed that when presented with an ethical dilemma, law students tend to resolve the dilemma consistent with their personal beliefs and without regard for the professional rule of conduct.  The students answered the same question the same way before taking an ethics course, while taking the course, and after successfully completing the course.  In other words, professional responsibility courses do little to teach ethical judgment makings skills.  Knowing this, Professor Henderson sought to design a course that would reframe the discussion entirely  He required students to identify their internal motivations, such as what makes them get up in the morning, what keeps them awake at night, why do they want to be a lawyer.  He then used the students’ responses as a means to jumpstart a conversation and to identify the intersection between the students’ self-identified motivations and the ethical rules.  He reported that students have become more engaged in the ethics course and that the student responses have also helped to provide more targeted academic advising and job placement advice.  At the end of the discussion, a few attendees discussed how a similar exercise could be added to the start of the 1L year to assist academic support professors in providing more tailored advice to at risk students.

Henderson 3

Professor Benjamin Madison of Regent University School of Law and his colleagues developed a course to “Help[] Millennials Develop Self-Reflection.” The mandatory 1L class focuses on the development of problem solving skills, emotional intelligence, responsibility, and “other” ABA mandated skills.  To begin, students get to request a specific faculty coach.  The school makes every effort, but does not guarantee, to match students with their top choice.  Next, students meet with their designated faculty coach to complete an intake self-assessment or “roadmap.”  After the student self-assesses him/herself, the student is assessed on those same skills by two of their peers.  Professor Madison has already noted several trends at his school.  First, 1L students frequently rate themselves quite high (i.e. mastery level) despite having little to no professional development training, and students rate their peers even higher.  Essentially students “don’t know what they don’t know.”  This phenomenon is commonly referred to as the Kruger-Dunning effect in psychological circles.  Second, students gravitate toward those peers who unequivocally support them, rather than peers who challenge them and hold them accountable.  Lastly, students are more concerned about obtaining meaningful employment than making a sufficient income, which is especially intriguing when you consider internal motivation as a component of self-refection.  (As an aside, their research concluded that the primary professional goal for 1L students is to pass the bar exam – whew!).  Professor Madison said that if other schools are interested in adopting a similar program, they should reach out to the St. Thomas School of Law Holloran Center, which “continues to focus on its mission to help the next generation form professional identifies with a moral core of responsibility and strive to others.”

Madison 3

Professor Christine Church of Western Michigan University’s Thomas M. Cooley Law School Immerses Students in Lawyering Skills.  Her nine credit program is centered on all-day classes that simulate a law practice environment.  During the 14-week semester, four distinct four-person law firms handle three cases: (1) a custody battle requiring intense interviewing, counseling, and negotiation skills, (2) a personal injury suit involving pretrial litigation skills, and (3) a DUI criminal trial.  The clients are actually other law students who are completing a 1-credit directed study, relying on the principles discussed in the book “Through the Client’s Eyes” for guidance.  The “attorneys” within each firm exchange documents throughout the week using Google Docs and then meet on Saturdays to engage in simulation exercises.  Professor Church commented that the unique course schedule—which is ABA Standard 310 compliant—has helped students to develop the stamina needed to study for the bar exam and actually practice law on a daily basis.  The program now has a waitlist; students love it!  She concluded the session by sharing a plethora of fact patterns, grading rubrics, and syllabi to assist participants in establishing their own litigation skills immersion program.

Church 3

After Professor Church’s session, I enjoyed a tasty Greek salad lunch. In my view, a good indicator of the quality of a conference is the quality of the breaks.  ILTL did not disappoint.  Not only was the host school welcoming and attentive, but all the attendees were more than willing to offer helpful suggestions at every turn—well beyond the theme of the conference.  Many thanks to those who shared teaching tips, performance review and tenure advice, and general support to this junior faculty member.  And, let me extend a special shout out to one colleague’s pet squirrel!

Before I wrap-up, let me share the most bizarre tidbit I heard while in Little Rock.  One professor explained that one of her students genuinely believes that some version of the following conversation occurs routinely at her law school—Professor A to Professor B: “When Mary comes to your office to discuss her exam, tell her that her poor grade is due to an underdeveloped rule block.  And, when you meet with John, tell him that he needs to work on his application.  That’s what we’re all going with this semester.”  The student came to this epiphany after every single one of her professors targeted the same exact exam skill for improvement. Feel free to insert the emoji of your choice here.

I wish I could tell you about all the concurrent sessions, but unfortunately my J.K. Rowling approved Time-Turner is not TSA approved.  I heard chatter in the hallway suggesting that I missed several good sessions, but as author Ashim Shanker has noted, “freedom brings with it the burden of choice and of its consequences.”  For those who are interested in learning more about the other sessions or about the Institute for Law Teaching and Learning’s larger mission, checkout the Institute’s webpage.  (Kirsha Trychta)

July 18, 2017 in Meetings, Program Evaluation, Teaching Tips | Permalink | Comments (0)

Tuesday, July 11, 2017

ILTL Cultural Competency Takeaways, 1 of 2

I attended the Institute for Law Teaching and Learning’s “Teaching Cultural Competency and Other Professional Skills” conference on July 7-8, 2017 at the William H. Bowen School of Law in Little Rock, Arkansas.  The conference opened with a quick sticky dot poll of the attendees.  The dots revealed that while most professors felt comfortable teaching skills like trial practice, negotiations, and document drafting, only a few were confident in their ability to teach cultural competencies in the classroom.  In an attempt to ameliorate this (real or perceived) deficiency, the approximately fifty attendees—a surprisingly even mix of doctrinal, clinical, legal writing, and academic support professors—worked collaboratively for two days to develop a portfolio of concrete exercises to satisfy ABA Standard 302.  What follows are some of my major takeaways:

The first suggestion was to “[Bring] Marginalized Populations into the [Legal Writing] Classroom.” Elon Law Professors Thomas Noble, Patricia Perkins, and Catherine Wasson explained how they each drafted a legal writing factual scenario involving a potentially unsympathetic and culturally diverse plaintiff: an Egyptian immigrant, a convicted felon, and a mentally ill survivalist, respectively.  These plaintiffs’ legal claims were then further complicated by the intentional inclusion of gender neutral names, ethnic sounding names, ambiguous facts, and words with strong connotations (think: “fetus” versus “the child”).  These professors crafted case files that not only required students to learn the mechanics of legal writing, but also forced students to confront their biases in a thoughtful and controlled way.  Occasionally students made unwarranted assumptions which allowed the class to discuss the importance of understanding cultural sensitivity and implicit bias.  Other students wanted to “help” by taking action contrary to the client’s expressed desires creating a great opportunity to talk about the ethical complexities of being a counselor-at-law.  The presenters reported that many students came to realize that there might not always be a “right” answer, especially when dealing with legal issues that intersect with human dignity and diverse cultural norms. 

  Elon Profs

Next we discussed the importance of “Building [a] Student[’s] Capacity for Self-Evaluation” with the use of a robust “soft skills” rubric.  Before the presenters shared their rubric, Professors Lauren Onkeles-Klein and Robert Dinerstein used Mentimeter’s in-class polling software to highlight that professors view self-assessment as an opportunity for student “reflection,” but students view self-assessment exercises as “painful busywork”—regardless of whether the assessment process occurs in a doctrinal class, legal writing course, or the clinical setting.  The question then became: how do we shift student mindset about self-assessment?  Their response was to create a rubric that establishes expectations early and often, introduces a common language around measuring skill, and reframes the connection between self-assessment and grades.  Professor Dinerstein discussed the rubric’s evolution from a one-page outline to an unwieldy 15+ page document, before he finally settled on a streamlined 10-page student self-assessment form, which borrows heavily from assessments commonly used in medical residency training.  Throughout the academic year, supervising professors repeatedly remind students that the goal is “competence” not “mastery” during law school.  The current form also highlights long-term patterns within the individual student’s self-assessment, clarifies conflicts between student partners, and frequently invites a dialogue about the importance of teamwork in a law firm setting.  The presenters reported that students do, in fact, get better at self-assessment over time through the interactive and frequent assessment process.  Anyone interested in reviewing, or possibly adopting, the presenters’ rubric handouts are invited to reach out to the authors directly for permission.  (Sorry about the sideways picture below; I am still learning the blog-posting ropes.) 

  American Profs

After a delicious taco lunch break, we went back to work “Grow[ing] Future Lawyers in the Image of ABA Standard 302…”.   Three professors from West Michigan University’s Thomas M. Cooley Law School explained how they successfully embedded the same acquaintance rape fact pattern in all three years of law school. In Professor Tonya Krause-Phelan’s 1L criminal law course students learned the elements of rape before conducting an in class jury trial. In Professor Victoria Vuletich’s 2L evidence course students reexamined their 1L trial with fresh eyes, having now learned the Rape Shield Laws. Then, as a 3L in the public defender’s clinic, Professor Tracey Brame set aside time to talk about the unique cultural sensitivities required to competently represent a defendant or victim in a sexual assault case.  Reusing the same factual scenario in each year enabled the same students to see the same story from a variety of different legal angles.  In addition to reusing the same hypothetical, the three professors created a long-term structure of evolving course rules to better reflect the students’ growth from year-to-year.  During the first year, Professor “K-P” drafted and enforced detailed courses rules, with no input from the students.  She was careful, however, to relate the classroom rules to the real practice of law, such as why it is critical to be able to take handwritten notes.  Then in the second year, the students were allowed to establish the classroom rules, including the sanctions for rule violation. For example, students opted to impose a “must bring treats” penalty to anyone who was late to class without good cause.  Then in the final year, the same cohort had to compare and contrast the rule-following required in 1L year with the rule making privileges of 2L year.

Cooley Profs

CUNY School of Law Professors Deborah Zalesne and David Nadvorney offered suggestions on how to help “underprepared law students” acquire the “other” skills mentioned in ABA Standard 302(d).  Session attendees read a few pages of a Contracts case and quickly identified legal terms that could be troublesome for any first-year student.  The presenters then pointed out numerous non-legal terms (e.g. “paradigm” or “doctrine”) which also have the potential to hinder an underprepared student.  To combat this problem in their own classrooms, the presenters have made a conscious effort to introduce a new concept in the students’ first language, before layering on the more professional vocabulary.  Avoiding the lawyer dominant language at the outset enables students to focus on the larger legal framework (i.e. to think big) without getting bogged down in the line-by-line details of the case.  Then they systematically work through the case with the students, helping them to understand each line and each new term.  The presenters also stressed the importance of being sensitive to students’ wrong answers.  In short, taking the time to mentor these students at the start will allow the students to make larger long-term gains during the semester.

  CUNY Profs

I attended several other sessions. I’ll give you the details of those sessions in part two of this two-part series.  Coming soon!

(Kirsha Trychta)

July 11, 2017 in Meetings, Program Evaluation, Teaching Tips | Permalink | Comments (0)

Tuesday, June 27, 2017

Hello and Kudos!

Hello! I just accepted an invitation to contribute to this blog and this is my first post. In the future I hope to post on a wide range of topics, representing the varied duties common to academic support professors. But, for this debut post, I want to echo Betsy Six’s suggestion during the closing remarks at AASE to send a kudos email (my words, not hers) to a colleague. Did someone really impress you with their presentation? Did you have a conversation with a colleague in the hallway that changed the way you think about academic support? If so, let them—and their boss—know about it. Don’t worry; it’s not too late. Ask Emily Post. Don’t know what to say? Try putting your own spin on this template:

Dear Dean [X],

I write to tell you what a nice job [name] did on [his/her] presentation entitled “[title]” at the Association of Academic Support Educators Conference in Fort Worth, Texas in May. [Name’s] presentation was innovative, insightful, and engaging. The presentation laid out several concrete [descriptive noun] ideas which attendees (like myself) could implement at their own institutions. Kudos to [name], and to you and your institution for supporting [his/her] work. [Name] is a great asset to the academic support professors’ community!

In closing, just let me say congratulations to everyone who organized, presented at, and attended the annual AASE Conference! (Kirsha Trychta)

June 27, 2017 in Encouragement & Inspiration, Meetings, Miscellany, Professionalism | Permalink | Comments (0)

Monday, June 12, 2017

Does your law school want to host the May 2019 AASE conference?

Hello Academic Support Professors:

Even though we just concluded the conference in Fort Worth, the AASE executive committee is already looking to identify possible conference venues for 2019.  To identify the pool of possibilities, we are asking for your help.  If you have an interest in hosting the AASE annual conference at your school in May 2019, please let us know.

This is a formal request for proposals.  The deadline to submit proposals is August 1, 2017.  Interested academic support professors should let us know the answers to the following questions:

  1. Do you have large room capacity–i.e., the ability to have as many as 175 people meeting together in a single room–for plenary sessions?  (The room must be available in late May, which may rule out schools that already have made commitments for other conferences or for bar review lectures.)
  2. Are there smaller rooms available for breakout sessions?
  3. What are the general technical features (e.g., projectors/audio/wifi) in the building?
  4. How easily can your school be accessed from airports and other public transportation?
  5. Have you ever hosted a conference before (local, regional, or national)?  Please identify the conference(s) you hosted. (Prior hosting experience is not required.)
  6. Have you spoken with your school’s Dean or anyone else whose approval would be necessary for your school to host the conference?  If so, please identify their response.

Note that while hosting the conference requires no out-of-pocket financial costs for the host school, the school will need to provide space and manpower for the event, and one academic support professional from the school will serve on the AASE Executive Board for two years.

Please respond directly to Betsy Six, who can be reached at bsix@ku.edu

Thanks in advance for responding!

Best regards,

The AASE Executive Committee

Betsy Six, President

June 12, 2017 in Meetings, Miscellany | Permalink | Comments (0)

Thursday, June 8, 2017

AALS Call for Scholarly Papers

 
 

Call for Scholarly Papers for Presentation at 2018 AALS Annual Meeting

Jumpstart your scholarship by competing to present at the AALS 112th Annual Meeting. The Scholarly Papers competition is open to new and emerging law faculty, including VAPs (Visiting Assistant Professors), who have been teaching for 5 years or fewer. Time spent as a VAP counts toward the requirement of being a full-time educator for five years or less. The submission deadline is August 4, 2017.

Process

If you are a full-time law teacher at an AALS member or fee-paid school and have been a full-time educator for five years or less as of July 1, 2017, you are eligible to submit a paper on a topic related to or concerning law.

A committee of established scholars will review the submitted papers with the authors’ identities concealed.

Benefits

Papers that make a substantial contribution to legal literature will be selected for presentation at the AALS Annual Meeting in San Diego, January 3-6, 2018. Previous winners have cited their AALS Annual Meeting presentation as making a difference to the law review editors considering publication of their articles.

Details

To be considered in the competition, email an electronic version of your manuscript and a cover letter to scholarlypapers@aals.org no later than August 4, 2017, 11:59p.m. EST. Papers are expected to reflect original research, and are not eligible for consideration if they will have been published before February 2018. For more guidelines and complete submission instructions, visit www.aals.org/am2018/scholarly-papers/.

Thank you for helping us encourage and recognize excellent legal scholarship among the future leaders of our profession.

  More on the 2018 AALS Annual Meeting

      2018 AALS Annual Meeting webpage

  More from AALS

      AALS News - Fall 2016
      Journal of Legal Education, Volume 66, Number 2 Winter 2017
      Subscribe to a weekly digest of legal education news

 

 

June 8, 2017 in Meetings | Permalink | Comments (0)

Saturday, May 27, 2017

Institute for Law Teaching and Learning's Summer Conference in July at UALR

The conference will focus on teaching cultural competency and other professional skills suggested by ABA Standard 302.  The conference announcement, which includes the complete schedule of workshop topics and presenters, is inserted below .  You can find information about the registration process and hotel accommodations here: http://ualr.edu/law/iltl-summer-2017-conference/

Summer 2017 Conference

 

Teaching Cultural Competency and Other PROFESSIONAL

Skills Suggested by ABA Standard 302

July 7-8, 2017

University of Arkansas at Little Rock William H. Bowen School of Law

 

Conference Theme:  This conference will focus on how law schools are responding to ABA Standard 302’s call to establish learning outcomes related to “other professional skills needed for competent and ethical participation as a member of the legal profession,” such as “interviewing, counseling, negotiation, fact development and analysis, trial practice, document drafting, conflict resolution, organization and management of legal work, collaboration, cultural competency and self-evaluation.”  Conference sessions will concentrate on how law school faculty and administrators are incorporating these skills, particularly the skills of cultural competency, self-evaluation, and collaboration, into their institutional outcomes, designing courses to encompass these skills, and teaching and assessing these skills.  

Registration Information and Hotel Accommodations:  The conference fee for participants is $400, which includes materials, meals during the conference (two breakfasts and two lunches), and the welcome reception on Thursday evening, July 6.  The fee for presenters is $300.  To register, please use this link: http://ualr.edu/law/iltl-summer-2017-conference/.  This link also provides information about hotel rooms available for the conference at the Little Rock Marriot Hotel, 3 Statehouse Plaza, Little Rock, AR 72201.  Reservations also may be made by calling 877-759-6290 and referencing the UALR Bowen School of Law/ ILTL Conference Room Block.

Conference Schedule:

Thursday, July 6, 2017

Welcome Reception:  5:00—7:00 p.m.

Friday, July 7, 2017

Registration and Breakfast:  8:00—8:30 a.m. 

Opening and Welcome:  8:30—9:00 a.m.

Workshop 1:  9:00—10:00 a.m.  

Session A

Session B

Teaching Cultural Competence to Law Students:  A Necessary Skill in an Increasingly Multi-Cultural World

 

Janet Heppard, University of Houston Law Center; Tasha Willis, University of Houston Law Center; and Thelma Harmon, Thurgood Marshall School of Law, Texas Southern University

Bringing Marginalized Populations into the Classroom

 

Catherine Wasson, Thomas Noble, and Patricia Perkins, Elon University School of Law

Workshop 2:  10:30—11:30 a.m.

Session A

Session B

A Blueprint For Cultural Competency in the Classroom

 

Danné L. Johnson, Oklahoma City University School of Law

Building Student Capacity for Self-Evaluation

 

Laura Onkeles-Klein and Robert Dinerstein, American University, Washington College of Law

Workshop 3:  12:30—1:30 p.m.

Session A

Session B

Using the Workshop Format to Introduce 1L Students to Professional Skills and Values

 

Sandra Simpson, Gonzaga University School of Law

How to Grow Future Lawyers in the Image of ABA Standard 302: Plant Seeds of Strong Learning Outcomes in a Collaborative Cross-Curriculum Garden, and Sprinkle with a Healthy Dose of Ethics, Skills, Cultural Competency, Collaborative Exercises, and Self-Evaluative Techniques

Tracey Brame, Tonya Krause-Phelan, and Victoria Vuletich, Western Michigan University—Thomas M. Cooley Law School

 

Workshop 4:  2:00—3:00 p.m.

Session A

Session B

Transaction Planning—Creating a Roadmap for Transactional Clinics

Joseph Pileri and Lauren Rogal, Georgetown University Law Center

Establishing Learning Outcomes, Cultural Competency, and the Underprepared Law Student as “Other”

 

Deborah Zalesne and David Nadvorney, CUNY School of Law

Workshop 5:  3:30—4:30 p.m.

Session A

Session B

Building on Best Practices: A Resource and Advocacy Tool to Keep Our Teaching, Our Law Schools, and Legal Education on the Right Track with Teaching Professional Skills

 

Carolyn Wilkes Kaas, Quinnipiac University School of Law; Melanie DeRousse, University of Kansas School of Law

“It’s All a Bit Hippy Isn’t It?”: The Importance of Teaching Self-Evaluation and Reflection in Law School

Andrew Henderson, University of Canberra (Australia)

Saturday, July 8, 2017

 

Workshop 6:  9:00—10:00 a.m.

Session A

Session B

Teaching Cultural Competence as a Reflective Instructor

 

Andrij Kowalsky, Wilfrid Laurier University

Helping Millenials Develop Self-Reflection

Benjamin Madison, Regent University School of Law

Workshop 7:  10:30—11 :30 a.m.

Session A

Session B

Students Learning Lawyering Skills:  Immerse Them

Christine Church, Western Michigan University—Thomas M. Cooley Law School

Teaching Students to Receive Feedback

 

Miranda Johnson, Loyola University Chicago School of Law

     

 

Workshop 8:  12:30—1:30 p.m.

Session A

Session B

The Role of Leadership in Law School Education (More Than Just an “Other” Skill)

David Gibbs, Chapman University Dale E. Fowler School of Law; Leah Witcher Jackson Teague, Baylor University School of Law

Developing Critical Legal Reading and Analytical Skills Through the Use of Charts and Diagrams

 

Constance Fain, Texas Southern University Thurgood Marshall School of Law

Closing:  1:30—2:00 p.m.

 Adjourn

 

May 27, 2017 in Meetings | Permalink | Comments (0)

Sunday, May 21, 2017

See you at the AASE Conference in Fort Worth This Week!

The editorial group here at the  Law School Academic Support Blog are looking forward to saying howdy to those of you who are able to attend the 5th annual conference this week. If we do not already know you, please introduce yourself to us during the conference. We appreciate your readership! 

May 21, 2017 in Meetings | Permalink | Comments (0)

Wednesday, May 10, 2017

Correction: AASE Conference Registration Closes May 17th

REGISTRATION WILL CLOSE WEDNESDAY MAY 17, 2017

5th Annual AASE National Conference

Texas A&M University School of Law

Fort Worth, Texas

 May 23-25, 2017

 

To register go to:

https://associationofacademicsupporteducators.wufoo.com/forms/2017-annual-conference-registration/ 

You can update your AASE membership at the time of registration! 

Please make sure that you submit all payments at the time of registration.

For more information about directions to the law school visit: https://law.tamu.edu/about-us/visit-us

May 10, 2017 in Meetings | Permalink | Comments (0)

Monday, May 1, 2017

Reminder: Registration for AASE National Conference Closes on Wednesday

REMINDER: REGISTER FOR THE CONFERENCE

5th Annual AASE National Conference

Texas A&M University School of Law

Fort Worth, Texas

 May 23-25, 2017

 

To register go to:

https://associationofacademicsupporteducators.wufoo.com/forms/2017-annual-conference-registration/ You can update your AASE membership at the time of registration! 

Please make sure that you submit all payments at the time of registration.

For more information about directions to the law school visit: https://law.tamu.edu/about-us/visit-us

 REGISTRATION WILL CLOSE WEDNESDAY, MAY 17, 2017

May 1, 2017 in Meetings | Permalink | Comments (0)

Tuesday, April 11, 2017

Update on hotel accommodations for AASE 2017

Hi all,

We have some solutions for all of you who have not booked your hotel rooms yet.  Camesha has worked tirelessly all day to get the Hilton to open up some more rooms.  They were only willing to open up 5 more rooms under the AASE block on Monday.  Those rooms are open now for reservations.  Apparently there is another conference going on in Fort Worth the same week.  This is a new group utilizing the Fort Worth area and our hosts were not able to anticipate their presence.

We also have another hotel option for you.  You can stay at the Sheraton Forth Worth Downtown for the same rate.  You can book at this link:

Texas A&M Law School (OR copy and paste the following link into a web browser)
https://www.starwoodmeeting.com/events/start.action?id=1704113828&key=F1BB938.  I recommend pasting the link if you have any problems.  I just tried it to make sure it works. 

Please feel free to contact me or Camesha if you have questions or issues.  We are so excited to see all of you next month in Texas!!  Please make sure you are registering for the conference and nominating officers on the AASE website www.associationofacademicsupporteducators.org

Have a wonderful evening!

Best,

Jamie

Jamie Kleppetsch
Assistant Professor & Associate Director
Academic Achievement Program
The John Marshall Law School

315 S Plymouth Ct
Chicago, IL 60604
(312) 427-2737  x448
Direct: (312) 987-1448
jkleppetsch@jmls.edu
Academic Achievement Program

April 11, 2017 in Meetings | Permalink | Comments (0)

Travel Scholarships for AASE 2017 Conference

If you wish to apply for a need-based, travel scholarship for the AASE conference, the information is here: Download NATIONAL CONFERENCE TRAVEL SCHOLARSHIP.2017.

 

 

April 11, 2017 in Meetings | Permalink | Comments (0)

Schedule for the 2017 AASE Conference

The 2017 AASE conference is May 23 - 25 in Fort Worth, TX with the host school of Texas A&M. The full schedule of presentations for the 2017 AASE Conference is at this link: Download AASE 2017 Conference Schedule (002).

April 11, 2017 in Meetings | Permalink | Comments (0)

Monday, April 10, 2017

AASE Diversity Conference Call for Proposals

The inaugural AASE Diversity Conference, entitled Fulfilling Promises: Providing Effective Academic and Bar Exam Support to Diverse Students, will be held October 12-13 at the University of Maryland in Baltimore, MD.

The deadline for proposal submissions is on April 28th. The call for proposals can be found here: Download DIVERSITY Call for Proposals 2017.

April 10, 2017 in Meetings | Permalink | Comments (0)