Thursday, February 13, 2014
We are pleased to announce this year’s one-day N.Y. Academic Support Workshop,
to be held on Friday, April 4 from 9:30 to 5:30 at CUNY School of Law in
Long Island City, N.Y. For those of you who are not familiar with Long
Island City, it is conveniently located minutes from midtown Manhattan and
accessible by all forms of public transportation. We want to thank Linda
Feldman of Brooklyn Law School and Kris Franklin of New York Law School for
graciously sharing with the opportunity host and plan this year’s workshop, now
that we have a beautiful, more accessible building. We are delighted to be able
to continue the wonderful workshops that Linda and Kris have held over the
We anticipate that the workshop will be an intimate and intensive gathering of
academic support professionals learning from one another. In keeping with
tradition, this year’s workshop agenda will focus on a particular theme in the
morning; in the afternoon, the agenda will be generated by the interests and
topics suggested by participants.
The title of the morning session is: Note-Taking: The Skill that Dare Not
Speak its Name. Although we have addressed this issue before, we thought
that the time seemed right to revisit it. Aside from being an almost
impossible skill to teach (hence the subtitle of the workshop), students’ need
to do it well from the very start of their law school careers, as well as
recent developments and practices (e.g., the now almost-ubiquitous use of
laptops and the classrooms in which they are banned, the “flipped” classroom,
distance learning, e-casebooks, etc.) raise new and lingering challenges to our
students and faculty colleagues. The basic pedagogy of law school - the
modified Socratic method - remains a difficult environment in which to take
notes. Since most of us advocate the linear process of note-taking -
revision - outlining, we thought it would be useful to share our techniques and
strategies for helping students learn this critical and difficult skill, and
perhaps also to bring to the group problems and issues that we have run up
Please consider this a friendly Call for Proposals, as well as a “Save the
Date.” Let us know if you want to share one of your own lessons, issues,
ideas, etc., or comment on ones brought by other participants. Also, please let
us know whether your proposed discussion relates to our theme of note-taking,
or would be more appropriate for the open agenda portion of the day. We
will send out a finalized workshop agenda in mid-March. Please RSVP to Haley at
email@example.com. Proposals d be happy to talk with you before then, as you think about possibly presenting.
There is no fee to attend. If you are coming from outside the immediate
N.Y. area and would like advice about hotels, etc., please let us know. Also,
if you’d love to attend but just don’t have the budget to stay overnight, let
us know and we’ll see if it is possible to help you find housing with local
We are looking forward to seeing many of you in April!
Haley and David
Haley A. Meade
Director of Professional Skills Center
Director of Academic Support Programs
CUNY School of Law
Friday, January 31, 2014
Hat tip to David Nadvorney for alerting ASP'ers to a conference that we can contribute to in many ways.
First LegalED Conference – Igniting Law Teaching
CALL FOR TALKS
LegalED, with the generous support of American University, Washington College of Law and its Pence Law Library, is organizing a one-day conference about Legal Education and Pedagogy and we would like to invite members to participate. The conference, part of WCL’s Founders Program, is Friday, April 4, 2014 at Washington College of Law, in Washington D.C.
Given the current market conditions, law school administrators and faculty are being asked to do more with less -- to teach more practical skills, to establish learning outcomes, to provide students with formative assessment, to graduate practice-ready lawyers. Many of these requests ask members of the academy to stretch beyond our typical ways of teaching and to add more to our curriculum generally and to each individual course.
Recognizing that many professors are not trained to teach in this new way, this conference will gather leading law school educators together for a conference about law school pedagogy. Each presentation will be videotaped and uploaded to LegalED for professors around the country and the world to watch at their own pace. Instead of having panels of speakers, the conference will be structured like a TED conference. During the conference, each speaker will be asked to stand on the stage alone and speak for anywhere between 5 and 10 minutes, preferably without a podium. If a podium is used, it is not to read a written script, but to refer to brief notes. If powerpoint is used, it is mostly for graphics and images, with little text on the screen.
This presentation format is different from what we are used to at academic conferences. It calls for speakers to have given thought to their content, practice out loud in advance for substance and length, for powerpoints with more graphics than words, and for more of a sensitivity to presentation styles (like intonation, pause, emphasis) than are typical in academic conferences.
Here are some examples of TED talks by law profs using this presentation style: Larry Lessig and Bryan Stevenson. Additional material on how to prepare a TED Talk and other good presentation preparation tips will be shared with our selected speakers.
The goal of the conference is to create a collection of short, 10-minute videos, on law school-related pedagogy that will inspire innovation and experimentation by law professors around the country and the world to bring more active learning and practical skills training into the law school curriculum. The videos will be available for viewing by the larger academic community on LegalED.
Interested in presenting at the conference?
The value of making short presentations is that we can hear a lot of different ideas/speakers in one conference. Once the speakers are selected, we will arrange them into panels (of not more than 4-5) and then organize a break between panels during which the audience could talk among themselves and with the speakers. There will not be a Q&A during the formal presentations. Presenters will be asked to be available for smaller conversations with participants during the breaks.
Topic ideas to get your juices flowing:
• 5 things every law professor should know about learning theory
• the value of reflection in learning
• beyond quizzes: 5 formative assessment tools for legal education
• top 5 things to consider when using a portfolio to teach writing skills
• faculty teaching rounds: how they work and why you should host them
• what I learned about flipping the law school classroom
• flipping my 1L course
• flipping my upper level course
• who are these digital natives anyway?
• teaching collaboration
• how to add a negotiation/mediation/interviewing/oral advocacy/drafting exercise into a course
• 5 things that make a simulation successful
• how to bring cross-cultural lawyering into a doctrinal course
• top 5 tips for training externship field supervisors
• what I’ve learned from being a law professor for years
• 5 things I’ve learned about advising students
These topics are just illustrative; the value of this format is we can be open to ideas brought forth by potential speakers.
If you are interested in presenting, please submit a one-page summary of your topic to Professor Michele Pistone firstname.lastname@example.org and Assoc. Dean Billie Jo Kaufman email@example.com by Friday, February 14th. Those who are selected will be asked to script out, practice and be ready for video-taping, preferably without any notes, by the day of the conference.
Saturday, January 18, 2014
Assessment Across The Curriculum
Institute for Law Teaching and Learning
Spring Conference 2014
Saturday, April 5, 2014
“Assessment Across the Curriculum” is a one-day conference for new and experienced law teachers who are interested in designing and implementing effective techniques for assessing student learning. The conference will take place on Saturday, April 5, 2014, at the University of Arkansas at Little Rock William H. Bowen School of Law in Little Rock, Arkansas.
Conference Content: Sessions will address topics such as
- Formative Assessment in Large Classes
- Classroom Assessment Techniques
- Using Rubrics for Formative and Summative Assessment
- Assessing the Ineffable: Professionalism, Judgment, and Teamwork
- Assessment Techniques for a Legislation or Statutory Interpretation Course
By the end of the conference, participants will have concrete ideas and assessment practices to take back to their students, colleagues, and institutions.
Who Should Attend: This conference is for all law faculty (full-time and adjunct) who want to learn about best practices for course-level assessment of student learning.
Conference Structure: The conference opens with an optional informal gathering on Friday evening, April 4. The conference will officially start with an opening session on Saturday, April 5, followed by a series of workshops. Breaks are scheduled with adequate time to provide participants with opportunities to discuss ideas from the conference. The conference ends at 4:30 p.m. on Saturday. Details about the conference will be available on the websites of the Institute for Law Teaching and Learning and the University of Arkansas at Little Rock William H. Bowen School of Law.
Conference Faculty: Conference workshops will be taught by experienced faculty, including Michael Hunter Schwartz (UALR Bowen), Rory Bahadur (Washburn), Sandra Simpson (Gonzaga), Sophie Sparrow (University of New Hampshire), and Lyn Entrikin (UALR Bowen).
Accommodations: A block of hotel rooms for conference participants has been reserved at The DoubleTree Little Rock, 424 West Markham Street, Little Rock, AR 72201. Reservations may be made by calling the hotel directly at 501-372-4371, calling the DoubleTree Central Reservations System at 800-222-TREE, or booking online at www.doubletreelr.com. The group code to use when making reservations for the conference is “LAW.”
Michael Hunter Schwartz | Dean and Professor of Law
UALR William H. Bowen School of Law
(o) 501.324.9450 | (f) 501.324.9433
Wednesday, January 15, 2014
Save the Date – March 6-7th, 2014 for the
2nd Annual Southwestern Consortium of Academic Support Professionals Workshop
From Admission to Bar Passage: Increasing the Reach
of Your Academic Support Program
St. Mary’s School of Law
in San Antonio, Texas
The Southwestern Consortium of Academic Support Professionals will host a one day conference focused on increasing participation and awareness of academic support among students, faculty, and administration. The workshop will be a collaborative working experience where colleagues will discuss the important factors to consider when creating pre-law school orientation programs, marketing to students, and asking faculty for assistance.
Registration is now open to anyone interested. There is not a registration fee. Participants are responsible for their travel and hotel costs. If you plan on attending, please fill out the attached form and return to either Patricia Solano (firstname.lastname@example.org) or Kevin Robinowich (email@example.com) at St. Mary’s.
St. Mary’s negotiated a great rate at the Grand Hyatt San Antonio Hotel, 600 E. Market Street, San Antonio, TX 78205, which is near Thursday night’s dinner. This hotel is located downtown on the San Antonio River Walk. The rate is $189.00 per night. Please be advised that this block will release and the price will expire on February 13, 2014. You can book your room online at https://resweb.passkey.com/go/stmarysuniversity, or by phone by calling (888) 421-1442 and referencing St. Mary’s and the Grand Hyatt San Antonio.
Agenda and Speakers:
6:30 – Dinner at The Tower of Americas’ Chart House Restaurant
8:30-9 – Breakfast
9-9:50 – Assessing ASP Programs to Find Expansion Areas - Jennifer Carr
10-10:50 – Building Relationships Prior to Law School by Creating Pre-Matriculation Programming - Kevin Robinowich and Preyal Shah
11-11:50 – Working with Faculty to Enhance Academic Support - Paula Manning
12-1 – Lunch
1:10-2 – Gaining Support and Assistance from Administration - Associate Dean Rey Valencia
2:10-3 – Getting Students into Bar Prep Programs - Steven Foster
If you have any questions, please feel free to contact:
Steven Foster (firstname.lastname@example.org)
Director of Academic Achievement at Oklahoma City University
Kevin Robinowich (email@example.com)
Director of Academic Support at St. Mary’s School of Law
Preyal Shah (firstname.lastname@example.org)
Director of Bar Studies at St. Mary’s School of Law
Tuesday, January 14, 2014
The membership of the AALS Academic Support Section voted on the officer and board member nominations at its 2014 business meeting at the recent conference in New York City. The following is the list of officers and board members (both new and continuing positions):
- Chair: Amy Jarmon (Texas Tech University)
- Chair-Elect: Lisa Young (Seattle University)
- Immediate Past Chair: Louis Schulze (Florida International)
- Secretary: Melinda Drew (Northeastern University)
- Treasurer: Chelsea Baldwin (Oklahoma City University)
- Board Position A (expires 2015): Helen Albertson (Loyola, Los Angeles)
- Board Position B (expires 2015): Jamie Kleppetsch (John Marshall)
- Board Position C (expires 2016): Linda Puertas (University of California - Irvine)
- Board Position D (expires 2016): Alex Ruskell (University of South Carolina)
Congratulations to everyone on their positions! I look forward to working with the new officers and board members during the coming year. (Amy Jarmon)
Friday, January 10, 2014
Hat tip to Kimberly Holst and Darin Fox for information regarding possible partial or full refunds for inability to attend AALS because of flight cancellations. Visit the link for the AALS refund request form and specifics at http://aals.org/am2014/refundrequest.pdf. The deadline for requests is January 31, 2014. (Amy Jarmon)
Tuesday, November 19, 2013
The following information was recently sent out by AALS:
Early Bird Registration: Deadline Extended to December 2nd
We realize that many law faculties have only recently received the printed AALS Annual Meeting Program Booklet. To allow faculty to review the program and make their plans for New York City, we are extending the early bird discounted registration fee to Monday, December 2, 2013. This promises to be a very successful meeting. As of early November, our number of registrants is the highest when compared to the past five years of Annual Meeting registrations. To register, click here.
We hope you will join law school colleagues from all over country and around the world, as we gather in New York City to consider the Annual Meeting theme, Looking Forward: Legal Education in the 21st Century, and engage and debate the over hundred topics offered by our Sections and Committees.
Take advantage of the extended early bird registration fee and register before the revised deadline of Monday, December 2.
To review the program schedule please visit: www.aals.org/am2014/
Monday, November 4, 2013
2014 AASE Annual Conference Call for Proposals
The 2014 Conference of the Association of Academic Support Educators will bring together colleagues interested in legal education and academic support. In this collegial and collaborative environment, colleagues will have a chance to meet, reconnect, and share ideas about pedagogy, scholarship, and professional growth.
The program committee welcomes proposals on any subject relating to legal education
and academic support. Please read and conform to the Proposal Requirements (below).
Please craft your proposal carefully. The program committee will look for proposals that describe the presentation and its goals in detail. Our assumption is that a clear and detailed proposal today will lead to a stronger presentation. An example of a proposal is available below.
The committee seeks a mix of presentations, including but not limited to, presentations that address teaching ideas for new and veteran teachers, scholarship, research, professional growth, assessment, and hot topics in legal education. These may include sessions related to: creativity in law teaching and learning; teaching methods; analytical and academic competencies necessary for success in law school, on the bar, and in practice; counseling; educational psychology; assisting students with learning disabilities; the role and status of Academic Support Professionals in the legal academy; and intersections between academic support, legal writing and doctrinal teaching.
Presentations may be in any form the presenter finds effective. Although the committee does seek to accommodate all presenters with their selection for presentation format and timing,
the committee may occasionally ask presenters to change the format or timing of a presentation to fit the needs of a comprehensive and diverse program. The committee is thinking of having “tracks” this year, grouping a series of presentations together around a single theme of interest to a particular audience, as well as larger plenaries designed to appeal to the group as a whole. Please
indicate your target audience in your proposal. For example: newbies, bar prep, large schools, etc. The following is a description of the different types of presentations:
An interactive workshop is a presentation with audience participation throughout. A proposal
for an interactive workshop should discuss what you plan to do to make the presentation interactive.
Examples include, but are not limited to: pair and share, break-out group discussions, use of demonstrative aids that involve the audience, or other audience participation. Note that providing handouts, although very beneficial for attendees, does not on its own make the presentation interactive.
If you submit a proposal with more than one presenter for your session, your proposal should include the name, e-mail address, and school for each presenter. In determining how many presenters to include in your proposal, please make sure that each person will have sufficient time to fully discuss his or her topic. Because most presentations will last only 45 minutes, we recommend no more than 2 to 3 presenters.
Lesson in a Box
A lesson in a box presentation is a session devoted to the presentation of a lesson on a single topic.
Such sessions should include all of the information and materials necessary for attendees to leave the session prepared to deliver the lesson on their own.
Moderated Group Discussion
Moderated Group Discussions are more informal presentations that feature group conversation and interaction. The committee encourages presentations that will foster dialogue among conference attendees. These sessions are particularly well suited for hot topics.
Posters will be displayed throughout the conference. In addition, a designated time will be set aside for presenters and attendees to discuss the work presented in the poster.
Please provide a short summary of your presentation for the conference brochure. The summary should not exceed 250 words and should accurately reflect the subject of the presentation.
As part of your proposal we ask that you explain whether your presentation requires projection, internet access, audio, or other technology and the degree to which each is necessary to your presentation. We ask that proposals identify any technology needs at this early point so that we can be prepared well in advance of the conference to provide accessibility.
The committee expects that nearly all presentations will be assigned a 45-minute time slot. However, we recognize that a few presentations are better served with more time. For that reason, we have set aside a few 75-minute slots. If you are interested in a 75-minute time slot, your proposal should clearly explain why 75 minutes is necessary.
Proposals must be submitted to JKleppetsch@jmls.edu no later than December 6, 2013.
All individuals submitting a proposal will be notified about the status of their proposal on or before January 17, 2014.
Multiple proposals and the “one-presentation rule”
You may submit a maximum of two proposals, and you need not rank your proposals in order of preference. If you are selected for more than one presentation or panel, you will be given the opportunity to select the one presentation or panel in which you would like to participate, as each person is limited to one presentation or panel.
Although the committee welcomes proposals on any topic of interest to academic support faculty, a
proposal will not be accepted if it appears to be a means to market a textbook or other for-pay product.
If you have any questions, please contact the Program Committee at: JKleppetsch@jmls.edu
Proposal for AASE 2014 Annual Summer Conference
Title: Building Positive Classroom Environments
Presenter Contact Information: Cai Leonard, Law School, 2 Main Street, Springfield,
ST 98765. T: 112- 356-7890 email@example.com
Type of Session: Interactive Workshop
Audience: Newbies & moderate experience level; all school sizes
Goals of the session. By the end of this workshop participants will:
Be able to explain the value of positive interpersonal environments in helping
- Be able to identify methods for building
positive interpersonal classroom environments; and
- Be able to engage
their own students in exercises that help build positive classroom environments.
to successful learning (e.g. Bransford et. al, How People Learn 25; Goleman, Social Intelligence 268-76; Hess & Friedland, Techniques for Teaching Law 326-27). Emotional intelligence and neuroscience studies show that we learn better when we are challenged, supported, respected, and engaged. Too much stress impedes learning; lack of challenge does the same. This workshop focuses on how to create a positive learning environment for law students.
- Discussing ideas in pairs
- Looking at visuals
- Listening & reflecting
- Discussing ideaswith the whole group
- Practicing with a small group
learning, and exchange their ideas with a partner. This will be followed by a short, whole group discussion about the value of creating positive affect — and the value of engaging others in talking about it. Participants will then be given scenarios about classroom behaviors and asked to consider the following kinds of questions:
- What could the professor have done at the beginning of the course to increase the positive interpersonal engagement?
- What are the likely consequences of negative classroom interactions?
- What small steps can professors take to improve the classroom environment?
Throughout the workshop, I will share my own experiences and give examples of what I have
found effective in my classes, others’ classes, and I will answer participants’ questions.
Materials. Outline of the workshop, scenarios regarding different kinds of classroom
environments, questions for participants to respond to, specific techniques professors can use to create positive environments, and short list of resources.
Technology Required: Access to PowerPoint would be very helpful, although the session could be modified to be done without it.
Brochure Summary: We have all witnessed our students struggle in their classes due to too much stress. This workshop focuses on how to create a positive learning environment for law
students. Through group discussion and partner work, participants will learn how to build positive interpersonal classroom environments.
Friday, November 1, 2013
If you are interested in membership in AASE (Association of Academic Support Educators) please note that your inquiries should be directed to firstname.lastname@example.org. You should receive an email with an application within a week of your inquiry. AASE is moving the membership process from UNLV to a more permanent model, with one email address.
And just a reminder that AASE is planning a FABULOUS conference in Indianapolis, to be held May 30-June 1, 2014.
For more information about AASE, please see http://www.academicsupporteducators.org
Thursday, October 17, 2013
Assessment Across The Curriculum
Assessment Across the Curriculum is a one-day conference for new and experienced law teachers who are interested in designing and implementing effective techniques for assessing student learning. The conference will take place Saturday, April 5, 2014, at the UALR William H. Bowen School of Law in Little Rock, Ark.
Conference content: Sessions will address topics such as:
- Formative Assessment in Large Classes
- Classroom Assessment Techniques
- Using Rubrics for Formative and Summative Assessment
- Assessing the Ineffable: Professionalism, Judgment, and Teamwork
- Assessment Techniques for a Legislation or Statutory Interpretation Course
By the end of the conference, participants will have concrete ideas and assessment practices to
take back to their students, colleagues, and institutions.
Who should attend: This conference is for all law faculty (full-time and adjunct) who want to learn about best practices for course-level assessment of student learning.
Conference structure: The conference opens with an optional informal gathering on Friday evening, April 4. The conference will officially start with an opening session on Saturday, April 5, followed by a series of workshops. Breaks are scheduled with adequate time to provide participants with opportunities to discuss ideas from the conference. The conference ends at 4:30 p.m. on
Saturday. Details about the conference will be available on the websites of the Institute for Law Teaching and Learning and the University of Arkansas at Little Rock William H. Bowen School of Law.
Conference faculty: Conference workshops will be taught by experienced faculty, including Michael Hunter Schwartz (UALR Bowen), Rory Bahudar (Washburn), Sandra Simpson (Gonzaga),
Sophie Sparrow (University of New Hampshire), and Lyn Entrikin (UALR Bowen).
For more information about the conference and to access the registration form, please go to Institute for Law Teaching and Learning Website - http://lawteaching.org/conferences/2014assessment/
UALR Bowen website - is http://ualr.edu/law/iltl-conference/
Tuesday, October 1, 2013
As I imagine is the case in most law schools, our orientation at South Carolina is absolutely packed. This year, I only had 20 minutes to speak, where in years past I might have had an hour or two. I used to try to cram in as much as I could -- from time management to study groups to stress to exam writing -- but this year there was no way I could do so. Consequently, I took a different approach and focused on the Top Eight Regrets of Students Who Did Poorly in Their First Semester (I am a huge fan of listicles -- I'll read anything if the title has "Top" followed by some number -- considering the success of Buzzfeed and Cracked, I have the feeling many of our students feel the same way).
Over the years, I've asked poor-performing students what they wished they had done differently, and this is the list I got:
1. Didn't attend tutoring or Academic Success Workshops.
2. Didn't have or stick to a strict study schedule (treat law school like a job).
3. Didn't outline until the very end of the semester (or relied on other students' outlines).
4. Didn't meet with their professors.
5. Treated law school like undergrad.
6. Let Legal Research, Analysis, and Writing get away from them.
7. Spent all of their time reading and preparing for class -- did not do practice questions, work on oultines, or meet with study groups.
8. Let law school stress overwhelm them.
I focused on this list in Orientation, and as the semester has progressed, students have repeatedly mentioned one or another of the points (either in tutoring or Workshops or during individual meetings). A presentation structure and focus borne out of basic necessity seems to have lodged itself in the minds of the student body in a way that a broader presentation did not, and I think it has had a direct effect on the large amount of student traffic the Academic Success Program has had. Even though the semester has been going for several weeks now, I'm thinking about sending it around again, just to remind them. (Alex Ruskell)
Thursday, September 26, 2013
Teaching, Scholarship, and Service:
Professional Development for Academic Support Professionals
November 8, 2013
9:30 a.m. to 4:00 p.m.
University of San Diego School of Law, San Diego, California
Spend a day sharing with and learning from your colleagues! We spend most of our year dedicating ourselves to the needs of our students, our school, and our communities. It is time to take a day just for us! The West Coast Consortium of Academic Support Professionals invites you to attend just such a day in sunny San Diego at the beautiful campus of the University of San Diego School of Law.
PART 1 - Scholarship: Are you looking for feedback on a paper in progress? Would you like suggestions on how to strengthen an almost done piece of scholarship? Would you like to present a paper to a group of supportive colleagues and participate in a critique? We will look at best practices in developing scholarship, the steps necessary to finalize and submit papers for publication, and discuss further strengthening the ASP area of scholarship.
PART 2 – Teaching and Service: Would you like to reinvigorate your ASP program? Looking to get a few more ideas for bolstering presentations in the classroom? We will look at innovative teaching methods, new ideas for ASP programming and discuss how you can best be of service to your students, school and ASP community. We welcome your ideas if you have specific areas you would like to discuss.
WE NEED YOU! If you would like to present a work in progress during Part 1 or be a presenter for Part 2, please email a summary of your paper or presentation idea along with your contact information and a list of your past presentations to Lisa Young at email@example.com. The summary should be no more than 250 words and must be submitted no later than Friday, October 11th for full consideration.
While WCCASP is a regional subgroup, we welcome any and all from around the country to join us!
Wednesday, September 11, 2013
The following letter is from Louis Schultze, Section Chair:
Dear academic support colleagues:
I write today to share some details about the Section on Academic Support’s events at the upcoming AALS Annual Meeting. Our numerous committees have done an outstanding job planning a great program, and I’m very pleased to let you know that AALS has been very accommodating in
meeting our schedule requests. All of our events occur in the brief window from Friday evening to early Saturday afternoon, so those who can only attend the annual meeting for a short time can do so easily. Also, our Section Program time does not conflict with the program times of other sections
typically frequented by our members (i.e. Student Services, Legal Writing, Balance, Teaching Methods, etc.).
I hope you all will take a moment at the annual meeting to join me in thanking our committee members for their diligent work. In the meantime, the schedule of events is as follows:
1. Section on Academic Support Business Meeting:
Friday, January 3, 2014, 6:30pm.
2. Informal/ Unofficial Dinner Gathering:
Friday, January 3, 2014, 7:30pm. More information to follow.
3. Section on Academic Support Program: “Early
Intervention for At-Risk Students.” Saturday, January 4, 2014,
In light of shrinking budgets, smaller applicant pools, and media criticism of legal education, how can law schools proactively address the potential influx of at-risk students? What does “at-risk” really mean? Are law schools responsible for ensuring that students succeed once they are admitted? Should law schools even admit at-risk students? This panel will address these questions and provide helpful insights to benefit faculty, administrators, and institutions. Specifically, panelists will discuss programs and methods for supporting at-risk students, the important issue of “stereotype threat,” at-risk students and bar passage, and a unique empirical method of predicting academic success.
Joanne Harvest Koren and Alex Schimel
(Univ. of Miami): “At Risk” of What? Definitional Issues in Law
School Academic Intervention
Chelsea Baldwin (Oklahoma City
Univ.): Intervention Without
Jamie Kleppetsch (John Marshall Law
School): Providing “At-Risk” Students with the Skills Necessary to be
Successful on the Bar
Allison Martin (Indiana University
Robert H. McKinney School of Law) and Kevin Rand (Indiana University – Purdue
Univ. Indianapolis): Early Identification & Intervention: Is There
“Hope” for At-Risk Students?
4. Informal/ Unofficial Lunch Gathering:
Saturday, January 4, 2014, 12:30pm-2:00pm. More information to follow.
Section Chair, AALS Section on Academic Support
(Professor of Law & Director of Academic Support, New England Law, Boston)
Sunday, September 8, 2013
On behalf of Joyce Herleth, Chair of the Awards Committee for the Academic Support Section of AALS:
The Awards Committee for the AALS Section on Academic
Support is soliciting nominations for our section award. The Association
of American Law Schools Section on Academic Support’s Award will be presented
at the January 2014 AALS meeting and will be awarded to an outstanding member
of the ASP community. Please review the eligibility and criteria
information below and send nominations directly to Awards Committee Chair, Joyce
Savio Herleth via email firstname.lastname@example.org.
The deadline to submit nominations is October 1, 2013 at 5pm PDT.
For a nomination to be considered, it must include (at a minimum) a one to two
paragraph explanation of why the nominee is deserving of the award. Only
AALS ASP Section members may make nominations, but all those within the ASP
community may be nominated. Membership in the section is free and can be
processed within minutes at AALS Section Membership. For detailed
instructions on how to become a member, please view this page: https://memberaccess.aals.org/eWeb/DynamicPage.aspx?Site=AALS&WebKey=87e3b982-657e-4a7c-be71-33605903d797.
Eligibility and Criteria for Selection. The
eligible nominees for the Award will be Section members and any other
individuals who have made significant or long-term contributions to the
development of the field of law student academic support. All legal
educators, regardless of the nature or longevity of their appointment or position,
who have at some point in their careers worked part-time or full-time in
academic support are eligible for the Award. The Award will be granted to
recognize those who have made such contributions through any combination of the
following activities: assumption of leadership roles in the ASP
community; support to and mentoring of colleagues; service to institutions,
including but not limited to schools, the ASP Section, and to other
organizations; expansion of legal opportunities to traditionally underserved
segments of society; teaching and presenting; and scholarship, both traditional
Law schools, institutions, or organizations cannot receive
an award. Prior year or current year Section officers are excluded from
being selected as an award winner.
Wednesday, August 21, 2013
The following announcement was posted on the Balance in Legal Education listserv by Mike Schwartz and may be of interest to many ASP'ers who also teach other classes:
Please save the date for the Institute for Law Teaching and Learning's Summer Conference hosted by Northwestern University School of Law, "What the Best Law Teachers Do," June 25 - 27, 2014, in Chicago.
Published by Harvard University Press and currently sweeping the legal blogs, What the Best Law Teachers Do introduces readers to twenty-six professors from law schools across the United States, featuring close-to-the ground accounts of exceptional educators in action. Join us to
interact with these instructors and learn more about their passion and creativity in the classroom and beyond.
Confirmed presenters at this conference include Rory Bahadur (Washburn University School of Law), Cary Bricker (University of the Pacific, McGeorge School of Law), Roberto Corrada, (University of Denver, Sturm College of Law), Meredith Duncan (University of Houston Law Center), Paula
Franzese (Seton Hall University School of Law), Heather Gerken (Yale Law School), Nancy Knauer (Temple University, James E. Beasely School of Law), Andy Leipold (University of Illinois College
of Law), Julie Nice (University of San Francisco School of Law), Ruthann Robson (CUNY School of Law), Tina Stark (retired, formerly Boston University School of Law), and Andy Taslitz (American University Washington College of Law).
The co-authors of What the Best Law Teachers Do, Sophie Sparrow, Gerry Hess, and Michael Hunter Schwartz, will provide a framework for the presentations and a global sense of the takeaway lessons from their study.
Presenters teach a wide variety of courses across the curriculum including administrative law, civil procedure, clinics, constitutional law, criminal law, criminal procedure, election law, family law,
labor law, legal writing, pretrial advocacy, professional responsibility, property, sexuality and the law, torts, transactional drafting, and trial
Please mark your calendars for June 2014.
Michael Hunter Schwartz | Dean and Professor of Law UALR
William H. Bowen School of Law
(o) 501.324.9450 | (f) 501.324.9433
twitter.com/deanmhschwartz | ualr.edu/law email@example.com
Thursday, July 25, 2013
For those of you unfamiliar with the AALS meetings each January, the Academic Support Section will hold both a program and a business meeting during the annual meeting. If your law school is a AALS member and your budgetary rules allow you to register for a 2014 conference with current budget funds, this announcement might be of interest to you. (Amy Jarmon)
The following e-mail was sent to AALS members:
We are delighted to announce that the registration for the 2014 AALS Annual Meeting to be held in New York City, Thursday, January 2 through Sunday, January 5, 2014 is now open.
The AALS Annual Meeting is the world's largest gathering of legal educators and administrators attracting over 3,500 law school faculty members, deans, and law librarians for the most comprehensive 3 days of
continuing education available for legal educators. It's a great opportunity to connect and network with colleagues from different law schools around common interests, learn about new issues in legal education, and leave with ideas and strategies for action in your work and at your own institution.
The theme for the 2014 Annual Meeting is "Looking Forward: Legal Education in the 21st Century." Questions about the value and future of legal education have repeatedly dominated academic conversations and commanded news headlines in recent years. As we consider what the future holds
for legal education and the academy, this annual meeting will play a crucial role in encouraging active engagement and debate - an important step towards engaging with fellow faculty members in shaping legal education and its future leaders.
Join thousands of your law school colleagues from all over country as we gather in Manhattan to examine and consider what the future holds for legal education and the academy and how best to move forward.
The Annual Meeting and the hotels for housing will all be within walking distance from premier attractions such as Times Square, Radio City Music Hall, Fifth Avenue shopping, the Broadway Theatre district, Central Park, The Museum of Modern Art (MoMA), and many more iconic New York landmarks.
For more information, including meeting highlights, the complete program, registration, and housing information, please visit www.aals.org/am2014.
PS: When you register early, you'll guarantee your place and get a discount!
Thursday, May 23, 2013
The following announcement is from the ASP listserv:
Dear friends and colleagues,
I'd like to extend an invitation from the Association of Academic Support Educators to join our fledgling organization. AASE is a new professional organization for law school academic support educators. This national organization is dedicated to engaging in professional development, including publishing, teaching skills development, networking with our colleagues, and discussing the latest academic support research trends as well as learning about innovative academic support and bar pass programs.
While you may have found you were unable to attend our inaugural conference, joining the organization allows you access to our TWEN page, stocked with the handouts presenters provided during their presentations. Membership will also connect you with a professional organization, allowing you valuable contacts within the Academic Support world. If you think you might want to join an AASE committee or vote on officers, please consider joining. Membership fees are low ($35) and allow you to be part of an exciting opportunity to develop and grow as a professional.
Please feel free to contact me for more information.
On behalf of AASE
Director, Academic Success Program
UNLV/Boyd School of Law
Friday, April 19, 2013
A huge thank you to Myra Orlen, who wrote this summary of events for the blog.
The 2013 NY Academic Support Workshop was held on Thursday, April 2013, at Brooklyn Law School. Thanks – once again -- to Linda Feldman and Kris Franklin for organizing and convening a totally successful event. This workshop consistently convenes a dynamic group of presenters in a supportive setting in which everyone participates and comes away inspired. This year’s event was no exception.
David Nadvorney, of CUNY School of Law, began the day with a presentation entitled “Teaching Students Legal Reading.” David demonstrated methods of working with students on law school reading that I will use with my students. He stressed that the best method of delivering ASP is across the curriculum, i.e. in a doctrinal context. David shared materials from his close case reading workshops. In these workshops, he teaches students to recognize rhetorical devises that will enhance their comprehension.
Next Shane Dizon, of the Maurice A. Deane School of Law at Hosfstra University, gave a presentation entitled “Professional Advisory: Explicit Content! Make Labeling Mandatory.” Shane’s presentation focused on the importance of students’ ability to spot issues on exam questions. Shane led us in an exercise; with scissors and preprinted labels in hand– we marked up a constitutional law essay question. The labels corresponded to the issues that the professor wanted students to identify on the exam question and will ideally come from the students’ course outlines. This exercise teaches close reading and can serve as an intermediate step between the professor’s memo on the exam and the students’ understanding of the exam question.
Robin Boyle, of St. Johns University School of Law, addressed critical reading skills and placed those skills in the exam context. She noted that our legal writing colleagues are noticing that students are evincing increased difficulty in critical reading this year. Robin shared her experience in working with students on exam taking skills – with a focus on critical reading.
Zelma Rios, of Cardozo School of Law, shared her idea of having students annotate portions of briefs: the question presented and the statement of the case. In doing so, students focus on language structure, word choice, and tone. Students then meet in groups to discuss their annotations. This exercise affords students the opportunity to see cases in context. The cases are the continuation of the story presented in the brief. When asked how to use this exercise in the ASP context, Zelma had a ready answer; she distributed the briefs copies of the Palsgraf briefs. As one person noted, this exercise allows students to see themselves as lawyers from day one.
Jeremiah Ho, of the U. Mass. School of Law - Dartmouth and Rebecca Flanagan, currently of the U. Conn. Law school and soon to be at the U. Mass. School of Law- Dartmouth, explained how to use Jerome Bruner’s Spiral Curriculum in 1L Contracts. Using the process that Rebecca described in her April 12, 2031 entry to this blog, she and Jeremiah demonstrated how the Spiral Curriculum can be used in Contracts to teach the mirror image rule.
Angela Baker, of Rutgers Law School, presented on the development of summer pre-law programs for law students. She told us about the development and implementation of Rutgers’ program which brought diverse, rising sophomores to Rutgers for a four-week program. The program was an intense mixture of classes, speakers, and field trips aimed at encouraging participants to consider law school.
Kris Franklin, of the New York Law School, led us in an exciting game of TabooTM Law. The objective of the TabooTM is to get your teammates to guess a word, without using a set of words that are listed on the card as “taboo.” After providing a demonstration, Kris distributed Civil Procedure cards that her students made. In making the cards, students knew which words to put on the cards to “screw” their classmates. The game illustrated that law school can be fun and that one need not be afraid of the law. To give good clues, students use legally descriptive terms. Thus, the students learn to explain and, thereby understand the terms.
Ann Forlino, of the U. Mass. School of Law – Dartmouth, spoke about the necessary relationship between ASP and Disability Services. Through the discussion that Ann led, we learned of some of the different ways that these two areas are treated in law schools.
Last – but certainly not least – Elizabeth Corwin of Pace Law School spoke on her experiences working with at-risk 2Ls. In her presentation Elizabeth described the course that she teaches to at-risk students: Overview of Legal Analysis. The course is designed to enhance students’ exam taking skills. Elizabeth noticed that her students had problems with logical thinking and introduced us to a series of videos that explain concepts in logic:
(Myra Orlen, WNE Law via RCF)
Wednesday, April 10, 2013
Jane La Barbera, Managing Director of AALS, recently e-mailed the following announcement. If you are faculty or professional staff from AALS memer and fee-paid law schools, you would be able to access the podcasts. Please notice the restrictions on access and use. (Amy Jarmon)
"Over 70 sessions from the 2013 AALS Annual Meeting in New Orleans were digitally audio recorded. These recordings are available at no charge to faculty and professional staff from AALS member and fee-paid law schools.
Visit www.aals.org/am2013podcasts to download and listen to these podcasts from the 2013 Annual Meeting.
A user name and password is required to access the podcasts. Your user name is your primary e-mail address. If you do not have or do not remember your password, click the 'forgot password' link on the bottom of the login screen.
The podcasts are listed chronologically. You can browse by scrolling down, or search for a specific session by typing "Ctrl F" and then typing a keyword.
Click "listen" underneath the session you are interested in and your media player should open and begin playing the recording. Or you can right click and save the link to download the file.
AALS makes its podcasts available for exclusive use by members of AALS for teaching and related purposes. Commercial and unauthorized use or distribution is prohibited. The podcasts may not be altered in any way without written permission from AALS and the speakers."
Wednesday, March 27, 2013
The Section is seeking a double session for this program consisting of two 90-minute parts. The first part would be devoted to more theoretical presentations on what the psychological and sociological literature tells us about how problems with well-being might affect the professional development of law students and the responsible practice of law. The second part would be devoted to presentations and demonstrations on how we can teach students to improve their well-being as part of an integrated approach to the development of a personally satisfying and ethically responsible professional identity.
The Balance in Legal Education section draws both its governing board and its general membership from all segments of the legal academic community, and believes that its program topic will be both interesting and relevant to many of you.
The list of speakers is currently only partially formulated, so we invite proposals for speakers, as well as papers from non-speakers. The Section has obtained a commitment from the University of Arkansas at Little Rock Law Review to publish papers relating to this program. If you have an interest in being considered as a panel member on this topic, or in submitting a paper for publication (or both), please contact me at your earliest opportunity, but in any event no later than April 30, 2013, at firstname.lastname@example.org. Your submission should include a brief description of the perspective that you would bring to the topic, whether you wish to be a member of the panel and/or prepare a paper for publication, and a copy of a current curriculum vitae. We encourage new as well as experienced teachers to submit proposals. We will give preference to presentation proposals that include interactive demonstrations of teaching methods and collaborative work with other program participants, and we are especially interested in how these issues can be addressed in large traditional classroom settings.