Law School Academic Support Blog

Happy holidays

The editorial staff of the Law School Academic Support Blog wish all of you a happy holiday season.  We hope that the following will be part of your break from the academic grind:

• Time with family and friends
• Fun and laughter
• Restful slumber
• Safe travels
• Lazy afternoons and evenings

• And of course: Lots of good food.

For those of you with short breaks because you are administrators, we will be back right after the New Year.  For those of you with faculty status and the longer break, we will see you back here when classes start up.

Best regards for 2010!

(Amy Jarmon)

Opening one's academic gifts

I saw a quote recently that reminded me of 1L law students learning the law.  The quote said: "We are all gifted; some just haven't opened their gifts yet." 

In this holiday season, it summoned up a mental picture of a stack of academic presents for each 1L student.  Each present in the stack carefully labeled: reading cases, briefing cases, etc.

Within the first month, many law students adapt well to their new learning environment.  They become fairly efficient and effective at a number of new tasks: reading, briefing, outlining, analyzing hypotheticals, writing legal documents.  For most students, their "academic gifts" have been opened and employed for success. 

However, some law students lag behind their classmates in becoming proficient in law school.  ASP professionals are often able to assist those students - if they become known to them.  For a number of the students, it all comes together later in that first semester.  

For some, grades will show that it never came together.  Second-semester 1L's who are still struggling - whether or not they are actually on probation - will likely need ASP help to get their gifts opened.  One-on-one assessment of their problem areas and educational plans to assist them will benefit. 

I often find that students who have had trouble missed some basic "how to" information that others caught on to: rules, issue spotting, relevant facts, policy, terms of art, analysis with IRAC.  Many also had deficits in basic skills such as time management, stress management, and organization.  

It may be that they had other outside exigencies that delayed opening their academic gifts: medical, personal, financial.  If those aspects have not been resolved during the semester break, then referrals may be required in addition to any academic skills work.

The hardest students to work with in my estimation are those who do not want to do the hard work that it takes to "open their academic gifts."  If students are not willing to engage in the process and implement strategies that will allow them to succeed, my hands are tied.  It will not matter what I, or others, do to assist them.  Ultimately, they will possibly fail or at least not live up to their academic potential.  (Amy Jarmon) 

The myth of "the right stuff"

Grading is in process.  With grading will come ranking.  With grading and ranking will come probation and academic dismissal decisions.  Such is the cycle of legal education.

We know that our students are talented, bright, and successful.  If they were not, they would not have made it to law school.  Occasionally over the years, I have heard law professors from various law schools and legal specialties make comments that some law students "don't have the right stuff."  I think that perception is unfortunate.

I realize that the law is not always a good match for every student.  One of my best friends in law school left because he couldn't see himself spending a lifetime being unhappy in a discipline that he didn't enjoy - his grades were not the problem.  Several students with whom I have worked are happily and successfully pursuing other careers or graduate degrees because law just wasn't for them.  They had the courage to walk away.

It is true that some students do not do well because they never get the hang of "thinking and writing like a lawyer."   Academic dismissal because of grades at the end of the first year (or later) is not necessarily a bad process.  However, what bothers me is when people make comments about students as if they are inferior because they are unable to master the law. 

We are all blessed with differing gifts.  I celebrate my students' differences in learning and help them apply their gifts to legal education.  However, I do not think less of the students who work extremely hard but never master legal education.  They have valuable gifts to share with others outside the law.

It seems to me that we need to honor our students' gifts.  Even if the decision is made by the law school that they cannot continue, it should never be couched in language that suggests they are failures or "lesser beings."  Instead, we should always be aware that those students will be successes in other fields.  We should give them hope of finding their niches and not add to their distress by suggesting they do not have what it takes.  (Amy Jarmon)   

First-grade students' proverbs

The following list of proverbs was sent to me by our main campus Institute for the Development and Enrichment for Advanced Learners (IDEAL).  I have worked with IDEAL on several occasions to provide opportunities for our pipeline students at a local high school.  The list made me chuckle, and I wanted to pass on some of the proverbs for your weekend amusement.

The proverbs were written by a group of first graders.  Their teacher gave the children the first half of the proverb and asked them to complete the rest creatively.  Here are some of the versions they came up with for their list:

• Better be safe than..........punch a fifth grader.
• Never underestimate the power of..........termites.
• No news is..........impossible.
• A miss is as good as a...........Mr.
• An idle mind is..........the best way to relax.
• Happy the bride that..........gets all the presents.
• Where there's smoke, there's..........pollution.
• A penny saved is..........not much.
• Two's company, three's.........the Musketeers.
• Laugh and the world laughs with you, cry and..........you have to blow your nose.
• Children should be seen and not..........spanked or grounded.

Have a wonderful weekend.  (Amy Jarmon)

Thanksgiving for law students

Most of my law students realize that the carefree days of undergraduate Thanksgiving breaks from class are no longer possible.  Unless law students have been diligent in reviewing for exams all semester (fortunately, more of my students are seeing the benefits of this strategy), they will not be able to afford 5 days away from the books.  Even my diligent students often want the extra review time.

Students who have a study plan before the break begins tend to get more accomplished than those students who "take it day by day."  By planning, they waste less time trying to decide what to study and getting started on their studying.  They are also less susceptible to the temptations of TV, shopping, non-law-school family members' relaxing, and frittering away time.

Each day basically has three potential study chunks within it: 8-12, 1-5, 6-10.  For many students, thinking about the day in thirds helps them plan their studying realistically.  It is easier to estimate what can be done in 4 hours than what can be done "today."  Even if a student decides to not use all three potential chunks every day, it allows conscious decisions about each part rather than drifting through the day.

For each chunk, a student has to determine how to use the time most effectively for her study habits and learning styles.  One student may want to spend all of the day's time (a potential 12 hours) on one subject for review.  Another student may need to switch off courses to stay focused.  Within each of the three chunks, one student may "mix it up": read through an entire outline, flashcards, intense studying of one topic, practice problems, reading a supplement, making graphic organizers for the material.  Another student may focus better by completing one type of task the entire time.

Students will maintain their focus best, gain greater understanding, and retain more information if they are active in their studying.  Some may read out loud.  Some may recite rules out loud.  Some may ask lots of questions while reviewing the material.  Some may even pace while doing flashcards.  Being actively involved is more effective than merely "doing time" over the books.

Within the longer chunks, students should take short breaks roughly every 90 minutes.  A quick trip to the refrigerator for a drink, a snack, or a brief chat with family will allow one's brain to file the recently completed information. 

Family circumstances vary.  Some students can hole up in their rooms without causing a problem with their family.  Other students will find that it is best to go to the public library, coffeehouse, or some other location to study because their family members interrupt them too much or resent "tip-toeing" around the house so the law student can study.

However, I always encourage my students whether they are here in town to study or at home with family and friends to take most, if not all, of the actual holiday itself off.  Why?  Because otherwise they are miserable.  They feel sorry for themselves and resent not having the holiday.  So, better to have some time off and enjoy it than to not focus on what they are trying to study because of their emotional response.  If they are staying in town, I encourage them to join with other law students or folks they know in the community for a dinner.  At minimum they should go out to a restaurant and have a nice meal.  Peanut butter and jelly or turkey sandwiches are not the same as a good holiday meal. 

And, I think it is helpful if the students have a reward planned for studying each day.  Being able to look forward to the reward is a motivator.  Claiming the reward at the end of the day is satisfaction for a job well done.  Whether it is watching TV with family, going to a movie, playing Spider Solitaire, or a bubble bath, the reward will make the day a success.

Happy Thanksgiving to all ASPers and to all our law students.  (Amy Jarmon) 

Time savers for home and school

Now that we are approaching the final crunch before exams, I try to help my law students find ways that they can save time on some of their tasks at school and at home. 

Here are some hints that seem to ease the stress because of greater efficiency and effectiveness on school tasks:

• Read actively now for learning rather than highlighting material to learn later.
• Review regularly so that you do not need to relearn as much.
  • Review your readings/briefs before you go into class.
  • Review your class notes within 24 hours for better understanding.  Condense them in anticipation of outlining later.
  • Review your outline cover to cover regularly in addition to any specific topics you are learning.
• Outline new material every week so you do not get too far away from it.
• Condense your outline to 1-2 pages per topic after intensely studying that topic.  This way, you create a smaller, big picture outline of the essentials while the material is fresh.
• Ask your professors any outstanding questions now rather than wait until the last minute.
• Organize all materials for each course so that your exam review will not miss any notes, handouts, problem sets, etc.
• Stock up on school supplies so that you will not run out at a critical time during the remainder of the semester: pens, ink cartridges, paper, index cards, tabs, file folders. 
• Complete your hardest tasks when you are most alert so that you are more productive.
• Evaluate your study options to choose the best strategies:
  •  Should you study at school, another academic building, a coffeehouse, or at home to avoid distractions?
  • Should you study one subject for a longer period (2-4 hours) or switch among subjects to keep focused?
  • Should you cut back on hours at your job to make studying a priority?
  • Should you lessen the time you spend on e-mailing, instant messaging, texting, and talking on the phone?

Here are some hints that seem to ease the stress because of greater efficiency and effectiveness on home tasks:

• Minimize your time spent on cleaning by scheduling a major cleaning session now and then picking up and spot cleaning only through the end of exams.
• Plan your errands so that you have scheduled blocks of time twice a week; place errands in the same part of town in the same time block.
• Run your errands in "off peak" times whenever possible to avoid lines.  Since many stores stay open late or 24 hours, you do not have to shop at the same time as most people.
• Stock up on food supplies that have a long shelf life to avoid multiple grocery trips later.
• Buy "family size" portions of prepared foods even if you live alone so that you will have multiple meals taken care of at once.  Freeze unused portions for later if you desire more variety within a week's menu.
• Complete as much food prep as possible on the weekend for the entire week.  Cut up fresh fruit or vegetables to be portioned out over the week.  Cook multiple servings of a recipe in the crock-pot to use during the week without extra food prep (or to freeze and thaw for greater variety later).  Make sandwiches ahead for several days. 
• Trade off child care with other law students so that each law school student can have blocks of uninterrupted time for study.
• Talk to family and friends about how important this period in the semester is to your success.  Ask for them to help you have concentrated periods of study until exams are over.   

By taking control over daily tasks that are not high priority, law students can minimize their stress and focus more on their study priorities.  Saving even 1/2 hour per day means 3 1/2 extra hours per week to study for exams.  (Amy Jarmon)    

Working down the pipeline: P-20 educational efforts

One of the fun tasks that I have at Texas Tech is being the team leader for our partnership with the Law and Justice Magnet Program at Estacado High School, a predominately minority high school here in Lubbock.  The high school students are 9th through 12th graders who are interested in law enforcement or law careers.  Their LJMP instructor is ex-law enforcement and a wonderful teacher named Lucio Trevino.

We began the partnership because of our commitment to increasing diversity in the legal profession.  In addition, we hope to keep students in school, encourage a college-going culture, and teach good citizenship. 

Typically, we have included the following activities and resources in the partnership mix: 

• The Seniors attend mini-classes at the law school on criminal law in the fall and civil law in the spring.  Several Legal Practice professors have generously allowed us to modify their 1L memo packets for the high school students.  Law librarians teach library and research skills during each series while Mr. Trevino and I focus on the fact pattern and cases with the students.
• The sophomores and juniors are invited to a short non-residential summer camp that focuses on criminal law.  We again use a modified 1L memo packet as the class materials.  Students participate in presentation of arguments at the end of the camp.
• Law students help coach the LJMP mock trial team.  The team begins practice in October and competes in February in a regional competition.   
• Library materials are donated to the high school after they are withdrawn from the collections.  The main law library provides advance copies of the reporters.  My OASP library provides study aid materials.
• Invitations are extended to LJMP for various events at the law school.  For example, the students are VIP guests for the Sandra Day O'Connor Distinguished Lecture Series.  They get a group photograph with the visiting U.S. Supreme Court Justice and a certificate.

This year we began an exciting program in which 7 of our upper-division law students are Dean's Community Teaching Fellows (DCTFs) helping Mr. Trevino in the classroom.  The program has been a wonderful success. 

The students love having law students in the classroom.  The law students get to share their legal knowledge and present lessons.  The mock trial team is basking in the extra attention.  Mr. Trevino is delighted to have the extra help in the classroom.  Some of the DCTFs are ex-public school teachers who missed the classroom and are excited to be back. 

The DCTFs have the option of signing up for Independent Study Credit.  As part of that course credit, I have been reading their required journals.  Their enthusiasm is obvious in their entries.  As the first DCTFs, their comments are vital to the growth of the program. 

Although pipeline efforts add to an ASPer's already at-capacity load, the rewards for working with P-12 students are worth the extra time.  I encourage any ASP professionals who have a heart for diversity and  public education to get involved.  There is a national law school group called "Wingspread" that deals with P-20 issues.  If you want more information, just contact me.  (Amy Jarmon)  

    

Things we do as professors that drive students crazy

I am often privy to information from students about the things we do as professors without realizing they are driving students crazy.  If I hear it from just one student, I figure it might be an individual misunderstanding or problem.  But when I hear it repeated by multiple students, I assume that the concern is genuine.  

Whenever students mention a legitimate area of frustration, I try to take note so that I will not do the same thing in my own courses and drive my own students nuts!   Over my years at different law schools, I have accumulated a list of the "crazy-makers" that have gotten multiple mentions:

• Regularly mumbling or speaking so softly that at least 1/3 of the lecture hall cannot hear the professor - and then refusing to use the microphone when students get up the courage to ask for that solution.
• E-mailing or posting lengthy reading assignments the night before or the day of class so that students cannot predict their workload and organize their work efficiently and effectively in light of other coursework, deadlines, and commitments.
• Posting office hours and regularly not being there for them - and then not posting makeup hours or scheduling other individual times to see students.
• Scheduling an appointment with a student to go over a paper/exam that the professor has and then not being able to find it, resulting in a re-schedule.
• Assigning class seats alphabetically (instead of letting students choose) so that students are in seat locations inappropriate for their learning styles or disabilities - and then not allowing students to relocate when other seats are available.
• Regularly answering every student question about something the professor just stated with the exact same statement that was not understood by the questioner the first time.
• Banning laptops for all students when some students learn better with a laptop because of their learning styles or disabilities - and making no adjustments in how the course is taught from previous semesters to take into account that students are handwriting notes.. 
• Requiring other presentations, workshops, or section meetings without adequate warning so that students must cancel long-scheduled appointments or decide which of two requirements they will attend.
• Announcing that there will be an "open code or rule book" exam early in the semester and then a few days before announcing that there can be no writing/highlighting in the book so that students who have learned by annotating and highlighting must buy a new book for the exam. 
• Not providing any practice questions to the class or old exams for the law school database so that students are unable to use appropriate study strategies for that professor's unique exam style.
• Telling the students in class what the exam formats will be and then giving an exam including different formats.
• Telling the students in class that a particular topic will not be on the exam and then testing on that topic.
• Testing only on the last two weeks of the semester's material when students have been told that the exam will be comprehensive covering the entire semester.
• Returning a first assignment of the same type after the second similar assignment was due so that the students had no feedback and opportunity to adjust their performance accordingly.

• Changing the instructions significantly for a paper or memo after students have already completed work under the initial instructions so that those hours of work are totally wasted.

We all have realizations during teaching that "I'll never do that again."  We have the final determination of how to run our courses.  However, we can hopefully learn not only from our own insights but also from our students' legitimate reactions to what we do.  (Amy Jarmon)

Anxiety over being called on in class

I vividly remember the first time I was called on in law school.  It was Contracts class.  I was well-prepared.  I opened my mouth to respond, and nothing came out.  It was probably only a few seconds, but it felt like an eternity.  Anxiety almost took over.  The ironic thing is that I had regularly done public speaking throughout my prior career.

When my students tell me that they have a fear of speaking in class, I empathize with them.  Sometimes it is just fear of a new situation.  Other times it stems from learning styels.  Students who are listeners rather than talkers with a high degree of reflective thinking in their learning styles are unlikely to jump in and rabbit on in class.

My 1L students who avoid class participation and internally gasp when they are called upon usually fear the Socratic Method and having all eyes on them in a large section.  However, 2L and 3L students also admit that they are reticent to speak in class.  The problem for them is that class participation often makes up some portion of their grade.  So, unlike the 1L student who can silently pray that she is not called upon, the 2L or 3L has to brave it and raise a hand or forfeit a chunk of the grade.

Here are some tips that I give to my students to help them become more confident:

• After reading and briefing (or taking notes if material other than cases is assigned), take a few minutes to synthesize your reading.  Then out loud explain the reading to an empty chair, the family pet, or an understanding friend.  Next think of the professor's usual questions and answer them out loud.  You can practice your answers and gain confidence by this recitation step.
• When the professor asks a question in class, answer silently in your head.  Then compare your answer to what another student says.  Listen to the professor's feedback.  You will probably find that you would have answered correctly.  Again, your self-confidence should get a boost from this exercise.
• Gain additional practice voicing your opinions, questions, and answers by talking in your study group more than usual, talking with a classmate about the material, participating in student organization meetings, or asking the professor questions on office hours.  The more you talk, the less apprehensive you will be. 
• Pick the class that you feel most confident in about the material and/or most comfortable with the professor/class size.  Prepare carefully for each class.  Write down one or two questions that you could ask in class.  Choose one or two of the professor's typical questions that you could answer.  In each class period for two weeks, make yourself participate once.  Then particpate twice each class period the next two weeks.  Continue to increase your participation over the semester. 
• After you have had success in one class, use the same methods in another class.  Be consistent about challenging yourself to participate every class. 
• If you find it hard to make yourself voluntarily participate, consider going to the professor for assistance.  Explain that you are trying to get over your fear of speaking in class and ask that the professor call on you some days.  Most professors are pleased when students try to confront their fears and are willing to help in overcoming the challenge.  

Law school is a "safe place" to gain more confidence in speaking in groups.  Practice is essential in developing a new skill.  As an attorney, you will be expected to speak up in meetings, hold client interviews, and lead case/project meetings.  Why not gain those skills in the law school environment?   (Amy Jarmon) 

  

Dealing with negativity

Stress and anxiety are increasing as the semester reaches the halfway point.  More students are mentioning that they are not sleeping well, cannot focus, are prone to procrastinate, and feel guilty or depressed about their academics.

In many of the conversations, students share with me the types of negative self-talk statements that cycle through their heads.  Here are some examples:

• Everyone else seems to "get it."  What's wrong with me?
• I am way behind and won't catch up no matter what I do.
• I will never finish this memo/paper with a good grade.
• I should be paying more attention to my boyfriend/spouse/ children/sick aunt and am such a bad person.
• I will never understand ________, so why not just give up.

Students often believe this internal negativity without any question.  Instead they should rebut the negativity and refuse to blindly accept it as true.  The rebuttal should take a more positive position and determine a strategy to resolve any problem.  Examples of rebuttals to the negative self-talk above might be:

• Realistically, I am not the only person who is confused.  I can get clarification from my professor/tutor/study group by asking questions.

• I am behind in my reading and have a strategy for catching up.  I'll stay current with my new reading and slip in back reading one case at a time next week.

• I will do my very best.  I have time for one more draft and several more edits.

• I am not a bad person.  I am balancing my time between school and personal obligations.  My family members and friends understand the importance of school.

• This course is hard, but I can learn it.  I shall spend some time today writing down my questions and talking to my professor.

There are other actions that can also assist in dealing with negativity in one's outlook.  By following some simple steps, life begins to look less awful:

• Get enough sleep.  At least 7 hours.  With appropriate rest, our brains are more alert and productive.  And problems do not seem as overwhelming.
• Exercise.  Exercise is one of the best stress busters.  By taking a break for some cardio, students renew themselves for the next round of studying.
• Eat nutritious meals.  Our bodies and brains perform better when we include more fruits, vegetables, whole grains, and lean meat or fish in our diets.  Junk food, sugary snacks and drinks, caffeine, and processed foods provide less nutrition.  And skipping meals is total no-no! 
• Surround oneself with positive people.  Avoid law students who are complaining, moaning, and groaning.  You can take on their negativity if you are not careful.
• Break larger tasks into very small steps.  You will feel more motivated and confident about completing a small step when the larger task seems too overwhelming.
• Take time to write down a "blessings" list for yourself.  Write down all the things you can be thankful for and read it whenever you begin to lose your perspective. 
• Remember that you are the same very bright and capable person who entered law school.  You are dealing with challenging material and are among others who are equally bright.  If you use the many resources available at your law school, you can learn more efficient and effective strategies for your studies that will help you succeed.
• Seek medical advice if necessary.  If the negativity makes you ill or turns into depression, go to a doctor or counselor for assistance.

Most law students feel overwhelmed at some point during law school.  However, it does not have to be an ongoing way of life.  (Amy Jarmon)     

Balancing academics and extracurricular activities

We have recently had our student organization fair for 1L students.  Board of Barristers is ending advanced competitions and is about to start its 1L competition soon.  Our daily announcements are full of organization meetings with interesting speakers.  Elections for class officers and student bar positions ended.  Pro bono activities have been announced as well.

Most law students were very active in a variety of organizations during college.  Many of them held multiple leadership positions concurrently.  They received academic accolades throughout their busy social and service schedules.  And on top, many of them also held down part-time or even full-time jobs.

The natural tendency for law students is to get involved.  They have been "doers" all of their lives.  High school graduates get into the colleges of their choice by being student leaders with solid academics.  College graduates get into the law schools of their choice by being student leaders with solid academics.  The resumes of our nation's law students are truly impressive.  Orientation speakers regularly extol their entering classes with statistics that they are the brightest group of 1Ls that law school has ever had.

It is not surprising that many law students plunge into the opportunities for leadership and service full-heartedly.  If they are married students, they often have a string of community activities added to their law school choices: assistant coach for a child's team; Sunday School teacher; Scout leader; and more. 

Despite warnings during orientation sessions that law school will be different than past educational experiences, it is hard for many law students to think that the warning applies to them.  Surely, it applies to other people who came with lesser grade point averages or fewer involvements.

When I talk with students in January who are unhappy with their grade point averages (whether or not they are actually on probation), I always ask them about involvements outside their academics.  Many of them list a multitude of commitments.  It is readily apparent that they were overextended in outside commitments and took their focus off their academics.  For 1L students, it is understandable that they do not realize the balance that they need to keep.  However, it is often upper-division students who make the same mistake.

I do not believe that law students need to be monks who never participate in anything outside the hallowed halls of the law library.  In fact, I often meet students who did nothing but study 24/7 but still did poorly in their academics.  So, having no outside interests also seems to result in less than desirable grades. 

The variable that makes the difference, I believe, is having a balance between academics and life outside the law school.  Students need to be involved in other pursuits than their grade point averages.  Students need to have outlets that are totally unrelated to academics.  However, they need to use moderation until they get into the swing with law school study strategies.

Here are some suggestions for law students to find the balance that will make them better people as well as better students:

• Choose at least one student organization for which you have a real interest or passion.  Attend the meetings and social events regularly.  Not only will you meet others with similar interests, but you will have an outlet from studying.
• Defer taking on any committee chairperson or officer positions until you have completed the first semester of law school and received your grades.  If your grades are below or near to the academic probation mark, defer such extra commitments until your grade point average has improved.
• Once your grades are "safe," take on a committee or officer assignment about which you are excited and which will add to your enjoyment of law school.  If the tasks seem like drudgery, decline and volunteer to help in some other way.
• Learn to delegate.  A good leader is able to let others help with the work and does not hoard tasks thinking s/he is the only one who can do them well.  Let your fellow members have the joy of serving and the opportunity of learning new skills.
• Consider choosing at least one service opportunity in the community each semester.  By helping others, you will be grateful for the privilege of being in law school instead of bemoaning your miserable fate as a law student.
• Remember that family is important.  You need to be there for family events and emergencies: your mother's heart surgery, your little sister's confirmation, your grandmother's 90th birthday party.  Plan your studying ahead when possible so that you can be with your family without jeopardizing your grades.
• Realize your strengths and weaknesses.  Determine how much you can do and still reach your goals for law school.  Each person has a different capacity for balancing activities.  Make the choices that are right for you.  For one law student, it will be one major organizational position.  For another law student, it will be pro bono work rather than leadership positions.  For another, it will be family commitments.
• Learn to study efficiently and effectively.  There are a multitude of study strategies that not only help you use your time more wisely but also help you get better results for your time.   

Law students who learn the skill of balancing their lives during law school will have better skills for balancing their lives in practice.  Isolation is not a positive choice.  Burn out is also not a positive choice.  My wish for every law student (and practitioner) is to have a balanced life with room for family, friends, fun, service, love, and work.  (Amy Jarmon)

Widening one's audience in academic support

Some ASP professionals have very defined populations under their institutions' goals for academic support.  They may work with "at risk" students or probation students or 1L students.  Other ASP professionals provide services to all law students.

A defined population helps the ASP professional target a smaller number of students; ideally this will mean more individualized attention for those students.  A wide audience helps the ASP professional reach students who actually need assistance even though they fall outside any pre-determined "net" that would be cast by a law school.

When offering services to all law students, the ASP professional must find ways to reach the widest audience efficiently and effectively.  The more varied the approaches, the more likely that the maximum number of students will be helped.  Group workshops and individual appointments can be very effective.  However, here are some thoughts on additionial ways to reach students who may not come to workshops or request appointments:

• Have handouts and packet materials on study and life skills available for take away.  Students can easily obtain materials without face-to-face contact.  Wall pockets or spinner racks are especially useful for distribution.
• Publish study tips through the law school media.  Tips columns can be written regularly for the law school newsletter.  Or they can be sent by e-mail on a regular basis to all law students.  Alternatively, they can be posted on a law school intranet/internet sites.
• Prepare podcasts on specific study topics that can be posted on the law school intranet/internet sites.
• Have the AV department record any group workshops presented and prepare DVD copies.  The copies can be made available for check-out through the academic support office or the law library.
• Register for a TWEN site for ASP.  The site will provide a variety of ways to interact with students: posted handouts, discussion groups, podcasts, and other means.
• Pair with student organizations to present workshops on topics of interest to their members. 
• Offer to present topics in 1L classes such as reading and briefing cases, graphic organizers, or exam taking.
• Periodically provide students with e-mailed links to outside resources on academic success: the Law School Academic Success Project, other law school ASP sites, practice exams at law schools, web sites on stress managament.
• Alert students to your university's main campus programs dealing with stress management, test anxiety, depression, or other topics.  Programs are often sponsored by the Student Health Services, Counseling Center, or Recreation Center that can benefit law students, but would be overlooked by them.

Students appreciate access to information to improve their study strategies and life balance.  They often will benefit from ASP outreach when they would not consider attending a structured event.  (Amy Jarmon)

Negotiating beyond salary once you get an ASP job offer

I wanted to follow up on Rebecca's excellent posting this summer about job hunting in ASP.  A number of positions have been posted over the summer.  Some of those positions may still be "in the works."  There may be a domino effect during the next few weeks as people are selected for those positions and give notice at their current law schools.  The domino effect may also bring about postings for positions to start in January.

Rebecca talked about the reality that many schools do not have a great deal of latitude when it comes to salary.  I have certainly found that statement to be true.  A few thousand dollars may be the maximum room for negotiation.  Some schools with budgetary constraints may have zero room to negotiate on salary.

However, you want to consider other items that are not salary exactly but can add up to additional money or other pluses.  Each law school differs as to flexibility depending on its status or procedures (public or private, geographic location, size of law school, budget system, and other traits).  Even if some of these ideas are not relevant to your negotiations, there may be other creative approaches that would be.

Obviously, you will have the most opportunity to garner additional funding, time,or title resources if you have a strong resume and some experience in ASP.  However, if a law school really wants you to become their ASP professional, it will give you more bargaining power in all circumstances.  A mentor told me years ago that negotiating power is greatest when you have not yet accepted the postion; after that, you lose a great deal of your clout.

• Explore whether there are additional ways that you can be paid for duties that are related but not currently in the salary:
  •  Inclusion as a paid faculty member or administrator for a summer program for 1L students who are enrolled in a conditional/unconditional summer law school course required for their admission.
  • Bar preparation workshops if none exist at your school. 
  • Ability to teach a section of a 1L or elective course in your field of expertise as an instructor or adjunct professor in future semesters/summers.
• Consider requesting a title change or the addition of a teaching status (instructor or adjunct) to the administrative title.  There may not be the ability for an official title change because of structured personnel grades.  However, a title change might be possible for both internal and external use.  Although no money will follow, it may affect your status now and in future job hunts. 
• Explore whether you will be provided with a travel/professional development allowance so that you can attend conferences and purchase professional books for your own use.  Some law schools do this for all faculty and administrators.  Other law schools are more restrictive in their inclusion, but may be willing to negotiate. 
• Explore whether you are eligible for budget funds for Research Assistants, Teaching Assistants, work study students, or others who can assist in your workload even when you have no official secretary or other staff.
• Discuss whether you can receive an additional moving expense allowance:
  •  This request is especially effective if they want you there quickly for the start of a semester or before too many weeks go by in the semester.
  • Ask for a larger dollar allowance if a set amount is given and explain why the allowance is inadequate (distance of move, turn around allowing less selection of movers, or other matters).
  • Ask for the law school to pay to have your belongings packed by the movers as well as moved so that you can arrive more quickly and begin work sooner.
  • Ask the law school to pick up the storage tab in your new city if you will not have time to buy/rent a house and will be in temporary quarters for several months.
  • Ask the law school to pick up additional costs that may result from your having to break a lease without sufficient notice. 
  • Moving expense allowances are sometimes calculated for the young professional without family responsibilities or many belongings.  If you own a house full of furniture and/or have family to move, ask for your differing circumstances to be recognized. 
• Discuss whether there are any special mortgage or other benefits provided by the university or law school that may be helpful to you.  For example, a local bank had extended to our law faculty a lower mortgage interest rate the semester prior to my negotiations.  A telephone call from my dean meant that I was allowed to be considered belatedly which has saved significantly on my mortgage.
• Keep in mind healthcare costs.  Some law schools have university-wide plans that do not start immediately upon arrival.  You may be able to negotiate having your interim COBRA payments reimbursed.
• Consider negotiating research leave that will be salaried but will not count as vacation time if you have a legal field expertise that you want to continue (whether or not you will be able to teach those courses).  The semester break or summer may be the best times to agree to take this type of allowance.
• Ask for assistance in introducing your spouse/partner to contacts in the community for his/her job hunting. Law schools are often well-connected in the local community beyond just law. 

You will need to decide which of these negotiation strategies will work in your favor in your particular circumstances.  One or two additional items can help financially or improve your workload within the law school or status for future job hunts.  (Amy Jarmon)

Passion alone instead of plus legal reasoning and precedent

I have just finished the first week of our Summer Entry Program.  During the week, we discussed legal reasoning, legal authorities, analogies, adroit use of policy, judicial conservatism, and much more.  At one point, we discussed that a lawyer may be passionate about a client's case but that well-reasoned argument would be essential for a court to decide in favor of that client.

The next day, I read a pertinent posting elsewhere (but in a senior moment, I cannot now find it to give a "hat tip" since the place that I was sure was the source was not, and the original e-mail is gone).  The posting gave the following You Tube clip of a passionate attorney's unsuccessful argument: How not to argue your case.

My students had mixed reactions.  Some looked pained as they listened to the attorney's voice filled with fervor while he made an inadequate argument.  Some thought it was funny because the attorney was so obviously out of his depth and the court was so obviously exasperated.  Others took in the lesson without comments.  (Amy Jarmon)   

Using lyrics to remember the law

In case you missed a recent post on Stephanie West Allen's blog "idealawg" about a law student who used song lyrics to remember 1L topics, I have included the link here: Song Lyrics by a 1L for Memory.  (Amy Jarmon)  

Welcome to new ASP professionals

Rebecca and I loved meeting many of you who are new to ASP at the LSAC workshop in St. Louis.  My enthusiasm level always skyrockets after being around you! 

During the summer and early fall, we try to introduce folks who are new to ASP through Blog postings.  That way colleagues who were not at LSAC or did not have a chance to meet you will know that you have joined us.

If you have started working in ASP recently (roughly April or later), please send us the following information for us to welcome you with a blog posting:

• Your name, title, law school, and start date.
• A paragraph about your background (J.D. or other degrees, work experience, etc.).
• A picture or link to a picture that we may use with our posting.

We hope that you will become regular readers of this Blog.  Let us know if we can be of assistance as you settle in to your new positions.  (Amy Jarmon)

Reminder: Public Service Loan Forgiveness start(ed) July 1

For all of us in ASP (at a state university or 501c(3) non-profit) still paying off our student loans, consolidation to be eligible for Public Service Loan Forgiveness program started July 1, 2009.  Check out Equal Justice Works for more details, but the gist of it is that many people in lower-paying public interest or public service jobs can reduce their loan payments and be eligible to have their (public) loan debt forgiven after 10 years/120 qualifying payments.  The devil is in the fine print of the program; read carefully!

As of July 1, Federal Direct Loans did not have the Income-Based Repayment option available if you consolidated online, but you could change plans once the option was up and running. It is critical to consolidate your loans with the Federal Direct program, or your payments will NOT count towards the Public Service Loan Forgiveness.

Pass on this information to your students. Many of our students suffer from disillusionment and depression because they wanted to be attorneys working in public service positions, but realize they can not pay off their law school loans making public service wages. These students can benefit greatly from this program.  This will give them the opportunity to pursue their dream, make payments towards their loans, and eat more than Raman noodles and mac-and-cheese. (RCF)

Other helpful links:

http://www.ed.gov/offices/OSFAP/DirectLoan/index.html

https://www.nslds.ed.gov/nslds_SA/SaFaq.do

http://www.pin.ed.gov/PINWebApp/pinindex.jsp

Love and hate relationships

So often when students talk with me about law school, they make emotional statements that have to do with love and hate.  Law school seems to cause people to feel strongly and not sit on the fence about the experience.

The item that most often gets strong positive reactions is "the law" itself.  Students often tell me that they find the field of law fascinating. They are strong proponents of the "rule of law" and their future role in protecting our legal system.  Many of them love the idea of being able to use the law professionally to help others.  However, the commonality of the experience often ends here.

A few students will tell me that they love everything about law school.  They enjoy the challenge of being around very bright classmates every day.  They enjoy reading the cases to learn the law in a number of course areas.  They thrive on the chance to enter Board of Barristers competitions.  They are energized by the questioning in classes.  And, they are grateful for professors who have a real open-door policy.

But many of the students do not love law school as a whole.  They will talk about the things they hate even though they may like some things.  They hate the gossipy, junior-high-school atmosphere where rumors abound.  They hate smug, arrogant classmates who pick on those in the section who are less attractive, less self-assured, and less clued-in.  They hate the overly competitive nature of law students.  

Most law students have a balance between love and hate so that they persevere through the parts they detest and enjoy the parts they like.  What most of them do not understand is that how they act individually can affect how the law school experience is for them AND for their classmates.

What do I mean?  I mean that the negative behaviors of law students can be impacted by their classmates' positive behaviors. 

The rumor-mongerers and gossipers need others to listen and pass on their statements to be successful.  If law students make individual decisions not to participate in the gossip cycle, the cycle will end.  Walk away.  Do not pass on the gossip or rumor.  Better yet, tell the gossiper that s/he should stop passing on the gossip or rumor.

The section bullies need others to keep silent and not stand up for the "underdogs" to get the most mileage.  If law students make individual decisions to speak up against bullying and defend the "underdogs" against the bullies, the bullies can be silenced.  In the worst cases, law students might have to go to the deans for help to get the behavior stopped.  

Law school will mean greater competition realistically because most students are for the first time in an environment where everyone is highly intelligent.  Most law students did not have to study very hard for their As and Bs in high school and college.  They were always the cream of the class.  Thus, some feelings of law school being competitive are probably inevitable for many law students. 

However, law school does not have to develop into an overly competitive and cut-throat environment.  Individual law students can make decisions not to rip pages out of library books, not to steal study aids from ASP library, not to stress out classmates with obscure questions right before the exam, and not to consider their success equivalent to a grade.  When law students keep a balanced perspective on law school by having outside interests, staying in touch with family and friends outside law school, and realizing that grades are not the only measure of a person, they can avoid becoming overly competitive as well as being miserable because of the competition.   

By keeping balance in their lives, law students have a better chance of withstanding the negatives of law school and finding more positives.  By having a positive impact on their law school class, law students can help to minimize some of the hateful aspects of law school.  It takes perseverence, perspective, and sometimes courage.  (Amy Jarmon)

       

Helping Probation Students Deal with Grades

Finals finished a week ago today.  Grades are due on Monday. 

I am beginning to get e-mails and queries from students who were on probation last semester.  It is as if they have had some relaxation but also just long enough to rehash exams.  They are now mentally preparing themselves.

Some are inquiring about meetings in preparation for attending summer school.  They are feeling confident that grades will allow them to continue.  They want to start working on their study habits for the short, intense summer classes.  They will often be juggling classes and part-time jobs.  The discussions with these students tend to focus on:

• Discussion about the differences between regular semesters and summer sessions.
• Discussion about progress in their study skills and honing improved skills to new levels while shoring up areas that are still weak.
• A draft time management schedule for their planned courses and work hours.
• If they ask, we discuss how the petition process ties into summer school start-up should their grades fail to meet all of the requirements.  (With no grades posted yet, I tend to allow them to ask.  We still have time for this discussion if needed as grades come in.) 

Some are making backup plans.  They are somewhat hopeful about grades, but are contacting me about possible alternatives.  The discussions with these students tend to focus on:

• The petition process if their grades fail to meet all of the requirements.  They usually ask about the process immediately.  The time line for the process is often important to them.
• Discussion of possible avenues other than law school: work, other graduate programs, later readmission, application to other law schools.
• The reality that it will take a few days for all grades to be posted and that some grades may be late coming in because of professor illness or other extenuating circumstances.
• Stress management tips as needed. 
• A few of these students doubt that they will want to continue even if their grades turn out okay.  I encourage them to do what is best for them and remind them that law school is not a perfect match for everyone.    

Several different types of probation students will contact me once grades begin to post.  The context will vary with each situation.

Some will contact me with excitement over the postive changes they made and their first ever Bs - or even As.  What are fondly known as "Atta Boy! Atta Girl!" letters will be in the mail for them before too long as they surpass their probation requirements.  In these cases, I focus on:

• Being enthusiastic in my celebration with them.
• Talking about future honing of study habits to continue a sharp upward trend in their grade point averages.
• Offering to work with them again on a regular basis to help them improve further when they take their next courses.

Some students will contact me with despair when not all of their grades measure up to their expectations even though they met the requirements.  Why?  They are personally disappointed because they just eked by the probation requirements or have not yet achieved anything higher than perhaps a C+.  For such students, the discussion focuses on:

• The areas of improvement that they did have and what changes contributed to that improvement.
• The fact that study habits improve over time and need to be honed each semester.
• A game plan for ways they can improve in the future.
• An offer to work with them again on a weekly basis to help them improve further when they take their next courses.

Some of the students who are despairing will have fallen below the requirements but have a right to petition because of extraordinary circumstances.  With these students, I will focus on:

• Listening to their concerns and worries so that they are able to process some of the shock and sorrow.
• Turning their attention to any options that they have and how to take action on those options.
• Explaining what the requirements mean for the student's specific transcript and discussing the petition option(s) appropriate for that student.  Again, time lines are often important.
• Explaining what categories of information must be included in the written petition.
• Beginning the process of thinking about alternatives if a petition is unsuccessful.
• Discussing stress management tips as needed. 
• Referring them to other deans or offices as appropriate. 

And for those students whose grades are so far away from the requirements that petitioning is not realistic or impossible because of the rules, the discussion focuses on:

Listening to their concerns and worries so that they are able to process some of the shock and sorrow.

Turning their attention to any options that they have outside law school.

Helping them see their support network of family and friends and mentors who will be there for them.

At the end of the day, I want each of these students to exit whatever level in the process feeling that someone listened, gave accurate information, and helped them through the process.  A student may have abysmal grades, no extraordinary circumstances, or no options left in regard to law school.  However, that student still deserves someone who listens with patience and courtesy.  (Amy Jarmon)     

Congratulations to students finished with exams

Our exams ended last Friday.  By that time there were only a few students left taking elective course exams.  One of which was my European Union seminar.

Our 1L students finished their last exam a few days earlier on the Tuesday.  Their tired and smiling faces (for the most part) reminded me of my own 1L year.  I still remember vividly that feeling of jubilation after my last 1L exam was completed.  It was almost too good to be true that I was a rising 2L.

Each law school semester after that, I was pleased to have finished another set of exams.  However, the sense of accomplishment and the feeling of euphoria were never the same as the end of my 1L year.  I was closer to graduation (and ultimately the bar exam) each time, but the semesters and exams never seemed as long or as difficult after I had finished 1L year.

Best wishes to all of our students as they finish their exams at our respective schools.  I hope that they will have good rising 2L and 3L summers whether they are working, in summer school, or relaxing.  I hope that the our graduates will have successful bar preparation and pass on their first attempts in July in whatever states they are sitting the exam.

And now that hooding ceremony celebrations are over and the registrar's office has delivered my exam stack, I get to grade all those essay answers that my students wrote.  (Amy Jarmon)