Thursday, January 3, 2013
Thursday, December 27, 2012
I spent seventeen years in my first career working with undergraduate and graduate students. Then after graduating law school as a non-traditional student and practicing for some years, I decided to return to higher education and combine my education and law backgrounds. Those earlier years in my student affairs career have certainly held me in good stead in my current ASP work.
For most of the years in my first career, I was involved not only with academic dismissals but also with disciplinary cases and, towards the end, with Honor Council cases. I was the one who investigated cases, presented at administrative hearings, and counseled dismissed students.
Part of my discussions with students focused on their behaviors (actions or lack of actions), consequences, rules, integrity, maturity, self-discipline, etc. I always wanted students to learn from the situations so they could avoid future problems. This aspect of my work was really more about the head - how to think through situations, how to see alternative courses of action, how to understand societal norms, how to implement different study strategies for success, how to behave differently, or whatever matched the circumstances.
No matter how difficult the student had been during the process of an academic dismissal or a discipline/Honor case, I always tried to add a second part to the discussion. I switched to the heart by focusing the end of a discussion on how the student was coping with the results (suspension, possible readmission later, permanent dismissal), how the student was dealing with the legal process if there was one when disciplinary actions applied (we took administrative actions first because too many lawyers had played around with court continuances in order to go beyond a graduation date or a transfer when we previously waited), whether the student had told their parents/spouse/others, and what the student's plan of action was for the future.
Why did I spend the time switching from head to heart matters? Because no matter what a student had done, the student was still a human being. Once we had dealt with the head matters, the student was still often dealing with the heart matters all alone. Most students had not told family or friends that they were in academic or disciplinary or Honor Council trouble. Most students had hoped to the last moment (often unrealistically) that a suspension or dismissal would not happen. Most students were without a game plan to deal with the worst outcome.
One thing I learned early on was that if I could look beyond the failures/behaviors to the person, the student left with a different attitude than if I stayed merely aloof and clinical. The student was more willing to take responsibility for the situation rather than blame the school, the administration, the student witnesses, the faculty member, or others involved. The student was more willing to look at the life lessons and consider change. The student was less likely to bad mouth the school to others later on in life.
By taking the time to treat the student as a person, to help the student decide the next steps, to listen to the fears, or to even role play how the student would tell family and friends, I allowed the healing to begin. I allowed the student to learn that one can recognize bad decisions the student made or disapprove of/censure behaviors but still treat the person with dignity. I let students know that someone cared about them even in unpleasant circumstances when many might say they got themselves into the situations.
At law schools, I think the head part of the process is sometimes focused on totally, and the heart process is ignored. Students from various law schools around the country have told me about getting only an academic dismissal letter and not being given an appointment to discuss it. Students have told me about being told they are "not good enough" or do not have "the right stuff" to be in law school. They have told me about comments suggesting they will be failures in life because they could not meet law school academic standards. The stories have come from students at both public and private law schools, at law schools in every tier, and law schools in different parts of the country.
Our profession has begun to recognize that there are "soft skills" that attorneys need and that the human element does have merit in the legal process. I hope that we can regularly recognize the same need for the human element at our law schools when we deal with the multitude of conduct and academic problems that students are involved in during law school.
As professional schools, we definitely need to maintain standards of conduct, integrity, and academics. But we also need to maintain those standards while treating others as human beings during the processes.
Few of our students are dismissed under circumstances so egregious that they are incapable of being productive and worthy members of society. If we model combining head and heart in unpleasant circumstances, we treat students with dignity and provide a lesson that will resonate throughout their lives about how to treat others. (Amy Jarmon)
Sunday, December 23, 2012
Tuesday, December 11, 2012
In mulling over various problems that students have told me about this semester after the fact, it struck me how often students have stated as part of the story, "I didn't know what to do."
Some situations take place in the dead of night when no one at the law school would be monitoring e-mail or answering phones. Other situations arise during the day.
Here are some examples of problems that students have told me about and remarked that they did not know what to do:
- A student wakes up seriously ill on the day of a mid-term or final exam.
- A student realizes that she inadvertently forgot to turn in a study aid book within the deadlines.
- A student is uncertain about allowed assistance on a paper.
- A student is uncertain of the professor's definition of "open book" for an exam two days from now.
- A student spills coffee on a library book and tries to minimize the damage.
- A student's laptop crashes right before a paper is to be turned in to a professor.
- A student tries to submit a paper electronically as required without success.
- A student's car breaks down, and she does not have the $200 to get it fixed.
- A student's car breaks down, and she needs to get to an exam.
- A student's whose grandmother has been admitted to hospital has to miss classes for a week.
These are all classic situations that we see over and over again in law schol. However, students often seem to think they are alone with the problem.
When you do not know what to do, it is usually a sign that you need to ask someone for help. E-mail, phone, or stop by to get advice and find out the correct protocol. If it is the middle of the night, there is still voicemail and e-mail to notify someone of the problem and indicate the steps one is taking. If the Honor Code requires anonymity so that a professor cannot be contacted, there are still faculty secretaries, administrators, IT/library personnel, and others who can help.
Often the student can get assistance or at least ameliorate the consequences by contacting someone or seeking an alternative. For the examples above, the possibilities will vary by law school. However, here are some examples of problem-solving that may work:
- If ill, go to the student health services or another doctor as soon as possible as well as leaving a voicemail for or sending an e-mail to the Registrar/Associate Dean to inquire about postponing the mid-term or final exam.
- For a late study aid, contact the law library circulation desk to explain the situation and request permission to turn it in late.
- Read the assignment instructions or contact the professor for clarification as to the assistance that is allowed on an assignment.
- Read the syllabus, contact the professor for clarification on the definition of "open book," or ask the Registrar's Office if the exam paperwork might have the professor's instructions as to what students can bring in to an exam.
- For damage to a library book, take the item to the circulation desk and explain what happened; depending on the amount of damage, the student may or may not need to pay for a replacement.
- For a laptop crash, contact the law school or university IT folks for assistance.
- Electronic submission can again be assisted by the IT folks. If all else fails, submission by the deadline may be possible to a faculty secretary or administrator if anonymity is an issue.
- Most law schools have emergency loan programs to help students with unexpected expenses when other financial options are not available.
- If a student has allowed ample time to get to the exam without rushing, a telephone call to a classmate or request for help from a neighbor or calling a taxi may all be options.
- A quick e-mail or voicemail to the Registrar when a student has to leave unexpectedly provides the law school with the information that can then be relayed to professors as appropriate.
Some crises can be averted by simple planning. Considering the parameters of assignments or of exams early can forestall problems (asking ahead about what assistance is allowed or what is "open book"). Completing work ahead of schedule rather than at the last minute can also lessen snafus (extra time to sort electronic submission or printer problems). Any computer-related assignment should have a back-up copy external to the student's computer (flashdrive or external hard drive) to provide an alternate copy. Allowing extra time to get to an exam can give the cushion needed for car problems or traffic jams.
Student Handbooks and professors' syllabi normally include procedures and information that relate to some of these problems. Students often mention that they never thought to look at those resources in the heat of the moment. It is a shame that panicky feelings and stress often exacerbate the situations so that students choose to go it alone or make less beneficial decisions. (Amy Jarmon)
Wednesday, December 5, 2012
Merriam Webster defines observation as:
1. to conform one's action or practice to (as a law, rite, or condition) : comply with
2. to inspect or take note of as an augury, omen, or presage
3. to celebrate or solemnize (as a ceremony or festival) in a customary or accepted way
4. a: to watch carefully especially with attention to details or behavior for the purpose of arriving at a judgment
b: to make a scientific observation on or of
5. to come to realize or know especially through consideration of noted facts
6. to utter as a remark
a: to take notice
People-watching is a fascinating pastime. My favorite people-watching venues are outdoor events like festivals, parades, or concerts. They are chockfull of interesting and diverse crowds. But, observation is not only passive entertainment or a fun diversion. Observation is a critical step in the scientific method and in the learning process.
During a scientific inquiry, one must gather information by first observing. Then, they must prove or disprove their hypothesis with observational evidence. Although closely tied to science, observation is an integral part of any discipline.
When we observe, we not only watch but we engage. We make judgments based on our observations and we realize or discover something new. In essence, we learn. We transfer prior thoughts, experiences, and preconceptions to new contexts. Most of this is done involuntarily. However, intentional observation can be extremely enlightening.
I have had the opportunity to become a deliberate observer this week. I say deliberate because as humans we are constantly observing our surroundings. However, we are not always taking notice of the things we see. Thus, merely seeing is immensely different than observing.
I was able to observe several 2Ls deliver their first appellate oral argument when I volunteered as a judge for the Legal Writing appellate arguments. While focusing on the substance of their case, I also paid close attention to how they presented their arguments. Specifically, I took notice of their demeanor in answering the panel’s questions, their professionalism in dealing with the court and arguments presented by opposing counsel, and their ability to move fluidly from questions from the bench back to their prepared outline.
As most of us know, adhering to courtroom etiquette and having a strong delivery can make the difference between winning or losing a case. We also know that subjective judgment occurs when assessing communication and can contribute to our impression of the objective content. While I did not let my personal preferences skew my ultimate ruling on the case, they did have a significant impact on how I evaluated each student's performance.
Much different from a courtroom, last week I also observed my daughter’s ballet class as it was “parent watch week”. Interestingly, much like my observation of oral arguments, during the ballet class I focused on how the dancers interacted, instead of concentrating on whether they were performing a tour jeté, pirouette, or grand plié. The dancer's form and positioning, their presence as a dancer, and their engagement with their instructor were significant elements in how I assessed their attitude, energy, and technique.
Noticing the world around us is such a gift but we rarely acknowledge it as such. We so easily fall into our daily routines and the monotony of our lives. We should take advantage of being coerced, cajoled, or granted a chance to observe. From these focused observations, I learned that I often overlook seemingly meaningless details. Instead, I now realize that we should embrace these details.
The details can teach us about ourselves, our interactions with others, and our preconceptions. They can teach us how to be empathetic, how to gain a particular skill, how to distinguish what is relevant from what is irrelevant and so much more. Ultimately, being mindfully observant allows us to be better decision makers, better students, and better teachers.
As teachers, we teach our students to pay close attention to the nuances of the law or the key facts in a hypo or a case. We too should walk the walk and take the time to observe. Try to observe students outside of class, prior to the start of class, and when they are working in groups during class. Are they interacting with each other, are they loners, do they appear engaged? We can use these observations to get to know our students and to understand how to best teach them. By paying attention, we are setting a good example and we may learn a thing or two.
Saturday, November 24, 2012
I did not cook for Thanksgiving this year. My best friend and I decided to go out to dinner instead. I realized in the days after Thanksgiving that I basically was content not to have leftovers crowded in my refrigerator. Except maybe the from-scratch cranberry sauce. And the stuffing. But the turkey, green beans, succotash, gravy, potato au gratin, sweet potato casserole, crescent rolls, pumpkin pie, pecan pie - well you get the picture - were not missed.
I realized for many of my students, the last week of classes (at our law school immediately after the holiday break) is a lot like leftovers. More reading, briefing, and new class material up to the last minute are now no longer appealing. One is already sated with those items and ready for something else. The professors who wrap up or review material are like the favorite leftovers that one is happy to have servings of for the next 5 days after the holiday.
Like all of us who ate too much and sat overstuffed on the couch after the holiday meal, our students are lethargic when it comes to more class sessions. They are focused on exams and want the leftover classes to be over. Wrap-up and reviews make sense because they go along with the exam purposefulness that students have. (Amy Jarmon)
Wednesday, November 7, 2012
Texas Tech School of Law has had a partnership for seven years now with the Law and Justice Magnet Program at one of the local high schools that has predominately minority student enrollment. Recently I had lunch with the LJMP instructor. We are both passionate about the partnership and were discussing plans for next semester.
We started the partnership for several reasons. First, it allows us to support the high school's efforts in increasing student awareness of legal issues and potential careers in law. Second, it provides us with an avenue to encourage students to stay in school, continue on to college, and enter professional education after college. Third, it provides opportunities and role models for students who have dreams to reach beyond their backgrounds and become success stories for their families.
Some of the aspects of the program are:
- Upper-division law students who are selected as Dean's Community Teaching Fellows to assist at the high school in the LJMP courses. These DCTFs mentor individual students, participate in the classroom experiences, and help coach the mock trial team for the Texas high school competition.
- Mini-classes for senior students in which we discuss fact patterns and cases as well as legal research. The Legal Practice professors provided us with 1L legal memorandum packets that we modified for high school use. The law librarians assist with the legal research component.
- VIP attendance at a variety of law school events. For example, the students have attended lectures with Sandra Day O'Connor, Antonin Scalia, and Stephen Breyer. They have attended hearings in front of the Texas Seventh Court of Appeals. In several cases, the students have had the honor of being photographed with our guests.
- Donated items for the LJMP library of study aids that cover civil and criminal topics in their courses.
Will all of the students end up at Texas Tech School of Law? Will all of them become lawyers some day? No. But that is okay.
We definitely want to see the diversity of the legal profession increase and some of these students will become lawyers. They may not attend Tech Law, but the legal profession will benefit.
However, if all of these high school students become successful citizens and reach their dreams, we will also have succeeded. Whether they become police officers, forensic scientists, lawyers, doctors, small business owners, nurses, teachers, or meet other career goals, they will have followed their dreams.
Most importantly, they will have known that we believed in them and their futures. They will have had our encouragement and support. (Amy Jarmon)
Thursday, November 1, 2012
Sunday, October 28, 2012
Sleep is essential. Most law students short themselves on enough sleep. Rather than allowing them to get more done, less sleep actually decreases their learning.
Here are sleep facts:
- If a person gets less than 7 hours of sleep consistently, the medical diagnosis is chronic sleep deprivation.
- The average person needs 7-8 hours of sleep per night to function optimally.
- Some people need more than 8 hours of sleep for medical reasons or other circumstances.
- The body and brain work best with a consistent sleep routine - going to bed (Sunday through Thursday nights) and getting up (Monday through Friday mornings) at the same time.
- On the weekends, you can vary the sleep schedule 2-2 1/2 hours without whacking out your body clock for the rest of the week (go to bed at 1 a.m. instead of 11 p.m. and get up at 9:30 a.m. instead of 7:00 a.m., for example).
- Having a consistent sleep schedule will cause you to get sleepy as bedtime approaches and to wake up a few minutes before the alarm goes off.
- The average person needs 3 hours to complete a full sleep cycle.
- If you wake up with less than 90 minutes before your alarm will go off, you are probably better to get up than go back to sleep because your sleep cycle was interrupted at an inopportune point and result in grogginess if you go back to sleep.
- Sleep inducers before bed: warm milk, a lavendar bubble bath, at least 1/2 hour of wind down time.
- Sleep inducers once in bed: a dark room, a quiet room, lack of electronic gadgets in the bedroom (television, computer, etc.).
- Sleep inhibitors: alcohol, caffeine, a large meal near bedtime, exercise too close to bedtime, electronic stimulation right before bed (television, computer, etc.).
- Realize that if you wake up during the night that it is not unusual to take 15 minutes to fall back to sleep - do not stare at the digital alarm clock waiting to go back to sleep.
- If you wake up during the night with worries that you will forget something, keep a pad and pen on the nightstand and capture your thoughts - it will be easier to go back to sleep.
- If you toss and turn for a long period and cannot get back to sleep, get up and go to another room and read something boring before you try to go back to bed.
- A consistent sleep routine will eliminate the need for excessive napping.
- Power napping of 5-30 minutes can refresh some people.
- Naps of more than 20-30 minutes actually make you more groggy.
- Sufficient sleep has the following benefits:
- Increased focus when studying.
- Increased retention of material.
- Greater productivity within the time spent studying.
- Decreased irritability and stress.
- Weight loss.
Getting the proper number of ZZZZ's is very important. Do not skimp here if you want to be alert, focused, and learning-ready. (Amy Jarmon)
Wednesday, October 24, 2012
Have you noticed your 3L students struggling a bit? They stop to chat and tell me that they are lacking motivation, have the blahs, cannot focus, or other descriptions of their malaise when it comes to law school.
For some, it is that they are focusing on their job hunt and have taken their focus off courses. For some, it is a focus on December graduation and chomping at the bit to be done. For some it is a focus on taking the bar in February before their final spring semester is over and thinking about bar review now. For many it is just being sick and tired of law school with this semester and another one left to go.
For many of our 3L students, the third year seems like more of the same. The study tasks are just like the first two years. Unless they have elective courses that really grab their attention and introduce them to or re-immerse them in an area of law that they have a passion for, the courses seem uninspiring.
Some exceptions to the 3L boredom problem are our externship and clinic students. They seem to be energized by the change of pace they have during the semester. Other exceptions are those students who are in Trial Advocacy or other practice-oriented classroom experiences. Students who have traditional classes with even some component that breaks the mold (one drafting assignment, one client interaction, etc.) also seem more engaged in those classes.
What can 3L students with the blahs do to increase their motivation and focus if they do not have any of these types of classroom experiences? Here are some thoughts:
- Employ more active study techniques. Ask questions while reading. Read aloud instead of silently. Discuss cases and concepts with others. Switch up the facts and consider how the court would have responded to that new fact situation. Answer all of the questions at the ends of cases even if not required.
- Imagine that the client in the case had walked into one's own office with the legal problem. What questions would be asked of the client? What additional arguments could have been made by each side that were not made? What would be the strengths and weaknesses of those arguments? Are there any policy considerations? What ethical problems could have surfaced in the situation?
- Consider after each class how the information could be used in practice. Create hypothetical scenarios to delve into how the basics learned in the course would relate to a variety of legal situations.
- Discuss those hypotheticals with classmates. If you are uncertain how the concepts would work in the scenario, talk with the professor about the scenario.
- Volunteer for pro bono opportunities to see the law in action instead of feeling on the sidelines.
- Find part-time legal work in the community - even if it is an unpaid internship - to increase one's interaction with lawyers and involvement in the practice of law.
- Remind oneself of one's original goals for coming to law school and how courses will help one in passing the bar and practicing after graduation.
Even when 3L students feel that they just want to be done with their degrees, they still have the ultimate goal of becoming the best possible attorneys. Each bit of knowledge, each fact-scenario analysis, each probing question can lead to that goal - even when one is tempted to consider all of it just same old-same old.
Hang in there and take one day at a time. Learn as much as you can because for most future attorneys this will be the last time that they have the luxury to focus on learning. (Amy Jarmon)
Sunday, September 16, 2012
Some of my students struggle with getting their work done in a timely manner. They succumb to electronic distractions: cell phones, Facebook, Twitter, e-mail. They take 2 - 3 hour naps. They allow a 2-hour reading assignment to bleed over into 3 hours. They wander around the law school chatting with friends.
Setting up accountability mechanisms works well for many of these students. They lack self-discipline, but can meet expectations when someone else is going to monitor what they do. Some examples of accountability strategies are:
- Students with major papers to write can set up a series of deadlines when they will confer with their professors or turn in certain work (if the professor is willing): topic discussion; outline of initial research; initial bibliography; first drafts of each paper section.
- Probation students meet weekly with me and know that I will ask about their reading and briefing, outlining, writing progress, and reviewing for exams each time I see them. Having to be accountable keeps most of them on track.
- Married students post their study schedules on the refrigerator at home so that their spouses know when they should be studying rather than watching television. They give their spouses permission to monitor their time and hold them accountable if they are not adhering to the schedule.
- A law student will ask a classmate to help them stick to a study schedule. The student gives the classmate permission to call them to account if they are wandering around chatting, taking too many breaks, or avoiding an assignment.
- A law student agrees to meet another law student at the library for several hours of individual study so that the appointment is incentive to show up and study instead of doing other things.
- A law student joins a study group that has a weekly agenda of review topics and practice questions that each member agrees to complete individually before the study group meets.
- A student calls a significant other or parent every evening and gives that person permission to ask what they accomplished that day in studying.
- A student uses one of the on-line time management programs to monitor use of time so that it is readily apparent how much time was used for studying versus breaks and other tasks.
Most students do not want to disappoint others even though they regularly disappoint themselves on study tasks. If accountability provides the initial way for a student to break bad habits regarding starting or completing study tasks, then the law student should take advantage of the willingness of others to help them stay on track. In time, studying will hopefully become a matter of self-discipline. All of them will need self-discipline in practice! (Amy Jarmon)
Wednesday, September 12, 2012
Accountability can help all of us stay on track with the tasks we need to accomplish. When we know we are answering to someone else, we are more likely to work consistently on meeting an obligation. A real deadline keeps us focused.
The problem, I find, is when the project has no deadline or no one is expecting to see the finished product or no one else is invested in the project. If the task is merely something that I want to do as opposed to something that I need to do, the accountability seems missing. It is much easier to procrastinate, to pay attention to things right in front of me, and to delay the task. For me, these tasks become orphan tasks that are disconnected from the remainder of my work.
When I discover an orphaned task, the first thing I determine is whether I still think the task is one that should be completed:
- I remind myself of the objective/goal that I had when I originally decided the task should be added to my project list.
- If the objective/goal is still valid, I use that to as an incentive. In looking at my other projects, I determine where the orphaned task should be in priority.
- If a task is no longer important or no longer possible, I decide to let it go. Timing, budget, my energy level, or a resolved problem may all be factored in when I release the orphaned task.
When I realize that I have a task orphan that is valid but I still keep putting it on the back burner, I try to find ways to make myself accountable. Which strategy I choose will depend a great deal on the particular task, but here are some things that I try:
- I break the larger task into small steps that are then assigned to time blocks on my calendar during the next two weeks so that my calendar holds me accountable to get started..
- I discuss the task with a colleague so that someone else now knows that it is on my agenda.
- Once I make some progress, I talk to a colleague about my progress and what I want to accomplish next.
- I set a deadline date for showing the results to a colleague - or several deadline dates if I am going to have stages for completion.
Most tasks I can stay motivated and work on consistently. However, I know that orphan tasks are a different breed. By recognizing my need for accountability, I am able to get unstuck and complete the task that has been stranded on the corner of my desk for far too long. (Amy Jarmon)
Wednesday, September 5, 2012
Here are the most common questions that I have been getting from my first-year students during the opening weeks of the semester:
- Will it always take me so long to read and brief cases?
- What is the best way to remember all of the legal terms and definitions?
- How do I choose the critical facts from the many facts that are in the case?
- Why is it that my issue statement does not match the issue my professor wanted?
- Why is it that some professors do not seem to care much about procedure?
- What is the difference between a holding and a judgment/disposition?
- What do they mean when they talk about policy?
- Why do we read such old cases that are not even still good law?
- Do I need to know all this history and background stuff for the exam?
- What are these outlines that everyone is talking about all the time?
- Can I just use someone else's outline rather make my own?
- When do I need to start outlining for a course?
- How do I find time to outline when I barely have enough time to read and brief cases?
- What is an IRAC and how do we learn to do it?
- When should I start doing practice questions and how do I find them?
- How do I decide what study aids to use for a course?
- Why do we have to do legal research and writing when we already have enough to do with our other courses?
- Will I be able to have some down time when I do not have to study?
- When am I going to take naps?
- When am I going to watch my favorite television shows?
As you can see, the questions have covered the waterfront. I'll spend several upcoming posts answering some of these questions. (Amy Jarmon)
Thursday, August 23, 2012
Thank you to John Edwards at Drake for reminding us that it is the time of year for the Mindset List.
Beloit College has published its latest list which explores the world view of entering college freshmen (Class of 2016). I have included a link to it here for all of you who want to know what to expect in four years:
For those of you who want to refresh yourselves on what the Beloit Mindset List said about the Class of 2012 who just graduated from college and is now represents many of our new 1L class, the link for the list is here:
And if you want to remind yourself about our 2L and 3L students or our non-traditional students, you can browse the lists for respective years at the main page:
I am always a bit surprised at some of the items on the list while others make me chuckle. Those references that we all use in class become more outdated each year. (Amy Jarmon)
Tuesday, August 21, 2012
All of us in academic success teach students the strategies that they need to perform the traditional legal study skills more efficiently and effectively: reading cases, briefing cases, outlining course material, fact-pattern-essay exam taking, multiple-choice exam taking, successful study groups, etc.
All of us also know that we teach our students essential life skills. However, our students do not always consider how very important those life skills are. They instead become focused only on grades in law school. They do not contemplate how life skills that apply to success in law school also apply to being better attorneys, friends, spouses, parents, and citizens.
Here are some of the life skills that I think we teach our law students to help them in everything they will do. The list is not in a particular order, and I am sure all of us could add to it.
- Time management
- Project management
- Stress management
- Preferences for learning
- Effective memory strategies
- Curbing procrastination tendencies
- Life-work balance
- Clarification of personal and professional goals
- Problem solving - academic and non-academic
- Evaluating strategies, options, and techniques
- Facing difficulties (and even failure) and moving forward
- Celebrating improvement and overcoming obstacles.
- The balance between relying on oneself and asking for help.
I want my students to succeed academically. But I especially want them to succeed as valuable human beings. (Amy Jarmon)
Monday, July 30, 2012
My feet are wet. In fact, my jeans are wet all the way up above my knees. I have been standing in the surf of the Atlantic Ocean watching lightning off in the distance.
I called my wife while I stood there. She isn't here, but she should've been. I had to come to a conference to speak, and we thought we should not spend the money it would take for her to come down with me.
You see, we just spent a couple of weeks in the Colorado Rockies on vacation. We figured that we should be a little more careful with our money after that trip, so we thought it better that she not join me this time, given how expensive flights to Florida from Kansas are.
It sounded wise and responsible at the time. She was originally going to come with me because our 35th anniversary takes place while I am in Florida. We had thought it would be romantic to spend it together on the beach, even if I had to take some time out to attend sessions and present a talk.
But money considerations won out, and she stayed home. We decided to celebrate our anniversary when I return.
Sometimes wisdom is not all that wise. Looking out over the ocean as it crashed against my feet, I realized that my wife should have been standing next to me, whether we could afford it or not. I called her from the surf and asked her to get on a plane tomorrow and fly down here –whether we could afford it or not.
Flights and other arrangements may not work out on such short notice. I wish I had gotten my feet wet three weeks ago and arranged for her to come with me.
I don't tell you this story to say that you should waste money. You know the saying by now, no doubt, "Live like a lawyer while you are in law school, and you will live like a law student when you get out."
On the other hand, when you look back at your life, you will realize that some things just mattered more than good money management. Or maybe, good money management includes making stupid decisions for wise reasons sometimes.
I don't really know. But after 35 years of raising kids, dealing with life, and falling asleep in each others arms, we should not have worried about the cost of a plane ticket on the eve of our anniversary.
Sometimes, you ought to get your feet wet when the opportunity arises, rather than stay dry and in miss something important. (Dan Weddle)
Sunday, July 29, 2012
I am surprised every summer when August 1st comes around. The summer looks so long and full of possibilities right after graduation. However, it always ends too quickly for everything I would like to accomplish in my grandest dreams.
There are some things, however, that I try to complete each summer to prepare for the next semester as well as recharge my batteries.
Here are some of the things that I find help me most to "get my house in order" and approach the upcoming academic year with enthusiasm:
- I critique the handouts and Power Point slides that I use for student workshops to see what changes need to be made. Often during the academic year, I have thought of new examples to use, new ways of explaining information, or gained insights from my students. By revamping my materials regularly, I am able to offer better information and get excited about the new techniques that I can pass on to students in the coming months.
- I revamp my four-week course for our Summer Entry Program. It is easy to get lulled into doing things exactly the same each year because the program works so well with our current format. However, by challenging myself to find better ways of teaching the material and by incorporating suggestions from last summer, I keep myself and the material fresh. The changes may be small tweaks in many places and major rethinks in a few spots, but they all focus on giving 100% to the students.
- I review publishers' catalogs and order library books for our study aids/academic success library to get the newest editions or series within my budget allotment. It is always exciting to see what new volumes my ASP colleagues have published!
- I critique administrative tasks to find ways to be more efficient and effective. For tasks where I interface with other offices, I brainstorm better ways that we can communicate. For my own tasks, I review my calendar for the last year to make notes about when I should schedule certain tasks during the coming year and changes that I need to make.
- I sort through my e-mail archives and delete e-mails that are not needed any longer. If I have time, I also sort through my Word files to delete outdated or unwanted items that have been overlooked.
- I catch up on some professional reading. During the summer, I try to read at least one book related to legal education, academic success, or education theory. I also work my way through a stack of articles that I have collected throughout the year but never had time to read.
- I pull out my folder of thank you notes and e-mails from students and read through them. This task allows me to remember why I do what I do and encourages me to continue to impact student lives for the better. It reminds me to focus on being a blessing to my students in small as well as large ways.
By the time Orientation begins, I am ready for a new crop of 1Ls and our returning students. My housekeeping for ASP is done, and I am ready to start the cycle all over again. (Amy Jarmon)
Friday, July 27, 2012
Some of the returning students always ask my advice on what they can do to get ready for their academics and improve their grades for the coming year. Here are my suggestions - some of the items can be done this summer; others can be completed in the first few weeks:
- Sit down and evaluate your study habits from the previous year. Look at each aspect of law school: reading and briefing, note-taking in class, outlining, reviewing for exams, memorizing the law, taking fact-pattern-essay exams, taking multiple-choice exams, completing papers or projects. What were your strengths in studying and why? What were your weaknesses in studying and why?
- Decide which study habits to continue and which study habits to change. Meet with the academic success staff at your school if you need help with this evaluation of your studying or with brainstorming new strategies.
- If you have specific skill weaknesses, read a book about that skill to improve your understanding. Here are a few examples: Reading Like a Lawyer by Ruth Ann McKinney; The Five Types of Legal Argumentby Wilson Huhn; The Eight Secrets of Top Exam Performance in Law Schoolby Charles H. Whitebread. You can find a number of excellent books through Carolina Academic Press and other publishers.
- Start regimens now that are healthy and sensible. Get on a routine sleep schedule of 7-8 hours per night. Exercise at least three times a week for 30 minutes to an hour. Eat healthy meals. Do not let these routines disappear during the semester.
- If at all possible, relax for at least one week prior to the beginning of classes. You want to begin the semester with fully recharged batteries.
- Time yourself in each course for the entire first week to see how long it takes you to prepare for class (read, brief, complete problem sets). Then pick the longest block of time for each course and use that to set up your class preparation schedule.
- Schedule also regular time for other tasks each week: outlines, review of outlines, practice questions, research, writing, study group, and more.
- Read your course syllabi very carefully. Many professors include information that can help you get the best grades in the course: learning objectives, study aid recommendations, websites and other resources, study tips, and more.
- During the first month of school, review all exams from last semester for which you received a C+ or lower grade. By getting feedback from your professors on what you did well and what needs improvement, you can make the appropriate changes as you do practice questions for your next set of exams.
- If you were disappointed in your performance in a paper class last semester, ask the professor for tips on how you could improve your research and writing. Then use the feedback to improve on your papers this year.
Second and third years are somewhat easier because students have learned the basic skills needed for success in law school. However, both years bring new responsibilities with part-time work and student organizations. Time management and organization are going to be two key areas to work on to attain your best grades. (Amy Jarmon)
Thursday, May 17, 2012
Hat tip to Jennifer Romig at Emory University for a link on the LRW Prof listserv for an article on using fixed-mindset feedback versus growth-mindset feedback with students who are struggling. The summary on several studies dealing with undergraduate math students can be found here: Be Careful When Comforting Struggling Students.
Also a hat tip to Myra Orlen at Western New England for information on an article about Dweck's work and how the mindsets apply to law student assessment:
"Carrie Sperling, Arizona State College of Law, has co-authored an article entitled "Fixing Students' Fixed Mindsets: Paving the Way for Meaningful Assessment." The article draws upon Carol Dweck's work and places that work directly in the law school context."
I have found Dweck's concepts helpful in working with my students. These extra resources are useful to anyone interested in learning more about the mindsets. (Amy Jarmon)
Monday, April 30, 2012
Many of you are probably already aware of the TED education video/flipped lessons website. If not, you want to check it out. An article in today's Chronicle of Higher Education talks about TED and a link to the website is here: TED-Ed . Although the lessons that are already on the website are not particularly useful for law, the ability to flip You Tube videos and make lessons is potentially useful. (Amy Jarmon)