Law School Academic Support Blog

Editor: Amy Jarmon
Texas Tech Univ. School of Law

Thursday, May 12, 2016

An Interview with Carol Dweck on Mindset

Many of us in ASP have read Carol Dweck's book, Mindset: The New Psychology of Success, and used her mindset theory in working with students.  The Chronicle of Higher Education has an interesting article based on an interview with Carol Dweck in yesterday's issue. The link is here: Interview with Carol Dweck.

May 12, 2016 | Permalink | Comments (0)

Thursday, May 5, 2016

How Gritty Are Your Students?

Hat tip to Scott Johns, University of Denver School of Law, for informing us about a Wall Street Journal article on grit which can be found here: The Virtue of Hard Things. The article talks about Angela Duckworth's research and her book, Grit. Duckworth developed the Grit Scale and found that grit often predicted success better than innate ability. Grit combines passion and perseverance. Duckworth has implemented the Hard Thing Rule in her own family: choosing and committing to one difficult activity that requires daily practice.

May 5, 2016 in Books, Learning Styles, Miscellany | Permalink | Comments (0)

Wednesday, May 4, 2016

Time Management on Multiple-Choice Exams

As mentioned in an earlier post, many law students struggle with time management in exams. Time charting for multiple-choice exams is different than for fact-pattern essay exams. However, time charting is just as important to make sure that a student completes the full exam without rushing at the end or leaving questions blank.

Students often tell me that they have a minute, a minute and a half, or two minutes per question depending on how many questions the professor has announced will be on the exam and the time period allowed. Let's face it, trying to keep those small portions of time in mind over several hours is difficult. You would get whiplash from looking at your watch as you went through 100 questions if you tried to track the time used for most questions.

A time chart with checkpoints is a useful method to make sure you finish the entire exam but do not become hyper about your time per question. The checkpoints provide times when you will evaluate your progress through the exam to see if you are going too quickly or too slowly through the exam.

Most students find that 1/2-hour checkpoints work well if the multiple-choice exam is over two hours long. For shorter multiple-choice exams, 1/4-hour checkpoints may be desirable. The checkpoint alerts you to how many questions you should have been completed by that point in the exam.

Let's say that you have 100 questions to complete in a 4-hour exam. The exam starts at 1:00 p.m. and ends at 5:00 p.m. If you have 1/2-hour checkpoints, the questions will be divided into eight segments. 100 divided by 8 = 12.5 questions. If you round up to 13 questions per checkpoint, you will have 9 questions left to complete in your last half hour of the exam. If you round down to 12 questions per checkpoint, you will have 16 questions left to complete in your last half hour of the exam.

Most students would prefer to complete the 13 questions at each checkpoint and have less pressure at the end of the exam. If they complete the 9 questions in the last segment earlier than 5:00 p.m., they will have time to go back and selectively review some questions. Strategically, most students would choose to have the time chart below using 13 questions per segment:

TIME

NUMBER OF QUESTIONS COMPLETED

1:30 p.m.

13

2:00 p.m.

26

2:30 p.m.

39

3:00 p.m.

52

3:30 p.m.

65

4:00 p.m.

78

4:30 p.m.

91

5:00 p.m.

100

 You can modify the number of checkpoints that you choose to reflect exam issues that you might have with multiple-choice. If you know that you tend to rush through and misread or not spend sufficient time analyzing answer options, you may want additional checkpoints to slow you down. If you know that you tend to overthink and get behind in an exam, you may want additional checkpoints to prevent your bogging down. In either of these cases, you might decide you want 20-minute checkpoints instead of 1/2-hour checkpoints.

Should your reserve time in your chart for review of the test? In the time chart above where you only have to complete 9 questions in the last segment, you will garner a few review minutes automatically if your pace stays the same in that segment. However, if you want specific review time, you will need to subtract your reserved review time from the total exam time and then distribute the remaining time appropriately over the questions to determine your checkpoints. For example, if you reserved 20 minutes out of your four hours, you would have 220 minutes to distribute for 100 questions. You would still need to complete 12.5 questions per segment (rounding up to 13 or down to 12).

If you reserve review time, just make sure that you do not review every question because you are more likely to second-guess yourself and change right answers. Instead go back to select questions where you were unsure about the answer. When you initially complete a question, put a check mark in the margin to indicate when you want to review that question later; always bubble in an answer on the Scantron (if using one) and circle on the test paper the choice you have bubbled. If you do not have time to go back to the question, you at least had an answer indicated rather than a blank.

With the check mark noting later review, also indicate how sure you are about that answer choice - 80%, 70%, 60%, 50%, less than 50%. (Some students do not review questions they are at least 80% sure of initially and only indicate lower percentages.) The estimate tells you when you return to the question that you should not second-guess yourself and should only change the answer if you are now more than that percentage sure that the new answer is correct. Practice estimating your degree of certainty when you complete questions during your exam study; you do not want to waste time in the exam trying to determine what 70% certainty is compared to 60%.

If you practice time charting and completing questions at the appropriate pace during your exam study, the methods will be natural when you get into the actual exam. You can also determine ahead whether you are someone who needs additional checkpoints because you are too slow or fast and whether you want to reserve review time or complete the exam using the full time for answering questions once. As soon as the proctor indicates you may begin, you will quickly build your time chart to follow.

If an exam has both a fact-pattern essay portion and a multiple-choice portion, then you will complete two time charts - one for each portion of the exam. For information on time management for fact-pattern essay exams, please see the post on Saturday, April 30th. Good luck on completing your exams! (Amy Jarmon)

May 4, 2016 in Exams - Studying, Exams - Theory | Permalink | Comments (0)

Tuesday, May 3, 2016

AALS Balance Section Topic Call on May 4th: Understanding the Impact of Inadequate Feedback

The AALS Balance Section’s next topic call features Prof. Paula Manning, speaking about her excellent article "Understanding the Impact of Inadequate Feedback: A Means to Reduce Law Student Psychological Distress, Increase Motivation, and Improve Learning Outcomes." 

Here are the details for the call.  Please forward to your colleagues.

What:                   AALS Balance Section Topic Call
                                Effective Feedback

                                Presented by Prof. Paula Manning, Western State

                                College of Law

When:                  May 4, 12:30 to 1:30 p.m. Pacific Time

Call-in #:              (712) 432-0850, access code 422626#

Readings:            "Understanding the Impact of Inadequate Feedback: A Means to Reduce Law Student Psychological Distress, Increase Motivation, and Improve Learning Outcomes." 

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1967280

Format:                Presentation by our speaker, followed by discussion                           

May 3, 2016 in Miscellany | Permalink | Comments (0)

Reminder: Deadline for Need-Based Travel Scholarships for AASE is May 6th

AASE is aware that law school travel budgets are dwindling.  In fact, some of you may not even have a travel budget at all.  The purpose of the AASE National Conference is to further the professional development of the academic support community.  To do this we need “you” at the conference.

In order to help subsidize some of the costs of attending the 4th Annual National Conference in Long Island City, NY next month, AASE will be awarding need-based travel scholarships. More information about the scholarships is attached.

The deadline to apply has been extended to next Friday, May 6.

Best,

Haley

Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556

AASE NATIONAL CONFERENCE TRAVEL SCHOLARSHIPS


AASE is pleased to announce that we will be awarding a limited number of scholarships to attend the AASE National Conference on Tuesday, May 24, 2016 through Thursday, May 26, 2016, at The City University of New York (CUNY) School of Law, Long Island City, New York. Further information about the conference can be found at www.associationofacademicsupporteducators.org/conferencesevents.html.


AASE is aware that law school travel budgets are shrinking. In some cases, academic support professionals may not even have a travel budget at all. The purpose of the AASE National Conference is to further the professional development of the academic support community. To do this we need “you” at the conference.


To help subsidize some of the costs of attending the AASE National Conference, we will be awarding need-based travel scholarships. AASE members will be given preference when awarding travel scholarships. To become an AASE member, please go to www.associationofacademicsupportproessionals.org.


If you wish to apply for a travel scholarship, please submit the following information to aaseconference@gmail.com by May 6, 2016:
Name;
Position;
School Affiliation;
Email and phone number;
Describe your academic support responsibilities at your school;
State whether you are an AASE member;
Describe the circumstances evidencing a need for a travel scholarship;
State the amount of financial assistance being requested; and
Provide any additional information you feel is relevant to your application.

May 3, 2016 in Meetings | Permalink | Comments (0)

Monday, May 2, 2016

Reminder AASE Mentors and Mentees

The newly formed AASE Mentoring and Continuity Committee provides new ASP members (one to three years) an opportunity to develop a professional relationship with an experienced ASP professional for an academic year. The Committee is currently looking for enthusiastic mentors for the 2016-2017 academic year. Some of the ways that mentors can assist new colleagues is to offer professional guidance and support, help develop an ASP or bar-related course, provide feedback on scholarly works, identify professional development opportunities, and assist the mentee with overall career growth.

In addition, during the annual AASE conference at CUNY in May 2016, the Committee will be matching interested ASP mentors with first time attendees. If you are willing to mentor a first-time attendee at the conference, please e-mail Elizabeth Bloom, Chair of the Mentoring and Continuity Committee at EBloom@nesl.edu.

If you are a first-time ASP attendee, the registration form asks if you are interested in a having an assigned mentor. Please check the “yes” box, and we will happily match you with a seasoned ASP mentor for the entire conference.  Mentors will assist you with selecting appropriate sessions during the conference, introduce you to other ASP professionals, and answer questions that you might have about ASP in general.

We look forward to discussing the Mentoring and Continuity Committee’s future strategies at the May 2016 conference.

May 2, 2016 in Meetings | Permalink | Comments (0)

Saturday, April 30, 2016

Time Management on Fact-Pattern Essay Exams

The professor's goals for fact-pattern essay exams are multiple. Within the larger goal of seeing whether students can apply law to new fact scenarios they have never seen, the professor is looking for several aspects:

  • Can students spot issues - both the big issues and the sub-issues?
  • Can students accurately state the law - and variations of the law such as common law, restatement, or specific codes?
  • Can students analyze the arguments for the parties - "showing their work" rather than being conclusory?
  • Where appropriate, can students use cases and policy to support the arguments?
  • Can students do all of this in an organized manner with concise writing?
  • Can students state a conclusion - even if it does not garner points or matter for the "it depends" nature of the question?
  • Can students do all of this within the time given for the exam?

For many students, one of the biggest challenges of exam-taking is the time management throughout the exam. Some students finish exams early because they do not methodically work through the questions and miss points that could have been garnered. These students are often the ones that professors lament are conclusory. Other students have problems with completing the entire exam or with being rushed in completing the last few questions. These students are often the ones that professors lament went down rabbit trails.

There are few law school exams where students do not have to complete all of the questions on the exam to get maximum points. The occasional "complete three of the four questions" instruction would be the exception. We know that most law school exams, unlike the undergraduate versions that students have experienced, are written for the full time allotted for the exam. In fact, some professors on purpose write exams that cannot be completed within the time allotted "because I get such an easy grading curve that way."

So how can students get through an entire exam with the best chance of picking up maximum points across the exam? The strategy is to make a time chart for completing the entire exam. When does one make the time chart? As soon as the proctor says, "You may begin." Take a piece of scrap paper (provided in nearly every exam). Read the instructions and look at the point count or time allotment for each exam question. Then do some math for your time chart.

Let's assume that you have five fact-pattern essay questions to complete for the exam in four hours. The exam begins at 1 p.m. and ends at 5:00 p.m. Let's also assume that your professor indicates time to be used for each question. Two are indicated as 1-hour questions; two are 45-minute questions; one is a 30-minute question.

The rule of thumb for each of the questions is that you want to spend 1/3 of your time reading, analyzing, and organizing (RAO) your answer and spend 2/3 of your time writing (W) the answer. For the 1-hour questions, that means 20 minutes RAO and 40 minutes W. For the 45-minute questions, that means 15 minutes RAO and 30 minutes W. For the 30-minute question, that means 10 minutes RAO and 20 minutes W. Translating this information into a time chart would look as follows:

QUESTION NUMBER

RAO

W

1 (1 HOUR)

1:00 – 1:20 p.m.

1:20 – 2:00 p.m.

2 (1 HOUR)

2:00 – 2:20 p.m.

2:20 – 3:00 p.m.

3 (45 MINUTES)

3:00 – 3:15 p.m.

3:15 – 3:45 p.m.

4 (45 MINUTES)

3:45 – 4:00 p.m.

4:00 – 4:30 p.m.

5 (30 MINUTES)

4:30 – 4:40 p.m.

4:40 – 5:00 p.m.

By using the time chart, you can keep track of how you should move through the exam for each question. You are prompted to read more carefully, think through your analysis, and organize your answer to maximize points before writing your answer. You are less likely to forget a fact, miss a case to reference, or skip an element to analyze when you have structure before you write. Professors can find points more easily in an organized and thorough answer. Also, you know exactly when to move on to writing rather than rushing through or stalling on the RAO step.

Using a chart prompts you to write in a more lawyerly manner. You know the points you want to make because of your organization time, and you can more quickly turn those points into concise sentences and paragraphs. You know when to conclude and move on to the next question at the end of the W time so you will consistently work through the entire exam. You do not want to rush at the end or miss completing one or more questions because you did not watch your time.

If you realize a couple of minutes before your W time ends on a question that you will not have time to write everything you wanted in complete sentences or paragraphs, quickly outline the points you would include if you had more time. Some professors will give a few points to that outline; others will not. However, if you have extra time at the end of the exam, you can return to that question and flesh out the outline into sentences and paragraphs. You will not waste time trying to remember what you were thinking.

What if your professor assigns points rather than times to questions?  In some cases the points will translate easily into time because points equal obvious time blocks within the overall exam. For example, the same four-hour exam with 8 questions broken down into two 90-point questions and six 10-point questions would equal time (90 + 90 + 60 = 240 points = 240 minutes = 4 hours). Using the 1/3 to 2/3 rule of thumb, you would split time 30 minutes RAO - 60 minutes W for the first two questions and 3-4 minutes RAO and 6-7 minutes W for each of the remaining 6 questions depending on your preference for slightly more RAO time or slightly more W time.

Even when your professor does not make points or minutes obvious, you can still tell proportionately how to use the time given the points. Assume you have two 100 point questions, two 75 point questions, and one 40 point question to complete in the 4 hours. You have 240 minutes; you have 390 points. You can eyeball it, or use a formula: divide the points for the question by the total points for the exam and multiple that number times the total minutes for the exam. If you ball-parked the minutes for ease of math, you would spend 1 hour on each of 100-point questions for 2 hours of the exam time, 45 minutes on each 75-point question for 1 hour and a half  of the exam time, leaving 30 minutes on the 40-point question.

What if your professor gives no clue as to points or time? Do not leave your common sense at home. If the difficulty and length of the fact patterns/call of the questions are very similar, divide the time equally among the questions. If some fact patterns are long, some medium, and some short, then divide time proportionately among them.

Finally, what if you are the type of person who must leave time to go back over the exam "just in case you missed something" the first time through the exam. Okay, if you really, really feel compelled to do so . . . . Subtract the amount of review time you want to reserve from the total minutes for the exam. Then reduce the time per question proportionately. Then do a time chart for 1/3-2/3 based on that number of minutes left per question.

Do not let your math phobia paralyze you. If you practice time charting when you are doing longer practice questions before the exam, the method becomes second-nature. Some professors will announce during the week preceding exams how many questions there will be and the points/times allotted for those questions. If you know that information ahead, you can sort out the math before exam day. Then when the proctor says you may begin, you can replicate your time chart on scrap paper. (Amy Jarmon) 

 

 

April 30, 2016 in Exams - Studying, Exams - Theory | Permalink | Comments (0)

Friday, April 29, 2016

Law School Action Comics

Scarface

(Alex Ruskell)

April 29, 2016 in Advice | Permalink | Comments (0)

Need-Based Travel Scholarships for AASE - Deadline May 6th

Good morning!

AASE is aware that law school travel budgets are dwindling.  In fact, some of you may not even have a travel budget at all.  The purpose of the AASE National Conference is to further the professional development of the academic support community.  To do this we need “you” at the conference.

In order to help subsidize some of the costs of attending the 4th Annual National Conference in Long Island City, NY next month, AASE will be awarding need-based travel scholarships. More information about the scholarships is attached.

The deadline to apply has been extended to next Friday, May 6.

Best,

Haley

Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556

 

AASE NATIONAL CONFERENCE TRAVEL SCHOLARSHIPS


AASE is pleased to announce that we will be awarding a limited number of scholarships to attend the AASE National Conference on Tuesday, May 24, 2016 through Thursday, May 26, 2016, at The City University of New York (CUNY) School of Law, Long Island City, New York. Further information about the conference can be found at www.associationofacademicsupporteducators.org/conferencesevents.html.


AASE is aware that law school travel budgets are shrinking. In some cases, academic support professionals may not even have a travel budget at all. The purpose of the AASE National Conference is to further the professional development of the academic support community. To do this we need “you” at the conference.


To help subsidize some of the costs of attending the AASE National Conference, we will be awarding need-based travel scholarships. AASE members will be given preference when awarding travel scholarships. To become an AASE member, please go to www.associationofacademicsupportproessionals.org.


If you wish to apply for a travel scholarship, please submit the following information to aaseconference@gmail.com by May 6, 2016:
Name;
Position;
School Affiliation;
Email and phone number;
Describe your academic support responsibilities at your school;
State whether you are an AASE member;
Describe the circumstances evidencing a need for a travel scholarship;
State the amount of financial assistance being requested; and
Provide any additional information you feel is relevant to your application.

April 29, 2016 in Meetings | Permalink | Comments (0)

Thursday, April 28, 2016

Academic Success Position at Creighton

Job Title:   Visiting or Resident Assistant, Associate, or Professor of Academic Success

Location:   Creighton University School of Law, Omaha, Nebraska

Position Type:   Non-Tenure Track, one or two-year contract, Full-time, 12 months (Exempt)

Opening Date:   April 27, 2016

Closing Date:   Open until filled

Creighton University School of Law seeks applications for a full-time (12 months), non-tenure track, contract position as Visiting or Resident Faculty beginning in the 2016-2017 academic year. The School of Law prefers a two-year contract for the successful candidate, but will consider a one-year contract that is renewable for one additional year. Physical presence in Omaha is required. The successful candidate will:

  • Effectively create and manage academic support programs at the Law School;
  • Design and implement strategies to successfully assist students’ learning, particularly
    at-risk or high-risk students;
  • Coordinate and participate in individual and group academic advising;
  • Design and implement strategies and enhancement programs to assist students with
    Bar examination readiness, counsel and coach students, and work with members of the administration and faculty to evaluate curriculum and academic standards to maximize Bar passage; and
  • Create and teach academic support courses.

Skills/Qualifications:

The successful candidate must have a J.D. degree and a minimum of five years of full-time teaching experience at an American Bar Association accredited law school. The candidate should also demonstrate strong interpersonal skills; possess excellent oral and written communication skills; and have the ability to work collaboratively. Strong preference will be given to candidates with teaching experience or training in law school academic success.

Applications will be reviewed upon receipt and will be considered until the position is filled. Additional information about the School of Law is available at https://law.creighton.edu/.

To apply, please send a cover letter that addresses your background and experience, with emphasis on why you would be interested in the position and your teaching philosophy; curriculum vitae; the names of at least two references; and salary requirements to: http://careers.creighton.edu.

The School of Law serves the Creighton University mission in the Jesuit Catholic tradition of social justice, responsible leadership, and professional distinction.

Creighton University is an EEO/Title IX Employer, in compliance with the Federal Laws relating to discrimination in employment practices, and does not discriminate on the basis of race, age, sex, religion, national origin, marital status, sexual orientation, or handicap.

April 28, 2016 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Wednesday, April 27, 2016

Report from the New York Academic Support Workshop

New York Academic Support Workshop

The April 15th New York Academic Support Workshop organized by Linda Feldman and Kris Franklin was a resounding success.  The morning “Topic Session” focused on “Incorporating New (or Newer) Learning Theories into our Academic Support Work.”   Here are a few highlights:

Kris Franklin began her presentation on the point that ASP’ers need to be seen as the experts on learning in law schools.  ASP’ers are in positions to influence their institutions; Kris led the group in a discussion of how learning theories – old and new – can be used to enhance learning in law school.

Linda Feldman wrapped up the morning session with a demonstration of putting learning theories to work in the law school classroom.  Because students often lack personal context necessary to understand what they are reading in their casebooks, they may have difficulty reading and understanding cases.  Students often try to bridge the gap by looking to commercially prepared course supplements.  But those supplements do not fill the gap resulting from a lack of personal context.  One way to provide context might be first structuring a discussion that touches on the issues raised in any particular case with a discussion that places those issues in contexts familiar to the students.

The afternoon sessions were open topic sessions and covered a variety of areas of interest.  Again, here are a few highlights:

Scott Johns lead an interactive session on writing MEE answers.  Danielle Bifulci Kocal and Kerriann Stout spoke about introducing Mindfulness to students.  Rebecca Flanagan lead a discussion on pre-law competencies, drawing from the work that has been done in other fields of education, such as medicine.   

April 27, 2016 in Meetings | Permalink | Comments (0)

The Dog Ate My Homework - Really

It seems that the closer students get to crunch time and deadlines, the more problems, errors, and mishaps that occur. Here are some end-of-the semester laments students have told me over recent years:

  • My laptop crashed, so I lost all of my briefs, class notes, and outlines.
  • My laptop crashed during the exam, and IT could only retrieve part of the exam answers.
  • My backpack was stolen with my completed assignment in it.
  • I lost the thumb drive with my paper on it.
  • We are puppy-sitting for my roommate's friend, and the puppy ate my outline.
  • My three-year-old spilled my morning coffee over my final paper.
  • The printer jammed and ate my paper.
  • I was packing up my backpack to leave work and temporarily rested my research binder on top of the trash can. Then I left without it. The custodian threw the binder away.
  • My neighborhood lost electricity during a storm, so I couldn't email my paper by the deadline.
  • The copier store closed early, and I couldn't get my appellate brief bound.
  • My professor didn't talk about those reading assignments in class, so I didn't study that material for the exam.
  • I entered the appointment in my phone, but forgot to look at the calendar.
  • The professor never reminded us about the required on-line workshop.
  • I set my cell phone alarm for p.m. instead of a.m. by mistake and overslept.
  • I didn't read the syllabus so I used the wrong format/missed the deadline/didn't know the assignment was graded.

Organization, planning, and time management are critical skills for lawyers. Setting earlier, artificial deadlines for tasks allows extra time in case of a mishap. Reading documents carefully and calendaring deadlines are essential steps. Computer back-up needs to be an automatic reflex. Care with details can save the day. We may not be able to avoid every mishap, but we can certainly narrow the odds with some thought. (Amy Jarmon)

April 27, 2016 in Miscellany, Stress & Anxiety | Permalink | Comments (0)

Tuesday, April 26, 2016

Welcome to The Indigo Book

Hat tip to Louisa Heiny, S. J. Quinney College of Law, for the announcement that the new open source volume for legal citation has gone live. The link is here: The Indigo Book.

April 26, 2016 in Writing | Permalink | Comments (0)

Saturday, April 23, 2016

Association of Academic Support Educators - Mentors and Mentees

The newly formed AASE Mentoring and Continuity Committee provides new ASP members (one to three years) an opportunity to develop a professional relationship with an experienced ASP professional for an academic year. The Committee is currently looking for enthusiastic mentors for the 2016-2017 academic year. Some of the ways that mentors can assist new colleagues is to offer professional guidance and support, help develop an ASP or bar-related course, provide feedback on scholarly works, identify professional development opportunities, and assist the mentee with overall career growth.

In addition, during the annual AASE conference at CUNY in May 2016, the Committee will be matching interested ASP mentors with first time attendees. If you are willing to mentor a first-time attendee at the conference, please e-mail Elizabeth Bloom, Chair of the Mentoring and Continuity Committee at EBloom@nesl.edu.

If you are a first-time ASP attendee, the registration form asks if you are interested in a having an assigned mentor. Please check the “yes” box, and we will happily match you with a seasoned ASP mentor for the entire conference.  Mentors will assist you with selecting appropriate sessions during the conference, introduce you to other ASP professionals, and answer questions that you might have about ASP in general.

We look forward to discussing the Mentoring and Continuity Committee’s future strategies at the May 2016 conference.

April 23, 2016 in Meetings | Permalink | Comments (0)

Friday, April 22, 2016

A Statistical Evaluation of Bar Exam Program Interventions

Scott Johns, Professor of the Practice and Director of the DU Bar Success Program, at University of Denver has written an article on bar exam program interventions which can be found here on SSRN: Empirical Refections: A Statistical Evaluation of Bar Exam Program Interventions. The abstract of the article is below:

Abstract:     

The bar exam seems like a formidable hurdle to many law students. Consistent with approaches at other law schools, the University of Denver Sturm College of Law instituted a Bar Passage Program, primarily aimed at academically struggling students, consisting of three core components – a second year legal analysis course, a final semester pre-bar legal analysis problem-solving course, and a post-graduate supplemental bar success workshop program. This article walks through the step-by-step processes of statistically evaluating such interventions and explores whether such interventions are statistically warranted, particularly for students that struggled academically in law school. Using data over the course of a three-year period, this article finds that active learning participation in the Bar Passage Program is beneficial to students, in particular, those who struggled academically in law school.

 

April 22, 2016 in Bar Exam Issues, Bar Exam Preparation | Permalink | Comments (0)

Thursday, April 21, 2016

Director of Critical Skills and Academic Support Postion at Nova Southeastern

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Nova Southeastern University
Position Description

Employee Details

Employee First Name:

 

Employee Last Name:

 

Position Information

Position Title

Director, Critical Skills and Academic Support Program  

Position Number

992657  

Job Category:

Exempt  

Job Group:

106-Academic-Related Dir/Mgr  

Center/Department

Shepard Broad College of Law  

Job Grade/Level:

91  

Type of Shift:

Non-Faculty Full time  

Benefits Eligible:

Reg FT w/Benefits  

Pay Basis:

Annually  

Reports to: (TITLE)

Dean, Shepard Broad College of Law  

Reports to: (POSITION NUMBER)

Click here for instructions.

992879  

Primary Purpose:

Enter the PRIMARY PURPOSE of this position.

The Director of Critical Skills and Academic Support administers and assesses the existing critical skills, academic support, and bar preparation programs, and executes strategies designed to strengthen academic success, focusing on initiatives to increase bar passage rates.  

Essential Job Functions:

Click here for instructions.

1. Administers all aspects of critical skills instruction, individual academic support services, and bar examination preparation for students and graduates, including teaching in and/or administering the relevant courses.

2. Develops programs, workshops and events that provide academic assistance for all students to improve foundational skills including logic, critical reading comprehension, essay writing, legal issue identification, and legal analysis skills.

3. Plans and organizes workshops designed to assist students as they develop and improve legal study and test-taking skills, bar application and admission process, and preparation to enter law practice.

4. Designs and implements assessment tools to identify "at-risk" students at each phase of their program participation to provide relevant remediation for each student to help improve retention and bar passage.

5. Designs and implements innovative academic and bar readiness programs.

6. Develops learning outcomes, exercises, and assessment tools designed to help students develop into self-regulated learners consistent with College of Law strategic goals, ABA accreditation, and SACS accreditation requirements.

7. Counsels and works with students in individual and small group sessions, and providing intensive support for graduates during the bar review period as they prepare for the bar exam.

8. Collaborates with commercial bar review programs, works with the alumni department on the alumni mentoring program, tracks at-risk students, develops assessment tools, and prepares bar exam statistics and reports.

9. Implements a program to track and report bar passage information and programming assessments with outcomes focused on improving existing programs.

10. Represents the College of Law at and participates in outside conferences and other events organized for and/or by bar preparation or academic support professionals.

11. Performs other duties as directed by the Dean.  

Marginal Job Functions:

1. This position demands some work on evenings and weekends.

2. Ensures compliance with University policies and procedures, county, state, federal regulations and accreditation requirements.  

Required Knowledge, Skills and Abilities:

1. Superior writing, analytical, interpersonal, organizational, managerial, and communication skills required to work with a diverse student body.

2. Knowledge of legal theory and analysis necessary to succeed in law school and on the bar examination.

3. Ability to handle sensitive and confidential information in a responsible manner.

4. Demonstrated ability to lead a team and manage programs effectively and efficiently.

5. Flexible and team-orientated.  

Required Certifications/Licensures:

 

Required Education:

Juris Doctorate  

Major (if required):

 

Required Experience:

Click here for instructions.

1. Minimum of three years education and law teaching experience, academic counseling, tutoring or experience in an academic success and bar preparation programs.

2. Demonstrated administrative and supervisory experience, and engaging presentation skills.

3. Experience with curriculum design, including an understanding of educational learning theory, best practices in teaching pedagogy, and individual learning styles.

4. Understanding of disability and multicultural issues, and ability to build rapport with students having academic challenges.  

Preferred Qualifications:

Click here for instructions.

1. Familiarity with outcomes based assessments.

2. Ability to think critically and innovatively about measuring student academic progress.  

Is this a safety sensitive position (are applicants potentially subject to drug testing)?
Safety Sensitive Policy.

No  

Does this position require a criminal background screening?
Click here for instructions.

No  

BUDGET INFORMATION

 

Budget Year:

FY17  

Job Description Disclaimer

These statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required.  

Commitment Principles:

 

ADA Addendum

Nova Southeastern University is in full compliance with the Americans with Disabilities Act (ADA) and does not discriminate with regard to applicants or employees with disabilities, and will make reasonable accommodation when necessary.  

Date

Signature of Employee

Print Name

Date

Signature of Supervisor

Print Name and Title

 

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Bottom of Form

April 21, 2016 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Wednesday, April 20, 2016

Hotel Reservation Deadlines for AASE - 4/23 or 4/25 Depending on Hotel - Don't Miss Out!

REMINDER: REGISTER FOR THE CONFERENCE AND BOOK YOUR HOTEL ROOM!

4th Annual AASE National Conference

CUNY School of Law

Long Island City, NY

 May 24-26, 2016

To register go to:

http://www.associationofacademicsupporteducators.org/2016-conference.html

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

We have reserved a block of rooms at Hotel Edison, 228 West 47th Street, New York, NY 10036.  Conference attendees should make their reservations directly with the Hotel Edison by calling 1-212-840-5000 ext. 8010 and referring to the room rate for the AASE group.  The conference rates are $209/night for a signature queen or $229/night for a room with 2 double beds.  This hotel is located in the heart of Times Square and is only a 15 minute train ride away from CUNY School of Law. AASE will provide MetroCards. More details coming soon.

Reservations must be made by 4:00pm EST on Monday, April 25th to take advantage of the rate.

 

We have also reserved a small block of rooms at the Wyndham Garden, 44-29 9th Street, Long Island City, NY 11101. Conference attendees should make their reservations directly with the Wyndham Garden by calling 1-718-906-1900 and referring to the Association of Academic Support Educators group. The conference rate is $179/night for a king non-view room. This hotel is located in the same neighborhood as CUNY School of Law, but if you are looking for the “NYC experience” you are better off booking at the Hotel Edison.

Reservations must be made by this Saturday, April 23rd to take advantage of the rate.

For more information about directions to the law school check this out:  http://www.law.cuny.edu/about/location/directions.html

Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556

April 20, 2016 in Meetings | Permalink | Comments (0)

Saturday, April 16, 2016

Reminder: AASE Registration Is Open

4th Annual AASE National Conference

May 24-26, 2016

CUNY School of Law

Long Island City, NY

To register go to:

http://www.associationofacademicsupporteducators.org/2016-conference.html

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

We have reserved a block of rooms at Hotel Edison, 228 West 47th Street, New York, NY 10036.  Conference attendees should make their reservations directly with the Hotel Edison by calling 1-212-840-5000 ext. 8010 and referring to the room rate for the AASE group.  The conference rates are $209/night for a signature queen or $229/night for a room with 2 double beds.  Reservations must be made by 4:00pm EST on Monday, April 25th to take advantage of the rate.

Please note:

This year’s conference will include a first day “pre-conference” session called Academic Support Essentials for the New Professional. It will be an intensive training for new professionals, which will cover basic topics such as learning theory, course design and teaching methods, as well as an introduction to the key scholarship and literature in our field. The 2-hour session is designed for newcomers to ASP, but all are welcome to attend. 

The conference schedule is below. The schedule is subject to change.

Day One: Tuesday, May 24

8:15 – 8:45 a.m.

Breakfast/ Pre- Conference Check-in

Pre-Conference Workshop 

9:00 – 11: 00 a.m.

Academic Support Essentials for the New Professional 

Various Presenters

Will include basic topics such as learning theory, course

design and teaching methods, as well

as an introduction to the key scholarship and literature in

our field.

11:00 -- 12:00 p.m.

General Conference Check-in

12:00  -- 1:00 p.m.

Lunch & Welcome by Dean Michelle Anderson

Plenary 1 

1:00 – 2:15 p.m.

Expert Learning for Law Students 2.0

Michael Hunter Schwartz & Paula Manning

2:15 – 2:30 p.m.

Transition

Breakout Session 1

2:30 --3:00 p.m.

 

Taking a Socratic Timeout: Approaches to Motivating Underperforming, Upper Level Students  &  Using Counseling to Help Foster a Supportive Learning Environment

Eurilynne Anise Williams

It Takes a Village:       Incorporating Doctrinal Faculty into Academic Support Programing to Meet the Needs of the

New Normal

in Law Students

Danielle Kocal

The Seven Deadly Sins of Bar Prep Behavior

Shane Dizon & Carly Sassi

Bar Exam Business Plans: Strategic Planning for Success on the Bar Exam

 

Sara Berman

3:00 – 3:15 p.m.

Transition

Break/ Coffee Talks

3:15 - 4:00 p.m.

Putting Highly Effective Learning Techniques to Work: Convincing Your Administration and Faculty

James McGrath

Should academically underperforming law students be encouraged—rather than prohibited—from participating in legal externships?

 

Kirsha Weyandt Trychta

 

A Discussion About the New York State Bar Skills Requirement

 

 

Kris Franklin

4:00 – 4:15 p.m.

Transition

Speed Rounds

4:15 -- 5:00 p.m.

Free to Be You and Me: Helping Law Students Identify and Embrace

Their Personal

Learning Styles for Success in Law School and On the Bar Exam

Antonia Miceli

What Your Students Want You to Know About Preparing Them for the Bar Exam

 

Kerriann Stout

Tracking for the MBE: How to Help Students Identify

Problem Areas and Improve

Melissa A. Gill

An Exercise Illustrating Use of Facts and Themes

Phillip Kaplan

Increasing the Effectiveness of Law School Pedagogy by

Incorporating  Mandatory

Sustained Professional Development Seminars

Marla L. Dickerson

  5:00 p.m.

First Day Conference Close

5:15 p.m.

Themis Bar Review Reception

                   

 

 

Day Two: Wednesday, May 25

8:45  – 9:30 a.m.

Breakfast

Breakout Session #1 (Diversity)

 

9:30  – 10:15 a.m.

Academic Support: Barriers and Pathways to Advising

Twinette Johnson, J.D. and Goldie Pritchard, J.D., M.Ed.

Experiences of Academically Dismissed Minority Law Students: Stereotype Threat, Fight or Flight Coping Mechanism, Isolation and Feelings of Systemic Betrayal

Erin Lain

Understanding Implicit Bias

 

Jack Manhire

Growing National Problem—Diversity and Inclusivity at our Law Schools: What Can We Do to Help Foster a Supportive Learning Environment for ALL of Our Students?

 

O.J. Salinas

10:15 – 10:30 a.m.

Transition

Breakout Session #2 (Diversity)

10:30 –11:00 a.m.

Mike is Right, It’s Andragogy! -- How Restorative Andragogy Can Enhance Equity and Inclusion in the Law School Classroom

 

Emily Scivoletto and

Tony Tolbert 

Undergraduate Academic Support’s Focus on Diversity: Learning from our Heritage

 

David Nadvorney

Less is More, But Doing Nothing is Worse: Including Faculty in the Diversity Dialogue

 

Betsy Brand Six

Discussion for Increased Diversity in the Bar Through Bar Passage Mentorship

 

Kandace Kukas

11:00 – 11:15 a.m.

Transition

11:15 – 11:45 a.m.

AASE Meeting: Committee Meetings/ Sign Up

Advocacy Committee                                Assessment Committee

Bar Exam Advocacy Committee              Diversity Committee

Governance Committee                            Membership Committee

Mentoring and Continuity Committee    Online Presence Committee

Programming Committee                         Scholarship and Journal Committee

Note: You may sign up for a committee during this time, by attending the meeting and notifying the current chair of your interest.

 

11:45 am -12:00 p.m.

Transition

Breakout Session #3

12:00 -- 12:30 p.m.

 

Filling the Gaping Hole: Reinforcing Academic Skills in the Second Year

Reichi Lee

Improving Summer Start and ASP Orientation Programming

Natt Gantt

Gloria Whittico

Building a Foundation Together: Integrating ASP into the 1L Curriculum

 

Kimberly Kass & Bethany Lesniewski

Using Social Media to Motivate and Monitor Students for the

Bar Exam

Alex Schimel

Teaching Bar Exam Study Skills to the Instant Gratification Generation

 

Cynara Hermes McQuillan

12:30 -- 1:30 p.m.

Lunch

Plenary 2 

1:45 -- 2:45 p.m.

A Discussion with the National Conference of Bar Examiners

Judith Gundersen, Director of Testing

Coffee Talk/ Break 

 3:00 -- 3:45 p.m.

Partnering with Bar Prep Companies: A Valuable Resource or the Outsourcing of ASP Services

Herbert N. Ramy

TREATS affect performance: Six categories of intervention for at-risk law students

Chelsea M. Baldwin

Preventing Burnout in Academic Support Professionals

 

Katherine M. Bender & Charlotte D. Taylor

3:45 – 4:00 p.m.

Transition

Breakout Session #4

4:00 – 4:45 p.m.

The Mindful Path to Success

Courtney Lee

A Holistic and Integrated Approach to Bar Exam Success

 

Rena M. Lindevaldsen, Susan Patrick & Caleb Sweazey

 

Real and Perceived Differences Between the MBE and Practice Questions

Laura DellAntonio & Maryann Herman

What Matters Is What You Can Measure: ABA Learning Outcomes and Academic Competencies

Rebecca Flanagan & Dawn Kelleher

5:00 p.m.

Kaplan Reception

  7:00 p.m.

Dine Around and Sight-seeing

             

 Day Three: Thursday, May 26

8:45 -- 9:30 a.m.

Breakfast

9:30 – 9:45 a.m.

Transition

Breakout Session#1

9:45 -- 10:30 am

Academic Success and Summary Judgment: Using Client-Based Strategies to Improve Analytical Skills

 

Alison M. Nissen and Nancy McCrea Iannone

 

Formative Assessment in a Box: Partnering with Doctrinal Faculty to Teach Substance and Skills

 

Elizabeth Bloom and Lisa Freudenheim,

Getting the Biggest Bang for the Buck: Formative Assessment through Live-Critique Conferences

Amanda L. Smith

Breaking It Down: Practicing Issue Spotting and Rule Application on Bar Exam Essays

Allie Robbins & Florence Kerner

Plenary 3

10:45 -- 11:45 a.m.

Status of the Academy Panel Discussion

Pavel Wonsowicz

11:45 a.m. – 12:00 p.m. p.m.

Transition

Breakout Session #2

 

12:00 – 12:45 p.m.

Bar Exam Boot Camp: Building Success on the Bar Exam

 

Jamie Kleppetsch

The 1L Project

 

Michael Flynn

Using a Choose-Your-Own Adventure Model in Workshops & Courses

Kathleen Bolus and Karen Harkins

Flip The Classroom, Flip The Curriculum

 

Chuck Splawn

12:45 --1:30 p.m.

 Lunch

Breakout Session #3

1:45 --2:30 p.m.

Using Cognitive Science to Convince Students of the Importance of Outlining

Louis Schulze

Integrating Assessments into the Curriculum using Bar Exam Question

 

Suzanne Darrow-Kleinhaus

Statistics 101, 201, and 301: Hard Data on Student Credentials and Bar Pass

Cassie Christopher

2:45 --3:45 p.m.

AASE Meeting: Business meeting/install new officers

4:00 – 4:30 p.m.

Closing of Conference

April 16, 2016 in Meetings | Permalink | Comments (0)

Friday, April 15, 2016

University of Miami School of Law Lecturer in Academic Achievement Position

The University of Miami School of Law is seeking a new professor to join our academic support and bar preparation program.

We are looking for an experienced and enthusiastic candidate to help expand and improve our program. The ideal candidate will have experience with both bar preparation and academic support. This is a lecturer-in-law faculty position (non-tenure), with competitive salary, and great benefits.

View the complete job description here: http://um.hodesiq.com/job_detail.asp?JobID=5250527&user_id=&ViewAll

Position number #00000215. Please DO NOT APPLY THROUGH THE UM CAREER SITE. To apply, submit a cover letter, CV and references to:

Detra Davis Fleming

University of Miami School of Law

P.O. Box 248087

Coral Gables, FL 33124-8087

ddavis@law.miami.edu

Please consider joining us in beautiful Miami! Feel free to call or email me with questions!

Best regards,

Alex Schimel and Joanne Harvest Koren

April 15, 2016 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Wednesday, April 13, 2016

Action Video Games and Capability for a Suicide Attempt

The April edition of the Texas Tech Today newsletter had a brief article on research done by several Texas Tech Department of Psychological Services researchers on a possible link between action video games and capability for a suicide attempt. There are some caveats to the research, but it is interesting for those of us working with a generation of students who are active in the video-game culture. The link is here: Playing Action Video Games May Increase the Cability for a Suicide Attempt.

April 13, 2016 in Stress & Anxiety | Permalink | Comments (0)