Monday, May 11, 2015
We are happy to announce that Katherine Kelly, one of our Contributing Editors, has been awarded a badge for a "Top 10 Blog Posts" for her posting last week entitled: Tackling a Take Home Exam. The State Bar of Texas included her on their Texas Bar Today website list of last week's top ten list. You can find their web posting here: Texas Bar Today Top 10 . The PDF badge below is to honor her accomplishment:
Barry University Dwayne O. Andreas School of Law in Orlando is seeking to fill the Coordinator of Bar Preparation position. The Coordinator, Bar Preparation will counsel students one-on-one to help increase the knowledge and provide further support to law students preparing for the bar exam or the MPRE exam. Assists Bar Preparations and Academic Success programs as needed.
- Provide one-on-one student counseling of students studying for the bar exam, preparing for the MPRE, during course registration period, preparing bar applications. and other student counseling as directed by the Assistant Dean or Directors.
- Provide instruction and feedback on essay writing for Academic Success and Bar Preparation; grade essays; teach 1 bar preparation course per year
- Support and assist Academic Success and Bar Preparation Department workshops, events and activities.
- Master scheduling of the Department’s overall Bar Preparation and Academic Success schedules, including workshops and other events within each area.
- JD required
- Must be member of the Florida Bar
- 1-3 years experience working in the legal profession; teaching and counseling experience a plus
- Advanced ability to analyze legal writing and provide productive feedback
- Ability to set up and manage semi-complex scheduling
- Proficient in Microsoft Word and Excel
- Advanced writing and one on one oral communication skills with students at varying levels of understanding of legal writing and exam taking
- Demonstrated advanced legal writing skills - Please provide writing sample
- Demonstrated high scores on all portions of the Florida Bar Exam
Salary commensurate with experience.
This position is located in Orlando, FL at 6441 East Colonial Drive.
Barry University is an Equal Opportunity Employer, committed to a diverse and inclusive work environment.
Thursday, May 7, 2015
Mississippi College School of Law (MC Law) invites applications for the position of Director of Academic Support. This position involves supervision of the law school’s academic support program for students in all years of the law school program and supervision of the law school’s bar preparation program for third-year students. The Director will also teach first-year students in the Legal Writing Program. The Director’s contract is initially a one-year probationary contract, subject to renewal for a second probationary year. The contract may then be awarded for a five-year term. At the end of the first five-year term, the Director is eligible for a presumptively renewable five-year contract. The law school support for the Director would include grants for scholarship, teaching assistants, and conference travel. Prior experience in academic support is preferred, but not required. The law school campus is in downtown Jackson, Mississippi, the state capital and a center for law, business, and culture in the mid-South. We particularly welcome applications from residents of other regions of the country, women, and minorities. To learn more about the law school and its environment, visit our website at www.law.mc.edu or contact Professor Jim Rosenblatt, Faculty Appointments Committee, Mississippi College School of Law by email at email@example.com or telephone at 601-925-7147. Those wishing to apply for the position should send Professor Rosenblatt an email (firstname.lastname@example.org) with the following attachments: a cover letter describing your interest in the position and what you would bring to the position, a Mississippi College Faculty Application, a short writing sample (3-5 pages), and resume. Transcripts are not required at this time. If one wants to be considered also for the Assistant Director of Academic Support position, indicate that in the cover letter. Priority consideration will be afforded applications received by May 14, 2015. Additional information and a job description are available on the Employment section of the Mississippi College web site at Director of Academic Support, School of Law.
Mississippi College School of Law (MC Law) invites applications for the position of Assistant Director of Academic Support. This position involves assisting the Director with the supervision of the law school’s academic support program for students in all years of the law school program and of the law school’s bar preparation program for third-year students. The Assistant Director will also teach first-year students in the Legal Writing Program. The Assistant Director’s contract is initially a one-year probationary contract, subject to renewal for a second probationary year. The contract may then be awarded for a five-year term. At the end of the first five-year term, the Assistant Director is eligible for a presumptively renewable five-year contract. The law school support for the Assistant Director would include grants for scholarship, teaching assistants, and conference travel. Prior experience in academic support is preferred, but not required. The law school campus is in downtown Jackson, Mississippi, the state capital and a center for law, business, and culture in the mid-South. We particularly welcome applications from residents of other regions of the country, women, and minorities. To learn more about the law school and its environment, visit our website at www.law.mc.edu or contact Professor Jim Rosenblatt, Faculty Appointments Committee, Mississippi College School of Law by email at email@example.com or telephone at 601-925-7147. Those wishing to apply for the position should send Professor Rosenblatt an email (firstname.lastname@example.org) with the following attachments: a cover letter describing your interest in the position and what you would bring to the position, a Mississippi College Faculty Application, a short writing sample (3-5 pages), and resume. Transcripts are not required at this time. Priority consideration will be afforded applications received by May 14, 2015. Additional information and a job description are available on the Employment section of the Mississippi College web site at Assistant Director of Academic Support, School of Law.
Tuesday, May 5, 2015
After considerable debate and several public hearings, the New York Court of Appeals has adopted the recommendation of the Advisory Committee on the Uniform Bar Examination and in July 2016 New York will administer the Uniform Bar Examination. The New York State Board of Law Examiners has proposed that New York set the passing score for the UBE at 266. In other jurisdictions, the UBE passing scores range from 260 (Alabama, Minnesota, Missouri) to 280 (Alaska and Idaho). The bar exam landscape is changing. Will this move create a "domino effect?" Will other states change their passing scores? Will New York see an influx of applicants? Only time will tell.
Monday, May 4, 2015
Professors do not give take home exams because they are kind or because they want you to work on the exam for 24 hours straight. Professors give take home exams because they want to read decent exam responses. A take-home exam is tough because it promotes false confidence: it’s easier because I have more time. False. More time for the exam means more time for distractions. I don’t need to study because I have more time. False. You do not have time to study during the exam. What you do have time for is thinking, outlining, writing, and editing.
Also consider the word limits. Professors have set a word limit that is more than enough to write a thorough response. If you are over the limit and find yourself cutting “a” and “the,” you’re missing the point. It is either a substance issue: you’ve addressed issues that aren’t worth mentioning, or a style issue: you are wordy, redundant, and unclear. Chances are, it is a little bit of both. This is where the thinking and outlining part comes in. Don’t skip these steps. Professors expect a well-thought out and well-written exam response. This doesn’t happen during the take-home exam itself. This happens because you prepared for it: you organized your notes, identified potential issues and how to address them, and set up a test environment where you have easy access to all your material and have minimized distractions. Think about what you want to write. Organize what you want to write. Then write. Approach a take home exam as you would an in-class exam: preparation and practice.
Sunday, May 3, 2015
Those of us in ASP are finishing up our semesters. All of us are about to dive into the next big project: some ASP'ers begin bar prep; others begin leg-up summer programs for entering 1L students; yet others begin pre-law programs for college or high school students.
All of us have been racing through the academic year and juggling dozens of balls above our heads and behind our backs. The break between fall and spring semesters gave us little respite because we were planning, revising, and preparing for that spring semester. Spring Break was another work week rather than a week off for nearly all of us.
If your last month has been typical, you feel a bit like an emergency room doctor - exhausted and overworked. You have tried to staunch the academic bloodletting and save as many academic futures as possible for students who have shown up for last-minute advice. These latecomers to the process of studying only have time for prioritizing and implementing some quick changes. You do what you can in minimal time. Some students will miraculously do okay. Others will see their law school futures expire on the exam room floors.
I now have two weeks of exams in front of me when the pace falls off because students are hunkered down. A few walking wounded will come my way, but most students will just self-treat and study for the next exam. They just want to survive, go home, and heal.
I know as an ASP'er that now is the only chance that I have to breathe. Not that I will be relaxing, mind you. I will be working my way through a massive list of projects and deadlines.
By breathing, I mean that I can look up and not see the next student waiting in line. By breathing, I mean I will not be finishing one meeting only to rush to another obligation. By breathing, I mean that instead of answering an avalanche of e-mails and handling last-minute crises, I can focus on completing a task and spending quality time with that task.
But you know the best part of being able to breathe for a few days? I get to step back and remember why I love ASP work. I can re-focus on what really matters: the many successes, the many thank yous, the academic and life changes that I have had the honor to be part of, the student tears that have led to smiles on those faces as skills were honed, and the reality that some students would have given up without my help .
So, my dear colleagues, take time to breathe. Remind yourself of why you love ASP work. Remember the little and big miracles you have witnessed and been part of this year. You are a blessing to your students and a blessing to your ASP colleagues. (Amy Jarmon)
Saturday, May 2, 2015
As law students settle into their exam studying, here are some tips to help them be more productive:
- Remember that exams are testing whether you can apply the law to facts in new legal scenarios to solve legal problems. You need to know the law well, but you need to go beyond mere rote memorization of the law. You need to understand the law and how to apply it.
- Focus on your professor’s course. What topics/subtopics did your professor cover? What rule statements, steps of analysis, preferred formats, etc. did your professor provide? What study tips did your professor give?
- Update your outlines with the last class material as soon as possible after your last classes because they are your master documents. Outlines, if done correctly, are the most efficient and effective way to learn 15 weeks of material.
- Re-reading cases is inefficient because you focus on unconnected case fragments. Class notes may also keep the course unconnected and include unnecessary details.
- If you do not have an outline, prioritize: condense your notes to the tools that you need to solve legal problems; organize by topics and subtopics to synthesize the material into 10 -20 pages if possible.
- Make a list of all the topics and subtopics in your outlines that you need to learn for an exam. Include subtopics, because you often can make progress on several subtopics when an entire topic looks overwhelming. As you have completed your learning for a subtopic, highlight it off the list. Highlighting will give you more psychological buzz than just checking it off.
- Practice questions are very important to exam success. The more questions you complete, the more prepared you are to tackle new scenarios on the exam. Practice questions help you monitor your understanding and get your exam-taking strategies on auto-pilot.
- Complete exam-quality practice questions after you learn material. If you do them before you have a good grasp on the topic, you will waste time and excuse your low performance with “I would have gotten it right if I had studied.”
- After you have learned a topic, wait at least a day or two before tackling practice questions on that topic if possible; otherwise you will get answers right because you just finished studying the topic and not because you have retained and understood it.
- Use commentary study aids effectively. Focus only on topics or subtopics that you still do not understand. Reading an entire 300-page study aid is usually not efficient. If you understand the topic/subtopic after reading about it in one commentary, avoid reading additional commentaries on the same information.
- Use study groups effectively. Keep the number in the group small to avoid logistic and group dynamic problems. Have an agenda for each meeting so everyone knows what topics will be covered and what practice questions to complete beforehand.
- Balance study group time with your individual study – your group members cannot help you in the exam; you need to know the material and be able to apply it. Complete practice questions individually as well as any group questions discussed.
- Open-book exams can be a trap for many students. You still need to know the material well. Normally you will not have enough time to look everything up. Beware of slacking off in your preparation. Plan your organization strategies for the materials allowed under your professor’s definition of open book.
- Each day has three main blocks of study time: morning (8 a.m. – noon), afternoon (1 – 5 p.m.), and evening (6 – 10 p.m.). The number of hours you need to study each day will depend on several factors: how much material you learned to exam-ready standard by the end of classes, your specific exam schedule, the number of practice questions you have already completed, and your individual productivity as a student.
- This is a marathon and not a sprint. Get sleep; eat nutritious meals; exercise to relieve stress. Going into an exam sleep-deprived is a disaster waiting to happen. Wearing yourself out before your last exam is counter-productive.
- The night before a morning exam or the morning before an afternoon exam should ideally be “fluff study”: a cover-to-cover read of your outline, very easy practice questions, or going through your flashcard deck again. If you have not learned it already, cramming will just make you more anxious and befuddled in those last few hours.
Finally, treat your brain with respect. When you lose your focus and cannot get it back by more active learning methods, your brain is telling you to take a break. Forcing yourself to continue when you have hit the proverbial wall is not productive. Walk away and come back later - just make sure you do come back instead of playing video games for 10 hours. Good luck on exams! (Amy Jarmon)
Friday, May 1, 2015
The John Marshall Law School is restructuring the Academic Achievement Program and seeks two Academic Achievement Specialists who will work with the Director and Associate Director of the program under the supervision of the Associate Dean for Experiential Learning. It is anticipated that one specialist will enhance the design of the Expert Learning course, which provides guidance regarding the challenges of the first year of law school. This specialist will also work with professors of first year courses to integrate the course into doctrinal courses. This specialist will design and teach in a new program, the Advanced Learning Labs in coordination with professors of second year courses. It is anticipated that the second specialist will teach in bar preparation courses for credit and bar preparation programs for students both in their final semester and during their two months of intensive bar preparation. This specialist will also design new bar preparation programs.
- J.D. from an ABA-approved law school with an excellent academic record and bar passage, preferably in Illinois.
- Law school experience preferred, either in an academic achievement program or as an adjunct professor.
- Superior oral, written, and interpersonal communication skills.
- Good organizational and judgmental abilities.
- Commitment to working with a diverse population of students, faculty, and staff.
- Ability to work under pressure and evenings and weekends as needed.
- Sensitivity to students with disabilities and multicultural backgrounds.
- Some knowledge of law school academic support and willingness to learn the approach at The John Marshall Law School.
- Willingness to attend and develop relationships at regional and national bar support meetings.
- General knowledge of intellectual technology and willingness to master new developments.
Note: As these are new positions, other job related duties and responsibilities may be assigned, and the job description may change as the needs of the Academic Achievement Program change.
Submit cover letter, resume, and three recommendations on or before application deadline on June 30, 2015, or when the position is filled. Start date scheduled for August 1, 2015. Personal interviews will take place at The John Marshall Law School, 315 S Plymouth Court, Chicago, IL 60604. Submit application to the attention of Associate Dean Anthony Niedwiecki.
Thursday, April 30, 2015
Most law schools are about to begin their exam periods. Everyone can feel the stress level increasing daily among the students. The doom and gloom, nay-saying, gnashing of teeth, groaning, and moaning of some law students are infecting the atmosphere for everyone.
Keeping a positive outlook and believing in yourself during the exam period will require some strategies to counteract the negativity. Here are some ways to keep yourself from giving in to stress and bad thoughts:
- Retain your common sense and ignore the bizarre rumors that float around a law school at the end of a semester. Example: one group of students told me a rumor that a professor's curve is so tight that the few high grades are assigned alphabetically by last name. That makes no sense because exams are anonymously graded. Beware of the foolishness that abounds this time of year.
- Make conscious decisions about which people add to your positive mindset. Surround yourself with fellow students who are supportive, encouraging, and focusing on productive study. Also, make time to talk with your supporters outside the law school: parents, siblings, mentors, and others. Ask someone to be your cheerleader so you can phone every night for a pep talk.
- Make conscious decisions about which people to avoid. Walk away from the people who are negative. You can be polite in doing so, but get away from them. Do not allow yourself to waste time listening to dire predictions of failure. Do not tolerate anyone who is trying to make you feel less prepared, to undermine your confidence, or to belittle your efforts.
- Find a place to study that decreases your stress level. If the law school atmosphere makes you anxious or you get too many interruptions there, go elsewhere. Some students can study at home; others get too distracted at home. Choose a study location where you will be productive: the main university library, another academic building on campus, an empty Student Union meeting room, a coffee shop, the business center at your apartment complex.
- Focus on manageable tasks. Viewing a course as a 15-week whole is stressful. "I need to know Income Tax" is an overwhelming concept. Break your course down into topics and subtopics. Then focus on learning manageable pieces: "I need to understand the medical expense deduction for Schedule A." Remember the Chinese proverb: you can eat an elephant one bite at a time.
- Avoid talking about an exam after it is over. Put it behind you and move on. You cannot change what you did on the exam. If you talk with people about it, your stress will likely increase because someone will say there was an issue that you did not spot - and half of the time, that person is wrong.
- Take care of yourself. Having enough sleep (7-8 hours per night minimum) helps you absorb, retain, and apply information. You will also be more productive in your study hours. Going into an exam without enough sleep is a recipe for disaster. Eating healthy foods also helps your brain to work better. Exercise is one of the best stress-busters and helps you sleep.
- Encourage yourself. Read inspirational quotes or scriptures each day. Post positive sayings around your apartment. List three good things that happened each day in a journal before you go to bed. Pat yourself on the back for a good study session.
Most of all remember that you are the same intelligent person you were when you entered the law school doors for the first time. Believe in yourself. You can do this. (Amy Jarmon)
Wednesday, April 29, 2015
On April 8th, 2015, law school students, administrators, faculty, academic support educators, and admissions officers along with members of the judiciary and leaders within the Law School Admissions Council congregated in a large hotel conference room within walking distance of the Las Vegas strip and a short bus ride from the UNLV William S. Boyd School of Law. They had a common purpose: to discuss how to work together to better meet the needs of our diverse law students. Dr. Terrell Strayhorn gave the keynote speech, an inspirational start to an energizing and thought-provoking three days. Below are my notes from his keynote speech and some of the themes that I took back to Rhode Island with me from the conference. I also have pasted some links below for those of you who wish to read more about the topics touched on in this blog. I have a lot more to learn, but this conference was a wonderful starting point for me, and a much-appreciated opportunity to deepen my understanding of my own diverse students. Much thanks to Kent Lollis, LSAC’s Executive Director of Diversity Initiatives, Rod Fong, Chair of the LSAC Diversity Retention Conference Planning Group, Professor Nancy Rappaport of UNLV, and many others for their hard work in providing this opportunity for all of us.
Dr. Terrell Strayhorn, a Professor of Higher Education at the Department of Educational Studies within Ohio State’s College of Education and Human Ecology, is also the Director of the Ohio State Center for Higher Education Enterprise (CHEE).
During his keynote address, Dr. Strayhorn spoke about the need for students of color to feel that they “belong” to a community, to feel included. In his book, College Students Sense of Belonging, A Key to Educational Success for All Students, Dr. Strayhorn defines a “sense of belonging” as “a basic human need and motivation, sufficient to influence behavior. [It] refers to students’ perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group (e.g., campus community) or others on campus (e.g., faculty, peers). It’s a cognitive evaluation that typically leads to an affective response or behavior.” According to Dr. Strayhorn, a “sense of belonging” is “relational” in that “members matter to one another and to the group,” and that “each member benefits from the group” and the “group benefits from the contributions of each member.”
This sense of “belonging” is an important factor in a diverse student’s potential for success, more significant than her LSAT score. A “sense of belonging” arises from both “structural” and “curricular” diversity. “Structural” diversity refers to the number of diverse students who are in a class overall & within each individual classroom. Curricular diversity refers to bringing both diverse and non-diverse students together in a meaningful way to discuss their experiences and perspectives. Cross-racial understanding comes from this curricular diversity. Simply having a number of diverse students in the classroom does not, by itself, facilitate inclusion. True inclusion involves interaction among students about their different perspectives and experiences. This “interactional diversity” is what impacts the student body. Many law faculty across the country, however, are unready to have these conversations. (See suggestions below)
If law schools do not bring students together to discuss their diverse experiences, cross-racial understanding and inclusion suffers because understanding and inclusion results from these interactions. A lack of conversations in law school classrooms about diverse perspectives among students is a missed opportunity to provide for a deeper sense of belonging for students of color. Students of color need to feel they belong to the community in which they learn. Curricular diversity engenders a sense of belonging, which, in turn, engenders self-efficacy among students of color.
For these conversations to facilitate understanding and inclusion there must be a sufficient number of students of color in the classroom for them to disagree with one another. The risk of having these conversations with too few students of color in the classroom is that these students feel they have to be the spokespersons for their entire race. In terms of structural diversity, law schools across the country still have a long way to go.
Dr. Strayhorn, and, in fact, every member of the panel on that first day, spoke about the importance of effective pipelines that reach deep into the diverse student community as early as middle school or preschool. In addition, he spoke about mentor programs for diverse students, and the need to enhance these programs by providing more oversight and training to the mentors about how to mentor a student. Mentors should not just meet a student for lunch to periodically “breathe on a student.” Rather, he spoke about three steps to being an effective mentor: 1) believe in the students and set high expectations for the students; 2) build character and invest in the students by providing specific strategies, sharing perspectives, and teaching them tools to achieve; and 3) push them to accomplish more (he called it “intrusive exposure”).
Once students of color decide to attend law school, and must choose which school to attend, they typically will view the law school’s website, but do not typically speak with staff or faculty about the law school. Instead, they choose to speak with people outside the law school, particularly family and friends. In fact, during his research, Dr. Strayhorn heard repeatedly from students of color that they chose to attend law school because they wanted to help their family by attaining a well-paying job to make money to give to their family. This family may include spouses and children, but also parents, brothers, sisters, and grandparents or others. In addition, students of color may feel responsible for financially supporting their families while in law school. They have an aversion to taking out debt.
Feelings of belonging also impacted students’ choice of law school: Meaningful connections with law staff and faculty made a critical difference to students of color. Some sentiments that Dr. Strayhorn consistently heard when he asked students why they had chosen their law school was “it was the only law school where the faculty made time to get to know me,” or the staff had an “honest conversation with me about the strengths and challenges of each law school I had applied to.” They “cared about me.” They “helped me with my application.” “Something about the school felt like a family.” Very few students spoke of the law school’s ranking in U.S. News & World Report or the law school’s reputation. Students also rarely spoke about the alumni placement data, bar passage rates, library holdings.
Dr. Strayhorn’s final comments: Minorities are severely underrepresented in the legal profession. The legal profession should better reflect our society. A diverse workforce will make better decisions. Although some great pipeline programs exist, the critical problem facing law schools and diverse students is the lack of a preschool to undergraduate pipeline.
Kathryn Thompson, Director of Academic Success Program, Roger Williams Law School
ASSOCIATION OF ACADEMIC SUPPORT EDUCATORS
3rd Annual AASE National Conference
May 26-28, 2015
The John Marshall Law School
Conference Registration closes on May 8.
To register go to:
You can update your AASE membership at the time of registration.
Make sure you make your hotel reservations by May 4 to obtain the conference rate at the Hilton Chicago: https://resweb.passkey.com/go/AASE2015, or 1-877-865-5320 (ask for AASE room rate).
If you stay at the conference hotel you will receive Garrett’s Popcorn in your room.
Schools around the country have entered the exam zone. For the next 2-3 weeks campus are overrun with students walking shuffling around in clothing that has seen better days. They will be unkempt and a bit unclean. They will stay up all hours of the night, chugging energy drinks to keep going. All in the name of studying. This is what it takes to get an A. I say it is time for change. Don’t just follow the crowd. Be your own person and do your own thing: take a shower, go to bed at a decent hour, and still get an A. This is possible if you follow one simple rule: treat studying like a job. You don’t have to wear a suit but would it be so bad to wear clean clothes and not smell like stale sweat? I know it’s a radical concept but it’s worth considering.
First, make a schedule. Create a weekly and daily calendar where you plan out what you want to accomplish that day and that plan should be more than just, “study.” Break an overwhelming task into smaller, more specific chunks: complete 1/3 of outline, review notes for 15 minutes, answer and review one practice question. You also need to schedule time for life. Make an appointment with yourself to do laundry, make dinner, talk to mom. Scheduling these activities means you are more likely to do them. Being able to keep up with day to day tasks will make you feel better and more accomplished.
Second, protect your study time. Just because you spend 12 hours in the library doesn’t mean you actually studied 12 hours. The first step is the hardest but most important- go off the grid. Turn off the phone. Not on silent. Not on airplane mode. Turn. It. Off. It’s ok if you need to take baby steps: start with a 2-hour block without social media and texting. Both are times sucks and every time you go off-task, you lose time (Check out my October 1 post for more on multi-tasking). Devote a solid two hours to studying. You will be amazed at how much work you get done. It’s fine if you want to chat with friends or wander around the library but this is called a “study-break” and you don’t get one of these until you’ve studied.
If the idea of making and following a schedule, and not texting or tweeting for a whole two hours seems a bit daunting, try it out for a day and see how it goes. I doubt you’ll revert back to your old ways. Not only will you do well on your exams but you’ll have clean laundry, too.
Friday, April 24, 2015
When I meet with students to assess exam performance and the topic of multiple choice questions comes up, oftentimes the student says, “I thought I was good at multiple choice but apparently I’m not.” Although I don’t like that the student has given up on himself, I use this as an opportunity to work on multiple choice strategies.
The theme I use for teaching multiple choice is control: you need to stay in control of the question, not the other way around.
The first step is to read with a purpose. Read the call of the question for the expected outcome: “What is P’s best argument?” “If D wins, what is the basis?” “How should the judge rule?” This sets up the framework for the best answer choice. Next, read the fact pattern and identify the central issue. Then recall the relevant rule. Don’t look to the answer choices for help in figuring out the issue or the rule. Three are written to distract you away from this. Only look at the answer choices after you know what you are looking for. The best answer choice will address both the central issue and the correct rule. If the issue raised in the answer doesn’t match the issue raised in the question, it is not the best choice. If the legal basis for each answer choice isn’t relevant or completely correct, then it is not the best answer choice.
Just as writing an essay response is a process, so too is answering a multiple choice question. The difference is that with an essay your response must demonstrate the process and with multiple choice you demonstrate the process by choosing the best answer. Knowing the material is not enough to get a question correct. You have to work through practice questions and master the process in order to get the correct answer. Take the time, practice the process, and stay in control.
Thursday, April 23, 2015
The NY Area Academic Support Workshop took place on April 17th at the New York Law School. As usual for this event, ASP'ers attended from near and far and were not disappointed. Kris Franklin, of NYLS, and Linda Feldman, of Brooklyn Law School put together a full day of presentations.
Linda Feldman lead a discussion on working with students, once they have been identified and placed on Academic Supervision.
Angela Baker and Alison Nissen, presented on the topic of Serving Today's Students.
Martha Hochberger of NYLS gave attendees a new tool via her presentation on Charting the Way to Case Synthesis.
Debra Cohen of the David A. Clarke Law School, spoke of the transition from undergrad to law school via her presentation entitled Unlearning -- the Hardest Part of Law School. Deb's presentation was a preview of her upcoming presentation at the Third Annual AASE Conference.
Coral M. Rivera Torres, of the Pontifical Catholic University of Puerto Rico School of Law, spoke on Integrating ASP Strategies for Exam Preparation - through practice and feedback for students.
After a lunch that involved networking and a presentation on bar exam topics by Mike Power of Kaplan, there were additional sessions.
Carmen Morales, of Fordham Law School, reported on the LSAC Diversity and Retention Conference, which was held in Las Vegas on April 8-10. That conference addressed issues faced by under represented minorities in law schools - both as students and faculty members.
Joseph Brennan, of the Charlotte School of Law, spoke on Practicing High Quality Critical Writing in Law School.
Kris Kranklin, of NYLS, lead attendees in a "Questions Only" Negligence Exercise. The exercise was a team affair, and we were given a fact pattern and charged with generating a list of relevant questions. through this exercise, students come to understand what is important when working with a fact pattern.
Myra Orlen, of Western New England University School of Law, presented on the topic of Multitasking in the "New Normal": Managing an Ever-Increasing ASP Load." This topic was addressed after participants had shared many wonderful and effective ways of working with under-performing law students. As usual, participants at the Workshop offered support and good ideas.
Wednesday, April 22, 2015
Tuesday, April 21, 2015
The University of California, Irvine School of Law invites applications for the position of director of the academic skills program. The successful candidate will develop, enhance, and implement a program to assist students in the transition to law school, to promote their successful completion of the J.D. program, and to prepare them to sit for the bar exam.
Application Procedure - All applicants should submit a cover letter describing teaching and research interests, an updated curriculum vitae, and list of 3-5 references using UC Irvine's on-line application system, RECRUIT, located at: https://recruit.ap.uci.edu/JPF02795
The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.
Monday, April 20, 2015
Texas A&M is hiring an Assistant Director of Academic Support. The person hired will assist in developing and managing of all aspects of the First-Year, Peer Tutoring and Upper-Level Academic Support Program, in conjunction with the Faculty Director and the other Assistant Director of Academic Support. In addition, the Assistant Director contributes to developing and managing the “Preparing for Bar” Course, Bar Mentoring Program, Bar Scholarships, and other Bar Exam preparation materials and services.
Candidates must have a JD, and should have some experience in legal education. Texas A&M University School of Law is located in vibrant downtown Fort Worth. The Fort Worth/Dallas area, with a total population in excess of six million people, offers a low cost of living and a strong economy.
As an Equal Opportunity Employer, Texas A&M University welcomes applications from a broad spectrum of qualified individuals who will enhance the rich diversity of the law school’s academic community. Applicants can apply directly online at: https://jobpath.tamu.edu/postings/82340. Please also send your résumé or cv directly to Professor James McGrath, Professor of Law and Director of Academic Support - email@example.com. Alternatively, résumés can be mailed to Professor McGrath at Texas A&M University School of Law, 1515 Commerce Street, Fort Worth, Texas 76102-6509.
Friday, April 17, 2015
Law school is tough but so is life. Now is the time to develop your toolbox for dealing with stress. You would not use a hammer to cut a piece of wood but you won’t be able to get that nail in if you don’t learn how to use a hammer effectively. The same thing goes for stress. If you don’t develop tools for dealing with stress now, chances are you won’t handle it well later in life. Avoid- you might be able to avoid stress if you plan ahead and take control of your surroundings. Leave 10 minutes early and avoid traffic, study in a quiet area of the library where you won’t be bothered by annoying people, or say no to leading that committee or planning that event. You can say yes to some things, but you don’t have to say yes to everything. Alter- you might not be able to avoid stress but you can change the situation. Manage your time and organize your day so that you stay on task, set limits for yourself whether it’s studying or social media. Cope- if you have no choice but to accept certain things then talk to someone. Your feelings are legitimate so even if the situation can’t change, talking about it will make it less frustrating. Believing that you can’t cope is itself a stressor so changing your expectations is very helpful. You may need to redefine success or adjust your standards, especially if perfection is your goal. Oftentimes something as simple as adopting a mantra (I can do it) can help you work through that feeling of helplessness. Stress is a part of life so what matters is how you deal with it. Start applying techniques now to balance the stressors. With a little practice you’ll not only know what tools you have but how to use them.
Friday, April 10, 2015
It’s almost time for exams which means students across the country will put healthy lifestyles on hold in order to spend more time studying. Yes, studying is important but if you want your brain working at optimal capacity, then feed it right. Junk food isn’t good for your body or your brain. Fuel yourself with food that enhances your brain function, mood, and memory. Instead of reaching for chips, candy, or an energy drink, try one of these brain foods. Broccoli and other dark green leafy vegetables are a great source of vitamins and minerals known to enhance cognitive function and improve brainpower. Blueberries and strawberries are effective in improving short term memory. Peanut butter has fat but the good kind- it keeps the heart and brain healthy and functioning properly. Unlike grains like rice and pasta that cause energy levels to peak and crash, leaving your brain exhausted, whole grains provide a steady flow of energy. Dark chocolate in moderation improves blood flow to the brain which improves cognitive function. Not only will your brain thank you but when exams are over you’ll still be able to fit into your clothes.
Monday, April 6, 2015