Law School Academic Support Blog

Editor: Amy Jarmon
Texas Tech Univ. School of Law

Monday, March 21, 2016

Assistant Director of the Academic Achievement and Bar Preparation Program Position at University of Maryland

Job Description
Assistant Director of the Academic Achievement and Bar Preparation Program - School of Law - (1600005Y)
The University of Maryland Francis King Carey School of Law seeks an enthusiastic and talented individual for an Assistant Director of the Academic Achievement and Bar Preparation Programs (payroll title Research Assistant). The Academic Achievement Program is designed to help students develop the skills necessary for law school success and bar passage. The Assistant Director position is a 12-month, full-time, non-faculty, non-tenure track position.

The Assistant Director of the Academic Achievement and Bar Preparation Programs will work with the Director of the Academic Achievement Program in providing academic support to law students in all three (or four) years of law school. The Assistant Director of the Academic Achievement and Bar Preparation Programs is an administrative appointment at the discretion of the Dean of the School of Law.

Essential Functions:
• Teaching in the Bar Preparation Program, including teaching or co-teaching the Bar Preparation Course, a course designed to teach bar writing skills, multiple choice test-taking skills, and limited substantive law;
• Providing bar preparation support, including during the summer, to recent J.D. and LL.M. graduates of the law school;
• Counseling recent graduates who were unsuccessful in passing the bar exam;
• Designing and conducting programs and workshops for current students to educate them about issues related to the bar exam;
• Teaching academic skills to LL.M. students;
• Assisting in the administration of the Academic Achievement Program, including:
• Conducting workshops for first-year and LL.M. students;
• Meeting one-on-one with students;
• Coordinating with faculty
• Working with upper level teaching fellows;
• Assisting with website and social media delivery of academic support information; and
• Assisting faculty and administration in developing outcomes and assessment tools;
• Performing other duties, as requested by the Director of the Academic Achievement Program.

To Apply: Interested applicants should submit (a) cover letter, (b) resume, and (c) the names and telephone numbers of three references to LAW-HR@law.umaryland.edu, with “Academic Achievement” in the subject line. Alternatively, application materials can be mailed to:

Mary Alice Hohing
Director of Administration and Operations
University of Maryland Francis King Carey School of Law
500 West Baltimore Street
Baltimore, MD 21201-1786

DEADLINE: April 1, 2016

START DATE: May 2, 2016



Qualifications

• J.D. degree with a record of high academic achievement from an ABA-accredited law school.
• Bar Passage required.
• Experience in bar preparation and academic support at the law school level is preferred.
Knowledge, Skills and Abilities:
• Excellent oral/written communication, presentation and interpersonal skills.
• Demonstrated commitment to bar passage and academic support.
• Ability to work collaboratively with a diverse population of students, faculty, and administrators.
• Strong organizational skills.

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

Assistant Director Position at Vermont Law School

Assistant Director, Academic Success Program
 
 
 

About Vermont Law School:

Vermont Law School (VLS) is a private, American Bar Association-accredited law school located along the banks of the beautiful White River in central South Royalton, VT. The Law School offers the nation's premier environmental law program, and it is currently ranked #1 in Environmental Law by U.S. News and World Report (no lower than #2 since rankings began in 1991). The school offers several degrees, including Juris Doctor, Master of Laws (LL.M) in Environmental Law, Master of Environmental Law, Master of Laws in Energy Law, as well as dual degrees with a diverse range of institutions, including the University of Cambridge, the Yale School of Forestry and Environmental Studies, the Thunderbird School of Global Management, and the University of Vermont, offering more courses in the field than any other law school in the country.

Vermont Law School is distinguished by the character of the students, faculty and staff who have chosen to learn, teach and work here. From its founding, VLS has consistently drawn individuals from across the country and world with a passion for public service, a concern for justice, and an interest in pursuing legal education as a means to make a difference in the world. It is not surprising that Vermont Law School has risen to the top as a place to study environmental law and a place to work.


Job Description:

Position Summary:

The Assistant Director of Academic Success will assist the Director by developing and executing classes, workshops and other initiatives to improve the academic skills of J.D. and master's students.

Duties & Responsibilities:

Responsible for first-year J.D. student programming, including, but not limited to, curriculum design and implementation of annual first year J.D. student skills-based course.Success will be determined by student evaluations and feedback, evaluation by the Director and other appropriate faculty and administrators, and by student success in their doctrinal classes.

Responsible for master's student programming, including, but not limited to, curriculum design and implementation of annual master's student skills-based course.Success will be determined by student evaluations and feedback, evaluation by the Director and other appropriate faculty and administrators, and by student success in their doctrinal classes.

Design and implement workshop series and informational resources for all first year J.D. and master's students, manage TWEN web sites, bulletin boards, send emails and distribute flyers advertising programs.Success will be determined by student evaluations, attendance at programs, Director, and faculty feedback.

Provide individual counseling and tutoring for students on study habits, skills, tools for improvement, time management, outlining, exam preparation, etc.Success will be determined by student feedback, evaluation by the Director and other appropriate faculty and administrators.

Assist in design and implementation of pre-orientation and orientation activities for incoming students.Success will be determined by student evaluations and feedback, evaluation by the Director and other appropriate faculty and administrators.

Assist in design and implementation of for-credit bar preparation course, bar information workshops, and individual student bar counseling.

Assist in increasing awareness of ASP services and provide support to doctrinal faculty in using those services.

Assist in coordinating Student Mentors' activities and assist in Mentor selection, training, and support.  Meet regularly with Student Mentors to monitor mentor and mentee progress.


Requirements:

Education, Skills and Experience:

B.A., J.D., Admitted to bar in at least one jurisdiction.

Experience in higher education administration and/or teaching.

Experience in actual practice of law.

Training in learning theories.

Experience in multi-cultural setting and/or with diverse student body.

Background in environmental law not required, but preferred.

Knowledge of legal theories.

Knowledge of legal analytical and writing skills.

Strong interpersonal and communications skills.

Computer skills.


Additional Information:

Please include a cover letter and salary requirements along with your resume.

Vermont Law School has an opening for its Assistant Director, Academic Success Program position. A full description of the position and required qualifications is posted on the Vermont Law School website at: https://vermontlaw.interviewexchange.com/jobofferdetails.jsp?JOBID=69646 All applications should be submitted through the link on the website. Please pass on to anyone who might be interested in the position.

Sincerely,

Joe Brennan
Director, Academic Success Program; Assistant Professor of Law
164 Chelsea Street, P.O. Box 96, South Royalton, VT 05068
T: 802-831-1244

 

March 21, 2016 in Meetings | Permalink | Comments (0)

Sunday, March 20, 2016

Reminder: New York Academic Support Workshop

Dear ASP friends;

There is still time for you to RSVP and attend our full-day NY Academic Support Workshop, to be held from 9:30 to 5:30 at Brooklyn Law School on Friday, April 15. This will be a small and rather-intimate gathering of academic support professionals and colleagues actively working to learn from one another.

As is our usual practice, the afternoon sessions of the workshop will have an open agenda and room to include any subject of interest to those in attendance, while the morning sessions will be centered on a specific topic. For this year’s morning session we would like to concentrate on incorporating new (or newer) learning theories into our academic support work. What sorts of learning theories are especially exciting you right now? Do they affect what you teach? How you advise students to study or work? What insights into law school learning can we or should we derive from general learning theories and apply or adapt for law students? Any and all insights, discussions, ideas or presentations will be welcome.

One thing that makes all ASP gatherings exciting has always been our unique emphasis on interactions—ASP folks DO things together so that we can learn together. NY Workshop participants work with one another to develop or enhance our individual lessons, materials, presentations, or any other part of our professional endeavors. No one who comes is allowed to be a back-bencher. If you would like to attend, please let us know whether you want to share one of your own materials or ideas, lead a discussion on a topic we all wrestle with etc., or comment on ideas presented by other participants, or both. And please let us know whether you think your topic/question/issue/material/presentation lends itself to our morning’s theme or to the more open-ended part of our agenda. When we confirm who will attend and what specific questions the participants plan to address, we will send out a finalized workshop agenda.

RSVP to Kris and Linda, at addresses below and cc’d above

Since this is not a formal conference there is no fee to attend. We hope to see many of you soon!

Kris Franklin Linda Feldman
New York Law School Brooklyn Law School
kris.franklin@nyls.edu linda.feldman@brooklaw.edu

Kris Franklin/Professor of Law/Director, Academic Initiatives & Co-Director, NYLS Initiative for Excellence in Law Teaching
New York Law School/185 West Broadway/New York, NY 10013/212.431.2353
Linda

Linda Feldman/Associate Professor and Director, Academic Success Program.
Brooklyn Law School/250 Joralemon Street/Brooklyn, New York, 11201/718.780.7929

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

Thursday, March 17, 2016

Academic Advising

It is the time of the year when 1Ls are anxious as they face their second set of finals, 2Ls are overwhelmed with the rigors of the 2L workload and the pressure to line up a job for the summer, and 3Ls are feeling antsy to graduate and anxious about the approaching bar exam. Whether you are working with 1Ls, 2Ls, or 3Ls, academic advising can help students feel empowered instead of crazed. What exactly is academic advising? Academic advising helps students understand educational options and opportunities that are available to them, and shows them how to develop a plan that will help them achieve their educational and career goals.

When I meet with students for academic advising, I first ask them a series of questions. These questions help me to understand who they are as a learner, as well as, get a sense of their future career goals. Here are a few questions to help guide your conversations regarding academic advising and course planning.

1Ls

  • In your first year, which class was your favorite? Why? Did you like the style of teaching, the content of the material, or the classroom dynamic?
  • Which class was your least favorite? Why? Did you dislike the style of teaching, the content of the material, or the classroom dynamic?
  • Why did you want to go to law school? Have your goals shifted since beginning law school?
  • Which classes that are being offered next year seem most interesting to you?
  • Where do you plan to take the bar exam?
  • How did you perform on your final exams? In legal writing? Have you determined ways to improve your future performance?
  • Consider the sequencing of courses and prerequisites if applicable.
  • Also, consider how often certain courses are offered. For example, some courses are only offered in the fall, while others are offered every other year. If certain courses are a priority for you, incorporate this into your plan.

2Ls

  • How did your upper level classes compare to your first year coursework?
  • Do you feel more engaged with the material in your current courses? Why or why not?
  • Do you still have requirements to fulfill? Courses? Pro bono hours? Experiential credits? Writing credits?
  • Have you taken Professional Responsibility? If yes, have you registered for the Multistate Professional Responsibility Exam? If not, when do you plan to take it?
  • How many bar tested courses have you taken? Which ones do you plan to take before graduation?
  • How can you plan for your bar study in advance even if you are not taking all of the bar tested subjects as a law student?
  • Create a few alternate plans just in case certain courses are overenrolled, not offered, or conflict with your other choices.

3Ls

  • Do you have any requirements that still need to be fulfilled before graduation? Courses? Pro bono hours? Experiential credits? Writing credits?
  • Do you plan to work during your last year? How will you manage your course work and your job responsibilities?
  • Are there particular areas of law the interest you? Take at least one class that is not required, but that interests you, you are curious about, or it just seems like fun.
  • Are there common trends in your class or exam performance that can be remedied before graduation and bar study?
  • Have you determined where you plan to take the bar exam? If yes, have you reviewed the bar application and calendared important dates and deadlines?
  • Have you researched the available options and signed up for a commercial bar review course?

(LBY)

March 17, 2016 in Advice, Bar Exam Preparation | Permalink | Comments (0)

Call for Proposals AALS Section on Academic Support January 2017 Annual Meeting in San Francisco, CA

Call for Proposals: AALS Section on Academic Support

January 2017 Annual Meeting in San Francisco, CA

 Why Academic Support Matters

In order to address the needs of a changing law school student body in recent years, Academic Support has become increasingly ingrained in the broader law school curriculum.  From first year courses to the bar exam, Academic Support is no longer the standalone skills component of legal education.  In many schools, ASP has become a vital part of how doctrine and substance are presented as well.  This program will explore the importance of Academic Support, and why Academic Support Programs matter to the law school experience, now more than ever before.

Topics might include, but are not limited to: innovative programs combining skill and substance in the law school curriculum; statistical analysis of Academic Support programming from first year to the bar exam; ideas for expanding Academic Support programming; partnerships between doctrinal faculty and academic support professionals. 

Proposals should contain a detailed explanation of both the substance of the presentation and the methods to be employed.  Individuals as well as groups are invited to propose topics.  The Committee would prefer to highlight talent across a spectrum of law schools and disciplines and is especially interested in new and innovative ideas. Please share this call with colleagues—both within and outside of the legal academy and the academic support community.

Proposals must include the following information:

  1. A title for your presentation.
  2. A brief description of the objectives or outcomes of your presentation.
  3. A brief description of how your presentation will support your stated objectives or outcomes.
  4. The amount of time requested for your presentation. No single presenter should exceed 45 minutes in total. Presentations as short as 15 minutes are welcomed.
  5. A detailed description of both the substantive content and the techniques to be employed, if any, to engage the audience.
  6. Whether you plan to distribute handouts, use PowerPoint, or employ other technology.
  7. A list of the conferences at which you have presented within the last three years, such as AALS, AASE, national or regional ASP or writing conferences, or other academic conferences. (The Committee is interested in this information because we wish to select and showcase seasoned, as well as fresh, talent.)
  8. Your school affiliation, title, courses taught, and contact information (please include email address and telephone number).
  9. Any articles or books that you have published that relate to your proposed presentation.
  10. Any other information you think will help the Committee appreciate the value your presentation will provide.

Proposals will be reviewed on a rolling basis, so please send yours as soon as possible, but no later than Wednesday, May 4th at 5pm to Danielle Kocal, Pace Law School, dkocal@law.pace.edu.  If you have any questions, please email Danielle Kocal or call 914-422-4108.

The Section on Academic Support Program Committee:

Danielle Kocal, Chair

Robert Coulthard

Melinda Drew

Marsha Griggs

Amy Jarmon

Twinette Johnson

Jamie Kleppetsch

Myra Orlen

Goldie Pritchard

ASP Section Chair:  Lisa Young

 

(MGO)

March 17, 2016 in Meetings | Permalink | Comments (0)

Wednesday, March 16, 2016

Narcissism and Grades

Hat tip to James B. Levy (Nova Southeastern) of the Legal Skills Prof Blog for a post that mentioned a Harvard Business Review article on a study looking at grades and narcissism. The link to the Harvard Business Review article is here: Narcissistic Students Get Better Grades from Narcissistic Professors.

March 16, 2016 in Miscellany | Permalink | Comments (0)

Tuesday, March 15, 2016

Glocking Bunnies

The above title is from a February 5th posting Dean Richard Bales (Ohio Northern) on the Law Deans on Legal Education Blog. The post considers the Mount Saint Mary College's President's controversial remarks on struggling students and the pressure that law schools are under to increase bar pass rates. The link is here: Glocking Bunnies.

March 15, 2016 in Bar Exam Issues, Miscellany | Permalink | Comments (0)

Monday, March 14, 2016

A Plethora of Procrastinators

Are you a procrastinator? Do you know someone who is?

Most people procrastinate sometimes. And, some people procrastinate all of the time.

Some people only procrastinate in certain areas of their lives: just school, just chores, just financial decisions. Some people procrastinate in all areas of their lives: personal, academic, work-related, and more.

Most of my law students have at least occasional problems with procrastination. Some of them admit that procrastination has taken over every aspect of their lives. Often, students know they procrastinate and feel helpless to change their ways.

Procrastinating in law school can mean lower grades and increased stress. Procrastinating during bar exam study can mean a failure on the first attempt at the exam. Procrastinating in practice can mean tremendous stress, loss of reputation, or even disciplinary actions if it includes missed filing deadlines or lack of preparation for a trial.

Here are some things to keep in mind if procrastination is a problem for you:

    Procrastination is learned behavior that can be unlearned with conscious effort and strategies.

    A good habit, according to research, takes 21 days of consistent implementation to become natural.

    Procrastination is really part of a "habit pair" - ending a bad habit and replacing it with a good habit. Thus, change may take longer.

    By making changes in small increments over time, it is easier to curb procrastination than trying to "change everything at once."

    Procrastinators may "fall off the wagon" and should not give up. Instead immediately start again on your strategies.

    A time management routine that gets repeated at least in part every week can often help procrastinators to finish regular tasks at their regular times.

    Curbing procrastination becomes more realistic if you become aware of your procrastination patterns:

  1. What aspects of your life do you procrastinate in? Examples: academics, employment, finances.
  2. How often do you procrastinate in these aspects of your life? Examples: daily, weekly, monthly, rarely, sometimes, frequently.
  3. What types of tasks trigger your procrastination? Examples: writing papers, studying for exams, project deadlines, balancing the checkbook, housecleaning.
  4. How do you '"act out" your procrastination? Examples: delay starting tasks, delay finishing tasks, refuse to follow instructions, stew about making a mistake, daydream, play video games.
  5. How do you justify to yourself that it is okay to procrastinate? Examples: too much to do, stupid assignment, work better under pressure, task is too hard. 
  6. How do you justify your procrastination to others? Examples: brag about your finishing right before the deadline, tell team members they worry too much, pretend you got a better grade than you did.
  7. What emotional toll does procrastination take on you - or others? Examples: your increased stress, your guilt over bad habits, others get stressed out by your procrastination, others have to nag you on tasks.
  8. What other consequences does your procrastination have on you - or others? Examples: all-nighters before deadlines, lower grades than could have been achieved, run out of time to do everything, frustration of others during a group project, reputation for being unreliable, lost friends.
  9. Who do you trust to tell about your plan to stop procrastinating and ask to be an accountability partner to help you curb your procrastination? Examples: roommate, study group member, spouse.

    Consider one aspect or task that you procrastinate on and choose one or two small strategies that you could implement to prevent procrastination. Here are some examples:

  1. Aspect: Lose track of deadlines for classes. Strategy: Use a hard copy daily planner to track all assignments and deadlines. (You can also use a phone calendar - but you have to actually look at it for it to be useful.)
  2. Aspect: Not good at prioritizing tasks so leave important ones until last. Strategy: Make a to-do-list that has tasks prioritized by most important, important, and least important.
  3. Aspect: Finish tasks right before the deadline. Strategy: Set a deadline two days earlier than the real deadline. Work to meet that new deadline. Use the extra time to edit or rewrite as needed.
  4. Aspect: Waste time with my electronic devices. Strategy: Install one of the apps that blocks Facebook, games, or other electronic distractions for set time periods.
  5. Aspect: Worry constantly about all sorts of things. Strategy: Schedule a worry time slot at the end of the day. Tell yourself when you start to worry that you have to wait until that time and must get back on task. (This sounds strange, but it works for many people.)
  6. Aspect: Spend hours on chores or cleaning to avoid other tasks. Strategy: Once a month schedule a serious chore/cleaning half-day. The rest of the month spot clean, pick up, and do only urgent chores.

There are many good books on procrastination and how to avoid it. Take control of your procrastination now - don't wait until tomorrow. (Amy Jarmon)

 

March 14, 2016 in Miscellany, Stress & Anxiety, Study Tips - General | Permalink | Comments (0)

Sunday, March 13, 2016

Feeling Stressed by Law School?

Most law schools are at the midpoint in their semesters.  The downward slope is upon students, and they are beginning to see finals looming ahead of them. It is not unusual for students to feel more stressed at this time of the semester.

The Jed Foundation and David Nee Foundation launched a website several years ago to help law students deal with stress and anxiety. The website is LawLifeline; it includes articles, assessment tools, and resources. Law students can even enter the name of their law schools to get campus-specific resource information. The link is here: LawLifeline

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

Friday, March 11, 2016

Diversity and Inclusion: Harvard to Change Law School Seal

Two articles of interest: A summary of the dispute and recent action in The Harvard Crimson  An article in The Chronicle of Higher Education regarding a committee recommendation that Harvard Law change its seal after student protest because of its connection to a slave-owning family: Harvard Law School Seal

March 11, 2016 in Diversity Issues | Permalink | Comments (0)

Thursday, March 10, 2016

Study Tips from Law Students

Many law students are focused on drills and practice questions right now as they see exams looming in the not too distant future. Here are some favorite tools that students are recommending:

Quimbee.com: Watch the short video demonstration. A variety of resources are available depending on the level of package chosen. Bronze, Silver, and Gold options with a 7-day trial for each level. Given the time of the semester, many students would opt for the gold level to get the practice questions

Spacedrepetition.com: SeRiouS is a flashcard software. Depending on the version you choose, you can create/share your own flashcards with progress reports (and have access to other users' flashcards), use flashcards developed by law professors in various MBE/1L subjects, or use the MPRE flashcards (free).

Quizlet.com: Choose to make your own flashcards or use law school flashcards developed by others at a variety of law schools. Also available as a mobile app.

CALI.org: Do not forget Computer-Assisted Legal Instruction for practice questions. CALI has expanded its lessons beyond 1L courses to a number of upper-division courses. If you do not know your sign-in, contact one of the librarians at your law school. Most law schools are members of CALI.

There are many other software products available. Let me know through a comment if you have a favorite and why you recommend it. (Amy Jarmon)

 

 

March 10, 2016 in Study Tips - General | Permalink | Comments (0)

Wednesday, March 9, 2016

AASE Call for Diversity Proposals

The AASE Programming is sending out a second call for proposals. This call is limited to diversity-centered topics. Please see the Diversity Call for Proposals information below. Proposals must be submitted to aaseconference@gmail.com no later than March 21, 2016. Late submissions will not be accepted.

Thank you,

AASE Programming Committee

Camesha Little |Assistant Director of Academic Support
Texas A&M University School of Law
1515 Commerce Street
Fort Worth, Texas 76012
ph: 817.212.4193 | fax: 817.212.3965

cflittle@law.tamu.ed

 

2nd Call for Proposals – Diversity Focused Presentations


Introduction


The 2016 Conference of the Association of Academic Support Educators will bring together colleagues interested in legal education and academic support. In this collegial and collaborative environment, colleagues will have a chance to meet, reconnect, and share ideas about pedagogy, scholarship, and professional growth.

The program committee welcomes additional proposals on diversity and inclusion related topics that are relative to legal education and academic support. Please read and conform to the Proposal Requirements (below).

Please craft your proposal carefully. The program committee will look for proposals that describe the presentation and its goals in detail. Our assumption is that a clear and detailed proposal today will lead to a stronger presentation. An example of a proposal is available below.

Presentation Topics

The committee is seeking additional presentations and topics limited to presentations that address diversity and inclusion (particularly programs that focus on sustaining women and minorities in legal careers).

Presentation Format

Presentations may be in any form the presenter finds effective. Although the committee does seek to accommodate all presenters with their selection for presentation format and timing, the committee may occasionally ask presenters to change the format or timing of a presentation to fit the needs of a comprehensive and diverse program.
Please indicate your target audience in your proposal. For example: newbies, bar prep, large schools, etc.

The following is a description of the different types of presentations:

Interactive Workshops
An interactive workshop is a presentation with audience participation throughout. A proposal for an interactive workshop should discuss what you plan to do to make the presentation interactive.

Examples include: pair and share, break-out group discussions, use of demonstrative aids that involve the audience, or other audience participation. Note that providing handouts, although very beneficial for attendees, does not on its own make the presentation interactive.

If you submit a proposal with more than one presenter for your session, your proposal should include the name, e-mail address, and school for each presenter. In determining how many presenters to include in your proposal, please make sure that each person will have sufficient time to fully discuss his or her topic. Because most presentations will last only 45 minutes, we recommend no more than 2 to 3 presenters.

Lesson in a Box
A lesson in a box presentation is a session devoted to the presentation of a lesson on a single topic. Such sessions should include all of the information and materials necessary for attendees to leave the session prepared to deliver the lesson on their own.

Moderated Group Discussion
Moderated Group Discussions are more informal presentations that feature group conversation and interaction. The committee encourages presentations that will foster dialogue among conference attendees. These sessions are particularly well suited for hot topics.


Short Format Presentations
A 15-minute presentation that can be presented in a format similar to the interactive workshop that includes audience participation such as pair and share, break-out group discussions, use of demonstrative aids that involve the audience, or other audience participation. These are opportunities for new ideas or emerging professionals to present ideas that have not been presented on before.

Brochure Summary

Please provide a short summary of your presentation for the conference brochure. The summary should not exceed 250 words and should accurately reflect the subject of the presentation.

Technology

As part of your proposal we ask that you explain whether your presentation requires projection, internet access, audio, or other technology and the degree to which each is necessary to your presentation. We ask that proposals identify any technology needs at this early point so that we can be prepared well in advance of the conference to provide accessibility.

Time Slots

The committee expects that all diversity presentations will be assigned a 45 minutes time slot . Proposals should indicate if an alternative time is needed for the presentation.


Submission Deadline

Proposals must be submitted to no later than March 15, 2016. Late submissions will not be accepted.


Notification

All individuals submitting a proposal will be notified about the status of their proposal on or before March 25, 2016.

Multiple Proposals and the “One-Presentation Rule”

You may submit a maximum of two proposals, and you need not rank your proposals in order of preference. If you are selected for more than one presentation or panel, you will be given the opportunity to select the one presentation or panel in which you would like to participate, as each person is limited to one presentation or panel.

If your non-diversity presentation has already been accepted, then you must choose which presentation you prefer to present.


No Marketing

Although the committee welcomes proposals on any topic of interest to academic support faculty, a proposal will not be accepted if it appears to be a means to market a textbook
or other for-pay product. AASE does not accept proposals from any commercial
vendors. Any commercial vendor interested in promoting their materials may do so as a sponsor of the conference. Please email aaseconference@gmail.com to request information on becoming a sponsor.

Questions


If you have any questions, please contact the Program Committee at:
aaseconference@gmail.com.

SAMPLE PROPOSAL

Proposal for AASE 2014 Annual Summer Conference

Title: Building Positive Classroom Environments

Presenter Contact Information: Cai Leonard, Law School, 2 Main Street, Springfield, ST 98765. T: 112-
356-7890 caileo@lawschool.edu

Type of Session: Interactive Workshop

Audience: Newbies & moderate experience level; all school sizes

Goals of the session. By the end of this workshop participants will:

• Be able to explain the value of positive interpersonal environments in helping students learn;
• Be able to identify methods for building positive interpersonal classroom environments; and
• Be able to engage their own students in exercises that help build positive classroom environments.

Background. Creating a positive learning environment is one of the components critical to successful learning (e.g. Bransford et. al, How People Learn 25; Goleman, Social Intelligence 268-76; Hess & Friedland, Techniques for Teaching Law 326-27). Emotional intelligence and neuroscience studies show that we learn better when we are challenged, supported, respected, and engaged. Too much stress impedes learning; lack of challenge does the same. This workshop focuses on how to create a positive learning environment for law students.

Workshop methodology. Participants will be actively involved in different techniques that affect classroom dynamics. Participants will engage in:

 Writing
 Discussing ideas in pairs
 Looking at visuals
 Listening & reflecting
 Discussing ideas with the whole group
 Practicing with a small group

Participants will first examine the environments that have been conducive to their own learning, and exchange their ideas with a partner. This will be followed by a short, whole group discussion about the value of creating positive affect — and the value of engaging others in talking about it. Participants will then be given scenarios about classroom behaviors and asked to consider the following kinds of questions:

 What could the professor have done at the beginning of the course to increase the positive interpersonal engagement?
 What are the likely consequences of negative classroom interactions?
 What small steps can professors take to improve the classroom environment?

Participants will be given an overview of how positive and negative interpersonal dynamics and environments affect student learning. They will then discuss things they have noticed within their classes and ways to improve classroom dynamics. Depending on participants’ teaching areas, participants may engage in small group discussions about questions relating to doctrinal areas, upper level vs. first year courses, skills courses, or clinical courses.

Throughout the workshop, I will share my own experiences and give examples of what I have found effective in my classes, others’ classes, and I will answer participants’ questions.

Materials. Outline of the workshop, scenarios regarding different kinds of classroom environments, questions for participants to respond to, specific techniques professors can use to create positive environments, and short list of resources.

Technology Required: Access to PowerPoint would be very helpful, although the session could be modified to be done without it.

Brochure Summary: We have all witnessed our students struggle in their classes due to too much stress. This workshop focuses on how to create a positive learning environment for law students. Through group discussion and partner work, participants will learn how to build positive interpersonal classroom environments.

March 9, 2016 | Permalink | Comments (0)

Tuesday, March 8, 2016

What Does Spring Break Mean for You - Boom or Bust?

We are in the stretch when most law schools are having or about to have Spring Break. Remember the good old undergraduate days when every student headed out for fun in the sun or ski slope heaven depending on interests? Most law students are unable to be that carefree for the entire break from classes.

Here are some thoughts on having both free time and productive study time during the Spring Break:

  • Make a list of all the study tasks that you must accomplish during Spring Break. These are the tasks that have deadlines after the break (midterms, paper drafts, etc.).
  • Make a list of the study tasks that you should accomplish during Spring Break. These are the tasks that will make your life so much easier on the downward slope of the semester if they are finished (catching up on reading/briefing, finishing outlines up to this point in the semester, reading study aids for difficult topics, etc.).
  • Make a list of three things you want to do for yourself during Spring Break. These may be personal (sleep, workout), relational (spend time with parents, siblings, significant other), or fun (see a movie, go dancing, work on a tan).
  • Now take a calendar and map out a plan for yourself. If you plan ahead, you are more likely to be productive.
  • Be realistic in your planning. Do not under- or over-schedule yourself. Look for a balance.
  • On your plan you want to include all of your must-accomplish tasks, most (if not all) of your should-accomplish tasks, and all of your things-for-me tasks.
  • To fit everything in, consider that each day has three parts: morning (8 a.m. - noon), afternoon (1 - 5 p.m.), and evening (6 - 10 p.m.) Divide each calendar day into thirds.
  • If you are traveling, you need to designate the parts of days as "travel" when you will be able to accomplish no studying - or just a little (flashcards, listening to law CDs).
  • Next fill in any parts when you have family obligations that are definite (Auntie Em's birthday party, promise to take your little brother to see Zootopia on the Wednesday).
  • Now think about the rhythm of each day as you fill in other parts with productive study tasks. Consider when family will be at work, when you are most focused, the difficulty of the task, and when you want some down time.
  • The proportion of study parts to fun parts that you will need during the break will depend on your task lists and your goals for overall exam studying. A head start on exam review during the days off can make a huge difference in how stressed you are for the remainder of the semester.

If you are going to be with family and friends, you may want to share your study plan with them. If they understand how important it is for you to have productive time, they can be more supportive. And, when they see that you have built in time for them as well, they can be more patient in waiting for you to surface from your books.

Have safe, productive, and fun days off from law school. Get some rest. Laugh a lot. And make progress on your studies, so you return less overwhelmed. (Amy Jarmon)

March 8, 2016 in Exams - Studying, Study Tips - General | Permalink | Comments (0)

Monday, March 7, 2016

AASE Conference in May 2016

SAVE THE DATE!

4th Annual AASE National Conference
May 24-26, 2016
CUNY School of Law
Long Island City, NY

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.

Registration Fees:
Members- $100 (plus $35 membership fee)
Non-members- $200

More details regarding registration are coming soon!

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

 

March 7, 2016 in Meetings | Permalink | Comments (0)

Wednesday, March 2, 2016

Call for Proposals AALS 2017 Annual Meeting: The Arc of Your Career Programs

Call for Proposals: “The Arc of Your Career” Revisited
2017 Annual Meeting
January 3-7
San Francisco, California

Online submissions proposals due: March 30, 2016

After a first round of successful Arc of Career programs in New York, the AALS Task Force on Professional Development is again requesting proposals that address a broad spectrum of issues related to the professional careers of faculty and administrations for the 2017 AALS Annual Meeting to be held January 3-7, 2017, in San Francisco.

The AALS Task Force on Professional Development encourages Arc of Career proposals for creative and interactive sessions that may include (but are not limited to):
• Exploring alternative media, such as blogs, electronic postings, and social media, for projecting your intellectual voice
• Modes of engagement as a public intellectual
• Life stage theory and “editing” commitments
• Lateral moves
• Alternatives to traditional scholarship
• Public service
• Interdisciplinary collaboration
• Consulting, expert witness work, board appointments
• Retirement and other transitions
• Transitioning from academia: part-time teaching? Cold turkey? Other pursuits?
• Financial planning and budgeting
• Mindfulness, design thinking, and other ways of escaping the “law professor” mental box

Strong preference will be given to proposals that incorporate interactive experiences for the audience other than or in addition to Q and A. Preference will also be given to proposals:
• Submitted by collaborative groups spanning more than one law school;
• With an interdisciplinary element and/or suggestions of participants with perspectives from other disciplines. (Funds may be available for non-law school speakers);
• Reflecting diversity of schools and presenters (geographic, institutional rankings, race, gender, ideology, etc.)

Online submissions of Arc of Career Program proposals are due by March 30, 2016.
To view the complete Arc of Career request of proposal, click here: Call for Proposals
Click here for the online submission form: Submission Form

Questions may be directed to profdev@aals.org.

The AALS Task Force on Professional Development:
Bennett Capers, Brooklyn Law School
Susan D. Carle, American University Washington College of Law, Chair
Sheila R. Foster, Fordham University School of Law
Shauna I. Marshall, University of California Hastings College of Law
Elizabeth E. Mertz, University of Wisconsin Law School
Carol A. Needham, Saint Louis University School of Law
Jason Palmer, Stetson University, College of Law
Barbara A. Schatz, Columbia University School of Law
Michael E. Waterstone, Loyola Law School

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

Tuesday, March 1, 2016

Trigger Warnings and Microaggressions

The Section on Student Services had microagressions as the topic for its second panel at the January 2016 AALS Annual Meeting. In addition, one of the Hot Topic programs was on trigger warnings. (If you missed these sessions, AALS members can go to the AALS website and log in to view podcasts. On the members page, click events and conferences; go down to 2016 Annual Meeting which should take you to the program; click on podcasts at the top to get that viewing list.)

Both of these issues are much discussed currently in law schools. Here is an article discussing the issues from a broader higher education perspective in today's The Chronicle of Higher Education: Speaker-Beware.  (Amy Jarmon)

March 1, 2016 in Miscellany, Stress & Anxiety, Teaching Tips | Permalink | Comments (0)

Monday, February 29, 2016

LSSSE Upcoming Report

Below is a press release from Aaron Taylor, Director of LSSE, regarding the upcoming report release:

On March 7, the Law School Survey of Student Engagement (LSSSE) will release its latest annual results: How a Decade of Debt Changed the Law Student Experience.  The report analyzes law student debt trends during the 10-year period, 2006 to 2015.  The report also explores the nature and sources of law student stress. An advanced copy of the report is attached to this email.  [Editor's Note: Not included here in the Blog posting because incompatible with Typepad. Check your inbox to see if you got a press release email with a copy.]
According to Aaron N. Taylor, director of LSSSE and assistant professor of law at Saint Louis University School of Law:
“While we are all well aware that law student debt has increased significantly over the past decade, this year’s LSSSE annual results provide a nuanced view of these trends.  Both the extent of the increases and the uneven manner in which they have been distributed among students are concerning.  The data strongly suggest that while law school is more expensive across-the-board, the bulk of the increased costs is being born by students in the least favorable positions to incur them.”  
Noteworthy findings from the report include:
Overall Debt Trends:
Over the 10-year timeframe, increasing proportions of LSSSE respondents reported expecting high law school debt.  In 2006, 32% of respondents expected to incur more than $100,000 in debt during their law school matriculation.  In 2015, that proportion was 44%.  (Page 10)
Debt and Institutional Sector:
In 2006, only 11% of LSSSE respondents attending public law schools expected debt of more than $100,000; by 2015, this proportion had almost tripled to 31%.  Among private school respondents, the proportion increased from 38% in 2006 to 50% in 2015. (Page 11)
Debt and Race:
In 2006, there were only marginal racial and ethnic differences in expectations of more than $100,000 in debt.  By 2015, 61% of black respondents and 56% of Latino respondents expected debt at this level, compared to about 40% of white and Asian respondents.  (Page 12)
Debt and LSAT score:
In 2006, 16% of respondents with the LSAT scores of 155 or below expected to owe more than $120,000—the same proportion as those with higher LSAT scores.  By 2015, however, the proportion for the 155-or-below group was 37%, almost double the 20% proportion of the higher-LSAT group.  (Page 13)
Debt and Satisfaction:
In each survey year, respondents who expected to owe more than $120,000 were noticeably less likely to respond favorably to LSSSE satisfaction questions.  In 2015, 79% of these respondents had favorable views of their law school experiences, compared to 88% of those expecting no debt. 
In 2015, 74% of respondents who expected to owe more than $120,000 stated they would attend the same law school again, compared to 87% of those expecting no debt.  This 13-percentage point difference was the largest among the survey years. (Page 15)
Law Student Stress:
About three-quarters of respondents reported that concerns about academic performance and academic workload were sources of high stress and anxiety.  More than half of respondents indicated that concerns about job prospects and finances (including student debt) were sources of high stress and anxiety.  (Page 17)
Higher expected debt was associated with higher stress and anxiety.  More than half of respondents who expected to owe more than $80,000 reported experiencing high levels of stress or anxiety during the school year, compared to 41% of those who expected no debt.  (Page 19)
In 2015, 70% of respondents who expected to owe more than $120,000 reported high levels of stress relating to finances and student loans, compared to only 9% of respondents expecting no debt.  (Page 19)
How a Decade of Debt Changed the Law Student Experience will be available for download on March 7 at http://lssse.indiana.edu/.  Questions and media requests should be forwarded to Aaron N. Taylor at ataylo65@slu.edu.
 
 
Aaron N. Taylor 
Assistant Professor of Law
Saint Louis University School of Law
Director, Law School Survey of Student Engagement (LSSSE)
Indiana University Center for Postsecondary Research

100 N. Tucker | Suite 950 | Saint Louis, MO 63101 

February 29, 2016 in Diversity Issues, Miscellany, Stress & Anxiety | Permalink | Comments (0)

Sunday, February 28, 2016

The Death of Justice Scalia and the Future of Affirmative Action

For those who are following the Fisher case, the following article from The Chronicle of Higher Education may be of interest: Antonin Scalia's Death Probably Won't Affect Fisher

 

February 28, 2016 in Diversity Issues | Permalink | Comments (0)

Saturday, February 27, 2016

Save the Date for the NY Academic Support Workshop

Dear ASP friends;

We are pleased to announce this year’s full-day NY Academic Support Workshop, to be held from 9:30 to 5:30 at Brooklyn Law School on Friday, April 15. This will be a small and rather-intimate gathering of academic support professionals and colleagues actively working to learn from one another.

As is our usual practice, the afternoon sessions of the workshop will have an open agenda and room to include any subject of interest to those in attendance, while the morning sessions will be centered on a specific topic. For this year’s morning session we would like to concentrate on incorporating new (or newer) learning theories into our academic support work. What sorts of learning theories are especially exciting you right now? Do they affect what you teach? How you advise students to study or work? What insights into law school learning can we or should we derive from general learning theories and apply or adapt for law students? Any and all insights, discussions, ideas or presentations will be welcome.

One thing that makes all ASP gatherings exciting has always been our unique emphasis on interactions—ASP folks DO things together so that we can learn together. NY Workshop participants work with one another to develop or enhance our individual lessons, materials, presentations, or any other part of our professional endeavors. No one who comes is allowed to be a back-bencher. If you would like to attend, please let us know whether you want to share one of your own materials or ideas, lead a discussion on a topic we all wrestle with etc., or comment on ideas presented by other participants, or both. And please let us know whether you think your topic/question/issue/material/presentation lends itself to our morning’s theme or to the more open-ended part of our agenda. When we confirm who will attend and what specific questions the participants plan to address, we will send out a finalized workshop agenda.

RSVP to Kris and Linda, at addresses below and cc’d above

Since this is not a formal conference there is no fee to attend. We hope to see many of you soon!

Kris Franklin                         Linda Feldman
New York Law School         Brooklyn Law School
kris.franklin@nyls.edu         linda.feldman@brooklaw.edu

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

Friday, February 26, 2016

I Did Not Do Well Last Semester Because...

During the past few weeks, I have been meeting with our students who are on probation. As part of these meetings, we always discuss the students' initial thoughts on their performance. (We will do lots of more specific assessment, but I am interested in their reactions and perspectives shortly after getting their grades.) The responses tend to fall into several general categories; individual students may fall into several of these categories

1: Outside circumstances that impacted them. Examples in this category would be serious personal illness, death or serious illness in the family, victim of a serious crime, or sudden change in financial circumstances.

2: Circumstances during the final exam that impacted them. Examples in this category would be illness during the exam, panic attack during the exam, or computer crash and loss of answers.

3: Poor academic decisions throughout the semester. Examples in this category would be reading only when they knew they would be called on, taking the maximum number of absences, surfing the web in class, or depending on canned briefs/others' outlines/class scripts.

4:Poor exam preparation. Examples in this category would be cramming at the very end, outlining right before exams, completing no practice questions, or skipping the professor's exam review session.

5: Poor exam strategies during the exam. Examples in this category would be not reading the instructions ("do 3 of the 5 questions"), ignoring the allotted time for sections of the exam, not organizing answers before writing, including insufficient analysis, or spending time on rabbit trails.

6. Others at fault for the performance. Examples in this category would be the professor's exam was too hard, the exam covered material not discussed in class, my section was the hard section, or my study group was not good.

No doubt, I could come up with other categories or parse these categories differently. However, I think these six categories would cover most of what I have heard over the years. Here is my take on each of these categories in isolation:

Category 1: These types of circumstances are usually unavoidable or outside of the control of the student. They are the serious "life happens" category. It is easy to see how these circumstances would impact a student's ability to study and focus on law school. If the circumstances have resolved, then the student can focus on their studies more. If circumstances are ongoing, then the student needs referral to resources to help (examples, student health services, counseling center) and strategies to work within the life parameters they are faced with while in school. Some students decide to take a leave of absence and return after the circumstances have resolved themselves.

Category 2: These types of circumstances may be "one off" situations or they may have continuing implications. Referrals may be needed (example, to deal with panic attacks). Discussion about procedures to avoid the situation in the future may be needed (example, if you are unwell, request an exam reschedule under the school's procedure). Hopefully, many of these types of circumstances will not reoccur.

Categories 3 and 4: These types of circumstances can usually be addressed effectively through new study strategies. Motivation problems, procrastination, and life circumstances may be part of this category's impact on grades. If so, then those aspects will also need to be addressed.

Category 5: This type of problem can be addressed with specific exam-taking strategies. Strategies will vary somewhat depending on the type of exam (essay, short answer, multiple-choice, true-false, mixed). The problems are often correctable. Practicing the new strategies will be important to success.

Category 6: In many ways, this category of student explanations is the most troubling. If students are still at the stage of blaming others for their performance, they are not yet ready to work on strategies to improve their performance. Students need to get beyond disappointment, anger, embarrassment, and finger-pointing - the reasons for this category's viewpoint are varied. If they are going to take control of their academic performance and strive toward improvement through implementing new strategies, they need to get beyond the emotional reactions. It often takes several weeks to work with these students to get past their discontent and unwillingness to evaluate any personal responsibility for their performance.

Assistance to students will be most effective if the ASP and student efforts are part of a team approach. The student needs ASP support and input. But, ultimately, the student has to implement changes and do the work. Most students welcome being part of a team and will succeed. (Amy Jarmon)

 

 

 

 

February 26, 2016 in Exams - Studying, Study Tips - General | Permalink | Comments (0)