Monday, August 14, 2017
Focusing When You’re Frustrated and, Potentially, Frightened: Some ASP Thoughts Following Charlottesville
Like many individuals throughout the country, I was saddened to see and hear what happened in Charlottesville, Virginia. I am not sure I have the words to describe my thoughts and feelings related to this weekend. Or, maybe, I do. But, they are likely not suitable for this blog.
I’ll try to focus the rest of this post on a topic related to law school academic success. Surely, this weekend’s events don’t relate to our students’ academic success. Right? It’s not like this weekend’s events could impact our students’ abilities to focus on their law school studies. Right?
Let me refocus.
Surely, I have other things that I should be thinking and worrying about . . . like, law school pre-orientation programs. I am running the first of our two voluntary pre-orientation programs for incoming 1Ls later this week. I will have worked with over 40% of our incoming 1L class before the start of orientation. These students are incoming 1Ls who have volunteered to participate in our Legal Education Advancement Program (“LEAP”). This program helps 1Ls transition to the study of law in a welcoming and supportive environment. Yet, these are also students who have likely been impacted in one way or another by the events in Charlottesville. After all, it doesn’t take much to see what happened on the news or to read something on the Internet. It doesn’t take much to see where the events took place and wonder whether a similar event could take place near you.
I am sure there are many other law school academic success professionals who should also have other things to be thinking and worrying about. They, too, may be getting reading for their pre-orientation programs. They, too, may be finalizing their syllabi, organizing conferences, and meeting with students. They, too, may be looking for ways to make the law school experience a positive and productive one for their students.
Surely, there are many things that should be preoccupying our minds. But, it’s often difficult to focus on what we should be focusing on when events like this weekend’s event in Virginia take place.
Surely, there are many things that our students should be thinking and worrying about as they prepare to start a new school year. For example, our 1Ls may be worrying about finding a place to stay, locating the bookstore, or figuring out how to brief a case. Our 2Ls and 3Ls may be finishing up summer work, finalizing resumes, or scheduling on-campus and callback interviews.
But, yes. It is difficult to focus on what we should and want to be focusing on when frustrating and, potentially, frightening events like the one in Charlottesville try to suck out all our energy, positivity, and goodwill. It is likely no different for our students—particularly our students of color. They may, similarly, find it difficult to focus on what they need and should be focusing on to be successful law students. Law school is hard. It is going to be even harder over the next few weeks.
Give your students some time to digest this weekend’s events. Be supportive and lend a listening ear. Yet, try to be realistic about the work that needs to be done in law school. If you find it difficult to engage students to change their approach to law school work because they are too worried or preoccupied with external events, like Charlottesville, you might try to reframe law school work in such a way that your students may be more motivated to read, study, and improve . . . to act.
For instance, despite my strong restlessness about this weekend’s events, I am going to try to attack this week’s pre-orientation program with vigor and hope—hope that the students that I will be working with will become successful lawyers who will help make this country a better place for all of us. Surely, that relates to law school academic success. (OJ Salinas)
Saturday, August 12, 2017
In my post yesterday on this topic, I covered three aspects important to 1Ls understanding the law school environment and succeeding in their studies: professional education, long-term memory, and active learning. This post considers two more aspects: comprehensive final exams in doctrinal courses and time management.
Comprehensive final exams in doctrinal courses. Most incoming students are used to courses that have multiple tests and assignments that make up the final grade. Each test or assignment covered a segment of the course. No course or assignment covered the entire material for the 15-week course. The non-cumulative nature of the tests and assignments encouraged students to learn the material in a compartmentalized fashion with no incentive to remember or understand the material in a more comprehensive manner.
Students have told me that professors often let them drop the lowest grade among the tests or assignments. If you didn't understand the content (or didn't bother studying enough), you would get rid of that low grade as if it never happened. Other students have told me that they could opt out of the final test for the semester if they exceeded a certain score for prior work or were happy with the grade they already had. And a few students told me that a good cry or tale of woe for the professor would always get them a grade change so that the preparation for a test or assignment wasn't crucial.
In legal education, many doctrinal courses (doctrinal examples: contracts, torts, constitutional law, criminal procedure) end with a comprehensive exam covering all 15 weeks of material - even if there have been practice exams or some writing assignments. Active learning and long-term memory (see Part 1 of this blog topic) are essential to the best grades on these exams. By actively learning the material during class preparation, class attendance, and note review, there is less effort required later. By striving for understanding and not just memorization through outlining and reviewing outlines, the depth of knowledge improves, awareness of nuances develops, and long-term memory is built. By applying the concepts in practice questions throughout the semester, law students can self-monitor their understanding and improve their test-taking skills.
Think of it in practical terms: we forget 80% of what we learn within 2 weeks if we do not review the material. If you wait too long to revisit material, you have massive amounts to relearn because it has become vague or completely forgotten. Students who wait until late in the semester to outline confide that they can no longer decipher their class notes or remember the context of sentences that meant something many weeks ago. The myth at my law school is that you begin to study for exams 6 weeks out. But that means a law student is trying to relearn 9 weeks of mostly forgotten material while trying to learn 6 weeks of new material at the same time. Exhausting and stressful to say the least!
The best plan: spread review and practice throughout the semester. By scheduling their outlining, reviewing of outlines, and practice questions throughout the semester, law students can have memory work for them rather than against them. Regular review means that 12 or 13 of the 15 weeks of the course can be ready for the exam before the end of classes! Only the newer material will have to be pulled together; the other already mastered material can be more generally reviewed and refreshed through additional practice questions. Being able to accomplish exam studying throughout the semester, leads us to the next aspect of law school.
Time management. We know from national data that diligent undergraduate students study a maximum of 19-20 hours per week; and most undergraduate students report studying far less - some less than 10 hours per week. Students filled all their free time with student organizations, sports, part-time work, social activities, social media, and other leisure aspects. Most students tell me that they wrote papers a day or two before the due date and studied for tests only a few days (or hours) unless it was a really hard course. Many students tell me that they had a weekly routine for student organization activities/meetings, exercise or intramurals, part-time work, and some social activities. Rarely did they have a routine study schedule; at most they had a calendar of due dates. They studied when they felt like it.
Law school requires students to master time management if they want to get the grades they have the potential to earn. A full-time law student needs to study 50-55 hours per week if the active learning, long-term memory, and regular review are to occur as well as thorough class preparation and completion of assignments. A part-time law student needs 35-40 hours per week for the same results usually. We know statistically that most new law students have probably never studied that much in their lives! If new students have worked full-time before law school, then they are used to 40 or more hours of employment each week.
New law students will need 2-3 weeks of settling in to law school before they can set up a regular routine for all tasks. They need to learn how to read and brief cases, develop an understanding of what their professors teaching styles and emphases are, learn the legal vocabulary, and begin to experience legal writing. But by the end of 2-3 weeks, it is time to set out a routine time management schedule to provide for class preparation, outlining, review, practice questions, and legal writing assignments. That schedule should also include sleep, meals, exercise, and down time.
The idea is to know when you will get things done rather than wondering what you should do next. We tend to fritter away time when we don't have structure. And today it is easier to fritter away massive amounts of time with electronic distractions! You can flip tasks up and down during the day as tasks take less or more time. But you try each day to complete your daily tasks. You can build in several blocks of undesignated study time during the week for unexpected study tasks or especially lengthy tasks that occur - this allows you to easily see where to move or add tasks to your schedule rather than panic. Realize that you will become more efficient and effective at all of your study tasks with practice and will likely be able to decrease time blocks in your schedule for some tasks or for a particular course.
Schedules will need tweaking; but with realistic time blocks and better organization of life tasks (errands, laundry, meal prep, etc.), it is possible to have a routine that works most weeks. So Tuesday during 3-5 p.m. you read for Civil Procedure; you go to bed at 11 p.m. and get up at 6 p.m.; you outline the week's contracts material on Friday 10-11 a.m.; you work on your legal writing assignment on Wednesday 1-3 p.m.; you go for a run Monday, Wednesday, Thursday 3-4 p.m. and then eat dinner 4-5 p.m.; you review part of your contracts outline 2-3:30 p.m. on Saturday; you complete practice questions for Torts on Sunday 3-4 p.m.; and so forth.
By structuring your weeks, you will feel less overwhelmed because you can literally see when you will get things done. By including appropriate times for sleep, meals, exercise, and down time, you gain school-work balance. By gaining expertise in time management while you are in law school, you will be able to carry that skill over to practice. Many new attorneys are stressed by the demands of practice if they are not skilled at time management already.
Once again I encourage you to use the academic support resources at your law school. If comprehensive final exams and time management are not part of your educational experiences already, ASP staff can assist you in learning strategies to prepare for final exams and assist in setting up a routine time management schedule. You can learn these new skills and strategies with the assistance available to you. (Amy Jarmon)
Friday, August 11, 2017
New law students can improve their adjustment to law school if they consider several aspects of their educational background, study habits, learning styles, and lifestyles before they enter law school. By being more intentional in considering these aspects, law students can be more aware of their strengths and preferences. They will be less shocked by some of the differences between legal education and prior education. They can be aware of changes they will need in their approach for a successful legal education.
Three aspects to consider are included in this post; a follow-up post will consider two more aspects.
A professional school education. Many undergraduates take a variety of courses which they perceive as merely fulfilling requirements and not useful in real life. Courses are frequently one-off content rather than building a foundation of concepts for future courses or life tasks. One may take the history of fine arts, calculus, or physics to fulfill general education requirements without any thought of needing the knowledge again - and often with the hope of never using the information again.
Some undergraduates choose majors based on whim, reputation for easy grades, or popular trends as a means to get the degree without any expectation of having a job in those fields. Education seems less important if it has no relevance to one's future. For example, a survey several years ago showed that engineering students preparing for a career path studied nearly twice as many more hours per week as their liberal arts counterparts.
Law school curricula contain courses that are designed to improve skills that lawyers need every day (critical reading, critical thinking, critical writing). Many 1Ls consider their legal research and writing courses the bane of their existence. Those skills are essential to success in the legal profession where research and writing are daily tasks. Also, law students who regularly skimp on reading and briefing for doctrinal classes, find they are ill-prepared for efficiently and effectively analysing hundreds of cases in practice. For some students, the first summer clerking position can be a nightmare and hopefully a wake-up call for more diligence.
In addition, many courses contain legal content that is foundational to the bar exam and basic legal knowledge for practice. Most law school curricula require a number of the courses that appear on the bar exam. For example, even though a 1L vehemently declares he will never practice criminal law, that content is going to show up on the bar exam. (I also know from experience that some corporate litigation CEO client will walk in and want you to talk intelligently about what to expect after his son's drug arrest even though you obviously will refer him to a criminal defense colleague.)
The importance of long-term memory. Working memory (previously called short-term memory) is premised on the fact that the information is only needed for a short period: until the presentation is over, until the test ends, until the paper is handed in, until the course ends. After the deadline, concepts and information are immediately forgotten. The educational trash can is filled to the brim. Cramming promotes this short memory span because the brain is expected to retain the information for a use-by-date close at hand. There is no intention to retain the knowledge for reuse. The grade, and not the future, matters.
Long-term memory builds a foundation of concepts and information that are reinforced and applied over a period of time. Law school, the bar exam, and legal practice all go more smoothly with a focus on long-term memory. Briefing cases, note-taking, reviewing class notes, outlining, reviewing outlines, and applying the information to new scenarios throughout the semester build long-term memory. Long-term memory is like a filing cabinet of organized and readily accessible information in your brain.
When a third-year course refers to concepts from first-year contracts, law-term memory allows the concepts to come back with little or no review. When one's summer clerkship assignment focuses on a search-and-seizure issue, the concepts from criminal procedure are there as a base of knowledge on which to begin. When the bar exam course rapidly covers dozens of courses in six-eight weeks, long-term memory promotes review of those courses rather than the total re-learning of massive amounts of material that was lost if only working memory was used.
In practice a lawyer depends on long-term memory for building expertise in specialty areas of law. Lawyers want to recall similar client facts, prior cases read, statutory language, and more. Although they will constantly update their knowledge and research new twists on prior issues, they depend on a depth of knowledge and understanding of the law to gain competence and confidence. Even remembering the basics from law school courses can save time in interviewing a client or researching.
Active learning as a way of life. Active learning requires engagement on the part of the learner and self-monitoring. An active learner in law school does more than read the large number of cases to say that the assignment is done. The active learner asks questions while reading the cases, considers how the cases are similar and different, relates the legal concepts to the subtopic and topic, and considers how those legal concepts would be used in different scenarios. The active learner has thought about the material and tried to synthesize the different cases before going to class.
Although law professors will go over the cases at least somewhat in class, they will not tell the students everything they need to know. They will expect law students to prepare well and understand the basics from the cases and consider inter-relationships among cases. The class discussion will often focus on more nuanced concepts, policy arguments, and application of concepts to new scenarios. Professors may use the Socratic Method of questioning to get students to think about these aspects that springboard off of the cases. Professors may throw out hypothetical facts to get students to consider twists on facts and how the law will (or won't) apply. Students are asked to argue both sides of the scenario for plaintiff and defendant.
Memorization of the black letter law is important; however, it is only a beginning. Law students need to continue to review the legal concepts and inter-relate them to better understand how the law applies to the topics and subtopics through outlining. They need to actively engage in applying the concepts to new fact scenarios through practice questions so they know how to use the law to solve legal problems.
Passive learning promotes little engagement with the material and an attitude of just doing the assignment rather than critically thinking about the material. It is this type of learning that many students tell me they have most often experienced in prior educational experiences. The textbooks laid out the concepts without any need to think about them or ferret them out of the text. One just needed to read and memorize what the texts said. The professors often lectured to tell them exactly what they needed to know for the tests. Knowledge was clearly laid out to be learned in a rote way in many courses. The A grades went to those who could spout the most dates, facts, definitions, etc.
Some students relate that even in courses where they had to discuss themes or apply concepts across works of various authors, they were often expected to espouse the professor's stated views rather than apply the themes or concepts more critically or innovatively. If creativity was allowed, then some tell me that everything written was accepted as good ideas without having to carefully support arguments or consider counter-arguments.
These law school aspects of professional education, long-term memory, and active learning may be alien to some law students. As a result students might initially make learning choices that will cause them to falter. They will approach legal learning with strategies that worked in prior education but do not work in law school. They will not see each course as building skills and knowledge needed to pass the bar and become a competent professional. They will approach class preparation as a passive task to be completed rather than an active learning exercise. They will become frustrated by the law school classroom because professors do not tell them what they need to know for an A grade and instead expect them to make leaps in thinking through questions and hypotheticals they do not understand. They will mistakenly believe that a good grade will be produced by cramming and mere memorization of the law because that worked in the past.
If you are a new 1L student, consider what your background has been like in past education. If any of these aspects of legal education are different from your prior education, the good news is that there are academic support professionals who can show you new strategies tailored to learning in law school. You can succeed and not just survive in the different learning environment. Seek out the ASP resources available at your law school. (Amy Jarmon)
Sunday, August 6, 2017
The Law School Academic Support Blog is one of a variety of blogs that make up the Law Professor Blogs Network. Over 100 law professors serve as editors of the various topical blogs within the network. The Legal Writing Prof Blog and The Legal Skills Prof Blog are just two of the specialty blogs that might appeal to ASP/bar prep professionals. Many of the blogs in the network are on specific legal topics: appellate advocacy, contracts, environmental law, M&A to name just a few. You can check out the entire list of blogs within the network at: Law Professor Blogs.
Friday, August 4, 2017
For those of you who are new professionals in ASP/bar prep at your law schools, signing up for the ASP Listserv is done in the following manner. If you run into problems after you have tried to subscribe following the instructions, I would suggest that you contact Stephen Sowle (he runs the listserv) for assistance at email@example.com. (Amy Jarmon)
To sign up for the ASP listserv, follow these steps:
Address email to firstname.lastname@example.org
In the body of the message enter: subscribe ASP-L your_first_name your_last_name title school_name
your_first_name is your first name,
your_last_name is your last name
title and school_name are optional
Monday, July 31, 2017
I wrote in last week’s post of my trip to the Association of Legal Writing Directors (ALWD) conference in Minnesota. The conference theme focused on diversity and inclusion, which we know will also be the focus of our upcoming Association of Academic Support Educators (AASE) conference in October.
My colleague, Alexa Chew, and I lead a discussion at ALWD on ways to make law schools more welcoming for everyone. We spoke about our experiences participating on our Diversity and Inclusion Task Force at UNC Law. We spoke about how allowing students to share their stories and listening to their stories can create more awareness and understanding of the diversity and inclusion problems that may be wounding your law school.
Alexa and I wrote a blog post in advance of our ALWD presentation in Jennifer Romig’s Listen Like a Lawyer blog. We wrote that most of us working at law schools want a more diverse and inclusive environment. However, many folks working in our law schools are often unaware of what our students are experiencing during their law school tenure. So, schools get into a situation where they are trying to fix or work on a "problem" that they have not identified or know little about--or worse, that they may be inadvertently contributing to.
Alexa and I provided a few suggestions that could help more folks “get in the know.” The suggestions are relatively simple and inexpensive, but they may still have a huge impact on how students feel when they walk through the doors of your law schools. I suspect many of you in the ASP world are likely already doing many of the suggestions quite well! Keep it up!!! And encourage others in your law school to follow your lead!
Sunday, July 30, 2017
Many of our law students are immersed in legal work this summer. The variety of their experiences will be as wide as the universe of legal work. Some will be buried in library research and memo writing. Some will be drafting documents. Some will be busy with intake interviews. Some will be compiling trial notebooks. And everything in between will align with someone's summer job.
It is not unusual for a rising 2L to exclaim, "Now I understand Civil Procedure!" It is the aha moment when what seemed to just be dry cases and procedural mumbo-jumbo becomes alive in a real case with a real client. All the innovative books based on real cases and role plays during 1L year were just not the same as the real thing.
The aha moment can happen with any course material and at whatever point the student is in the study of law. Life is breathed into the concepts now applied in a summer clerking experience. The client scenarios they deal with can enrich their understanding: formerly compartmentalized concepts become interrelated; separate courses become integrated through a series of case issues; procedural steps take on significance within litigation; strategic pros and cons develop as a case unfolds.
Ideally we hope that the summer experience will not only solidify prior learning, but will also trigger more active learning in future semesters. After a taste of practice, law students can enhance their learning by asking how the material would be used with clients, how the material relates to other material, how procedures affect outcomes, what analysis would each party use, and more. If future courses become relevant in their minds to working with clients, then they go beyond dusty words on pages and requirements for graduation.
Many law students this summer will also realize at a gut level for the first time how much responsibility they owe in their work to a real person. What they and the lawyers on a case say and do directly impacts someone's life. Professionalism takes on an entirely new dimension when one deals with a client and not a mere hypothetical. It can be a very sobering realization.
Hopefully students return to their studies with new motivation to be the best lawyers they can be. Courses and skill sets are no longer just for grades. Those courses and skills are essential to being a competent and professional lawyer. Their clients will depend on how diligently they approached their legal studies as the foundation for their career. (Amy Jarmon)
Saturday, July 29, 2017
Many ASP and bar prep professionals are tired right now. They are either finishing up summer programs that they run or have just surfaced from the long run up to the bar exam. No doubt they are feeling done in.
So here are some suggestions as you catch your breath:
- If possible, squeeze in a holiday. Whether it is a long weekend or a week or two, it is time to recharge.
- List five fun things you will do before the 1Ls arrive and the new semester starts. Then schedule them on your calendar so they actually happen.
- List three accomplishments this past year of which you can be proud. Enjoy the feeling of a job well done.
- List three things that you want to learn about this coming year to make you better at your job.
- List two new programs or ideas that you want to try this coming year.
- List one professional person in ASP/bar prep, at your law school, or in your legal community you would like to get to know better this year.
Now, go relax and revive before it gets hectic again. (Amy Jarmon)
Tuesday, July 25, 2017
The short period after the bar exam ends, but before Orientation begins is a good time for a much needed recharge. If you are responsible for bar preparation at your school, then you are likely exhausted right now—and for good reason. I work at a school with roughly 100 graduating students. Between January and today (day 1 of the bar exam), those 100 students resulted in:
- 500+ bar exam related emails;
- 28 bar preparation classes;
- 360ish practice essays;
- 1 Bar Examiner’s presentation;
- 49 individual student appointments;
- 7 spring semester faculty lectures;
- 4 summer workshops, and
- countless drop-ins and phone calls.
I suspect that most bar support professors' schedules look quite similar. Needless to say, we have all earned a break. Much like our students plan post-bar exam adventures, we too should plan time to relax. Take a trip, finish that novel, spend a few computer free days on the couch with a furry friend, or—as in my case—go to a conference on the beach in Florida.
After the mental batteries are recharged, use the remaining time to eliminate a potential long-term stressor before the school year begins. Start by identifying one specific thing that sucks up more time or energy than it should during the school year. Then devise a plan to fix it. The time spent now removing the annoyance will pay dividends indefinitely into the future.
For example, I used to complain about how much time it would take to establish a mutually convenient time to meet a student or a colleague … all the back-and-forth emailing. So, last summer I committed a whole day to eliminating this one problem. I started my quest like any good scholar: by watching a You Tube video. I learned how to make my Outlook calendar visible, in real time, to anyone. After a few simple key strokes, I successfully published my very own calendar webpage. I then posted a hyperlink to the webpage calendar on my TWEN page, in all my course syllabi, and in my formal email signature line. I also drafted a special second “signature” in Outlook that read: “You can view my calendar here. Just let me know what day/time works for you.” Between the widely available calendar links and the quick-insert response language, I rarely engage in the tedious scheduling-based-email-exchange anymore. This one simple fix not only saved me time during the year, but also reduced my inbox clutter.
When I get back from my conference in a few days, I plan to find a way to reliably track long-term bar passage data that does not involve a bunch of Excel spreadsheets, a filing cabinet stuffed full of state bar examiners’ letters, random LinkedIn searches, and a pot of coffee. If anyone has any suggestions, please send me an email. I’d love to hear it! (Kirsha Trychta)
Monday, July 17, 2017
The New York Times recently published “The Lawyer, The Addict”—a very compelling article about a tragic event. The story describes the death of an influential Silicon Valley attorney. The interplay between (1) addiction, stress, and mental health and (2) law school and the legal profession is referenced in an honest and, for many, eye-opening manner. The article has rightfully generated much discussion on the Internet, including a fascinating conversation on my colleague Rachel Gurvich’s Twitter feed. If you are looking for further insight about the article from a variety of faculty, practitioners, and students, I encourage you to check out Rachel's Twitter feed (@RachelGurvich). Much of the conversation can be found here.
There are many interesting points one can focus on from the NYT article. Perhaps, I’ll explore some other points in the future in the blog. For now, I’ll focus today’s blog on two points: (1) Larry Krieger’s work on subjective well-being; and (2) how hard it is for students to acknowledge that they may be suffering from a problem.
- Larry Krieger’s Work on Subjective Well-Being.
The NYT article interviewed Professor Larry Krieger and referenced his work "What Makes Lawyers Happy". As many of you know, Krieger’s work was an empirical study on “attorney emotional health” and “subjective well-being.” Part of Krieger’s findings and recommendations focused on shifting the definition of “success” for law students away from extrinsic rewards, like grades, journals, and high-paying jobs to more personal and intrinsic values and motivations.
I remember Larry Krieger's work was one of the first things that Ruth McKinney discussed with me when I arrived at UNC. Since her retirement, we have tried to continue to incorporate the message of Krieger’s work into our pre-orientation program for incoming 1Ls. We try to remind our students to remember the intrinsic reasons why they decided to come to law school—particularly during those times when they may feel overwhelmed, defeated, or unworthy. We also try to remind our students that “success” can mean many different things to different people and that there are many ways to “succeed” in law school. We often talk about these topics while disclosing some of our personal struggles and experiences from law school. This personal disclosure often helps build a foundation where we are better able to assist with the problem discussed in part two below.
- Acknowledging a Problem is often a Problem.
For those of us who work closely with students, the article’s story on how law school and the legal profession can change you—physically and mentally—is not a surprising tale. We know that the combination of stress, anxiety, and the competition for external rewards can create a very challenging and intimidating environment for our students. The environment can feel crushing and insurmountable when you add difficult finances, family issues, health concerns, implicit bias, or stereotype threat to the mix.
It is not uncommon for academic success folks to work with students who are facing some significant non-academic issues that impact their academic performance. But, these non-academic issues are often not easily identifiable. Let’s try to remember that it is often difficult for our students to acknowledge to themselves that they may be going through a very problematic time. Like anyone, they have pride. They have all been successful undergrads or had elite careers prior to law school. They don’t want to think of themselves as “failures” or “unworthy” of being a law student.
Since our students don’t want to think of themselves as “failures” or “unworthy” of being a law student, they will likely hesitate before seeking help because they don’t want others to see them as “failures” or “unworthy” of being a law student (and the mental health questions on the bar exam applications don't help either, but that's a topic for another day [if you are interested, my former colleague, Katie Rose Guest Pryal has a great piece here]).
Disclosing some personal vulnerability to someone else is an added challenge to an already stressful time in our students' lives. Think about it: if it’s hard for you to acknowledge some potential weakness or flaw to yourself, do you think it will be easier for you to acknowledge that weakness or flaw to someone else? Now think about that someone else as a law professor or administrator. I know; it’s pretty scary. That’s why we, as academic support professionals (and others who work closely with law students), should try to practice good active listening skills and remain nonjudgmental, empathetic, and encouraging when we work with our students. It’s a difficult job. But, we are lucky to be able to do it. (OJ Salinas)
Sunday, July 16, 2017
Please excuse the delay in some postings. I have been travelling in the UK and ran into technical glitches. I think they are sorted perhaps and will catch up on some requested posts at the end of the week if all goes well. (Amy Jarmon)
Saturday, July 15, 2017
Sunday, July 9, 2017
Excuse a somewhat off-topic post. Just before the fourth of July, I visited Lincoln in the United Kingdom. At the castle, the Magna Carta was on exhibit. Of course, as the person who teaches Comparative Law: The English Legal System at my law school, I had to see the exhibition.
As most of you know, the 800th anniversary of the Magna Carta was in 2015. For those of you a bit rusty on your English history, here is a thumbnail sketch. The landowning barons were angry at King John because he was throwing them in jail for no reason, taxing them for his wars continuously, and denying their rights as freemen. After joining together against the king, the barons forced him to sign the Magna Carta to put limits on the king's powers and reassert the rights of freemen. (Note that freemen did not include John and Jane Public; it was all about the rights of the powerful landed class.)
There are four remaining copies of the document. Four? Copies had to be made for the king, the barons, some officials, and every bishop's city throughout the land. The Magna Carta had to be meticulously copied onto parchment by monks so that it could be couriered to all regions of the kingdom to provide notice of the agreement. In fact that copying would have taken weeks or longer to accomplish.
It turns out that King John reneged on the agreement three weeks after he signed, so all of the copies may have never been delivered. However, Lincoln Cathedral had received its copy. After John's death (within the year as I recall), his young son reaffirmed the agreement, upon the encouragement of his close advisors, to appease the barons. Thus, began the limitations on monarchical powers that came to a head (pun intended) with the execution of Charles I.
Ultimately the American colonies refused to be taxed without representation and fought for freedom. Our own documents of founding reflect the earlier struggles for the rights of freemen. Hopefully in the aftermath of the July 4th holiday, we remember the importance of the rule of law in protecting those rights. (Amy Jarmon)
Saturday, July 8, 2017
Do you have time to do housekeeping in your office? By that I mean culling out old files, deleting old emails, donating old editions of books to the library, throwing out old notes no longer needed, etc.
I would love to say that I regularly do all of these things - but that would be a bald-faced lie. Instead, I settle for spurts of housekeeping fit into the projects, student appointments, and more. Semester break and summer are my most productive times for housekeeping.
My most consistent housekeeping was email. I emptied my trash and send files several times a week. At least once a month I tried to clean out my inbox and my article feeds and some of the archived files. Certain archived files could be pared at the end of each semester. (My how easy it is for archive files to proliferate like bunny rabbits.)
Then I got a new computer (three cheers!) and later my software was upgraded twice (three cheers?). In the process of these changes, my archive with all of its folders mysteriously triplicated; and within each separate archive file folder, the individual email copied itself 3-6 times. No amount of work with IT has found an easy fix.
Why not just delete two archives and keep one, you ask? Every file needs to be carefully looked at because none of the triplicated archives are entirely identical. And there is thus far no pattern that I can discern to speed up the process of eliminating emails and files. What had been a bit of a headache for housekeeping has become a nightmare.
So, I have turned to other housekeeping that allows for more visible progress. I recently cleared out about 3 feet from a file cabinet by chucking duplicates, notes no longer needed, and consolidating files. Progress! Only about 8 more feet of files to go through in my next go round!
I delivered a book cart of various international law and ASP volumes to the law library to add to the collection or recycle as they saw fit. Then I unpacked newer international law volumes for my courses into the empty space. I am eyeing a hardback journal series as the most likely victim for the next go round.
Right before school starts I will turn to the thrice yearly cleaning of the stacks on my desk that are reference: ABA journals, publisher catalogs, notes from seminars, etc. I'll begin the school year with a sense of accomplishment - at least in some areas. Hope your housekeeping goes well this summer! (Amy Jarmon)
Thursday, June 29, 2017
We are all familiar with the issues of law student debt and the stress caused by financial burdens. Inside Higher Education provided a short post last week (found here) that referred to a National Bureau of Economic Research report on marriage differences for female lawyers with high student debt from law school. The abstract of the NBER report is found here.
Tuesday, June 27, 2017
Hello! I just accepted an invitation to contribute to this blog and this is my first post. In the future I hope to post on a wide range of topics, representing the varied duties common to academic support professors. But, for this debut post, I want to echo Betsy Six’s suggestion during the closing remarks at AASE to send a kudos email (my words, not hers) to a colleague. Did someone really impress you with their presentation? Did you have a conversation with a colleague in the hallway that changed the way you think about academic support? If so, let them—and their boss—know about it. Don’t worry; it’s not too late. Ask Emily Post. Don’t know what to say? Try putting your own spin on this template:
Dear Dean [X],
I write to tell you what a nice job [name] did on [his/her] presentation entitled “[title]” at the Association of Academic Support Educators Conference in Fort Worth, Texas in May. [Name’s] presentation was innovative, insightful, and engaging. The presentation laid out several concrete [descriptive noun] ideas which attendees (like myself) could implement at their own institutions. Kudos to [name], and to you and your institution for supporting [his/her] work. [Name] is a great asset to the academic support professors’ community!
In closing, just let me say congratulations to everyone who organized, presented at, and attended the annual AASE Conference! (Kirsha Trychta)
Monday, June 26, 2017
Hello, everyone. I am excited to join the Law School Academic Support Blog as a Contributing Editor! I have enjoyed keeping up with the Blog entries over the years, and I look forward to adding my take to this wonderful ASP resource.
We work in a diverse profession, and we carry many responsibilities. I hope to use the Blog as an opportunity for us to share our insight and experiences. If there are any particular topics or ideas you would like for me to explore in the Blog, feel free to email me at email@example.com. You can also Tweet me @ojsalinas (#lawschoolASP).
I have had the pleasure of meeting many of you at our various ASP conferences. If our ASP paths have not crossed yet, I hope they do soon! (OJ Salinas)
Sunday, June 25, 2017
Law students often comment about how stressed they are, how little sleep they get, how they survive on pizza and energy drinks, how they never have time to exercise, and more. It is easy for them during the academic year to become overwhelmed and forget to take care of themselves.
The summer is a perfect time to focus on getting healthy before the next academic year. By setting good wellness routines during the summer months, students are more likely to continue those routines once school starts. Here are some tips for the summer to prepare to be a healthy law student this coming year:
Set up and maintain a routine sleep schedule. Medical research shows that sleep is one of the most important prerequisites for your brain to be focused and productive!
- Research shows that we need 7-8 hours of sleep each night. If you get less than that amount consistently, you will be chronically sleep-deprived.
- Sunday night through Friday morning should have the same routine - same time to bed and same time getting up.
- Research shows that a set sleep routine has more benefits than getting the same hours of sleep per night, but at varying times for bed and rising.
- Varying the sleep routine 2 hours or less during the weekend makes it easier to get back on the weekly routine on Sunday night.
- Obesity and chronic health problems are linked to lack of sleep. So use some preventative medicine by getting your ZZZZZs!
- Naps do not substitute for a good sleep routine and may actually disrupt your sleep schedule.
Exercise is one of the best stress reducers available to us. You do not have to become obsessed with exercise to benefit from it!
- Research shows that we need 150 minutes of exercise each week to get the benefits. That is just five 30-minute sessions!
- Exercise does not have to be a rigorous gym workout - walking is also good.
- Pick an exercise routine that suits your interests and lifestyle.
- An exercise routine with set days, times, and activities helps you remember to make time for your exercise plan.
- Exercising with a friend can often increase accountability to stick to the routine and make exercise more fun.
Nutrition is another key to brain and body health. Your brain needs fuel for all the heavy legal thinking you do!
- Increase your intake of fresh fruits and vegetables this summer while they are plentiful.
- Limit your intake of sugar, salt, and caffeine to benefit your health.
- Stay hydrated and drink water regularly throughout the day.
- Limit your caffeine intake and especially watch those energy drinks which can have negative health effects.
Build positive activities into your week to balance work or study.
- Spend time with family and friends during the summer months - especially if you go to law school in another town or state away from them.
- Learn to take short breaks every 90 minutes during periods of focused tasks to allow your brain to re-focus and your body to de-stress.
- Practice mindfulness techniques to become more aware of the present. Many apps and websites exist to teach you simple techniques that can improve focus.
- Become more aware of tasks, body positions, situations, etc. that cause you to tense up and stress. Learn to avoid or manage those items and events more effectively.
When you walk through the law school doors in August, do not abandon your routines that focus on wellness. With time management techniques and effective study strategies, you can continue your wellness efforts throughout law school semesters. If you need assistance to find that balance in your life, contact your law school's academic support professionals for help in managing your life-study schedule. (Amy Jarmon)
Saturday, June 17, 2017
Friday, June 16, 2017
A recent article in The Chronicle of Higher Education lauded the importance of trying things we are bad at, practicing, and becoming better. Carol Dweck's growth mindset concept, a concept known to many ASPish readers, is mentioned in the article. The article is found here: The Importance of Being Bad at Something.