Monday, December 5, 2016
Sunday, December 4, 2016
Colorado Law is hiring a Director of Academic Support. This is a newly-created, full-time instructor level faculty appointment. A description of the position appears below; to review the full list of requirements and to apply, please use the following link:
We’d like to have someone in place in early summer, or by the beginning of the 2017 fall semester at the latest. We will begin reviewing applications on January 9, 2017, so for full consideration please submit your application by January 8.
The University of Colorado School of Law invites applications for the position of Director of Academic Support, a non-tenure track faculty position. Working closely with faculty and administration, the successful candidate will develop, enhance, and implement academic support courses and programs to assist students in the transition to law school, improve students’ academic performance in law school, and help students develop successful strategies for the bar exam.
The Director of Academic Support will promote the academic success of students at the Law School. In collaboration with the Associate Deans and the Senior Assistant Dean for Students, the Director will have the opportunity to:
- Develop and teach curriculum for and teach second- and third-year academic support courses for credit;
- Teach a section of a Legal Analysis, an academic support course for first-year students;
- Assist with hiring, training, and supervising student fellows to provide peer-led academic support programs;
- Develop curriculum for and lead a pre-Orientation program for a subset of entering first-year students;
- Teach workshops on essential law school skills for first-year students;
- Provide individual and small-group counseling on study skills, and feedback on student practice exams and exercises;
- Identify students who are likely to benefit from ASP resources and encourage their participation in ASP programming;
- Provide support for students and graduates as they prepare to sit for the bar exam;
- Work with the law school faculty and administration on analysis of academic achievement and bar examination results and strategies for maximizing academic success and bar passage for Colorado law graduates.
Please use this link for more information and to apply for the position:
Saturday, December 3, 2016
COMPLIANCE WITH ABA STANDARD 314: FORMATIVE ASSESSMENT IN LARGE CLASSES
Institute for Law Teaching & Learning and Emory University School of Law
Spring Conference 2017
“Compliance with ABA Standard 314: Formative Assessment in Large Classes” is a one-day conference for law teachers and administrators who want to learn how to design, implement, and evaluate formative assessment plans. The conference will be interactive workshops during which attendees will learn about formative assessment techniques from games to crafting multiple choice questions to team-based learning. Participants will also learn ways to coordinate assessment across the curriculum. The conference workshop sessions will take place on Saturday, March 25, 2017, at Emory University School of Law.
Conference Content: Sessions will address the following topics:
Why Assess: Empirical Data on How it Helps Students Learn
Games as Formative Assessments in the Classroom
Formative Assessment with Team-Based Learning
Creating Multiple Choice Questions and Ways to Using Them as Formative Assessment
Coordinating Formative Assessment Across the Curriculum
Conference Faculty: Workshops will be taught by experienced faculty: Andrea Curcio (GSU Law), Lindsey Gustafson (UALR Bowen), Michael Hunter-Schwartz (UALR Bowen), Heidi Holland (Gonzaga) and Sandra Simpson (Gonzaga)
Who Should Attend: This conference is for all law faculty and administrators. By the end of the conference, attendees will have concrete and practical knowledge about formative assessment and complying with Standard 314 to take back to their colleagues and institutions. Details about the conference will be available on the websites of the Institute for Law Teaching & Learning and Emory University School of Law.
Conference Faculty: Workshops will be taught by experienced faculty: Andrea Curcio (GSU Law), Lindsey Gustafson (UALR Bowen), Michael Hunter-Schwartz (UALR Bowen), Heidi Holland (Gonzaga), and Sandra Simpson (Gonzaga).
Registration Information: The registration fee is $225 for the first registrant from each law school. We are offering a discounted fee of $200 for each subsequent registrant from the same school, so that schools may be able to send multiple attendees. Details regarding the registration process will be provided in future announcements.
Accommodations: A block of hotel rooms for conference attendees has been reserved at the Emory Conference Center Hotel for $159/night; at the Courtyard by Marriott in downtown Decatur for $99/night; and at the Decatur Holiday Inn for $159/night. Details are on the Emory Law and ILTL websites.
Friday, December 2, 2016
A lot of times when I do presentations for high school or college students, people ask me what they should major in if they plan on going to law school. Most of the time I answer Religion or Philosophy for close-reading and logic reasons, but I recently decided to take a close look at my bar stats and see if I was right. I still think I am, but I would also advise students to minor in something that forces them to be creative.
According to my recent stats on students who fail the bar exam, the vast majority of students who fail majored in Political Science (35 percent) in undergrad, while the rest largely majored in Communications, Business, or Pre-Law. Granted, I was not looking at a particularly large group of students, and people who are interested in studying law in grad school probably gravitate to these majors as it is, but it did seem notable.
For new law students, one of the biggest things to get one's head around is the idea of a hypothetical exam where anything can happen and there is no absolute correct answer. I was an English and Creative Writing Major, and I've done my best to avoid learning anything practical like Business or Math, but in my limited understanding of what goes on in PolySci, Comm, Bus, or Pre-Law, I don't think students in those disciplines get too many chances to really flex their imaginative muscles, or at least not in the same way as someone trying to write a poem or a short story or compose music might.
When I work with struggling students, one of the most helpful things I work with them on is helping them learn to "deeply imagine" (a term I borrowed from Ethan Canin of the Iowa Writers' Workshop) legal situations that might be presented to them. For example, I ask them to imagine "So, you're in your office, and your client, a 15-year-old kid, has thrown a frozen turkey off an interstate bridge. He didn't realize frozen turkeys bounced, and the turkey bounced through a windshield and killed someone. He's in the chair directly in front of your desk, completely terrified. Mom is next to him crying. Dad is pacing back and forth, threatening to kill the kid himself. How would you explain what crime the kid might be guilty of?" When I can get them to see it that way, writing an answer in clear IRAC form, with counterarguments, without writing a prologue or wrap-up or spending too much time on some case they read in class, seems to change from an arbitrary writing tip to a completely sensible way to deal with the situation.
Although many commentators have blamed the drop in bar exam pass rates on ability, intelligence, grit, or gumption, it might really be a product of the failure of the imagination. In the modern era, "deeply imagining" practice is fairly hard to get. As a Gen Xer, I might have been part of the last generation who had daily "deep imagination" practice. If you are part of this generation or earlier, take a look at an old Atari 2600 game or a movie with any effects by Ray Harryhausen. My children (10 and 12) are boggled that my mind could turn blue dots into space ships or cheesy dolls into the Kraken. I've also never heard my children say they were bored -- ever -- even on car trips. They have their books, movies, cartoons on demand, and video games. They've never had to play car bingo or make something out of boxes to play with (unless they really, really wanted to). "Deeply imagining" anything is not really necessary for happiness or entertainment anymore.
This morning on the way to school, I told my kids how my junior high friends and I had once made a shot-for-shot remake of the movie Airplane! and convinced a good deal of the school to come to a toga party to celebrate (in retrospect, I have no idea why any of our parents agreed to a bunch of seventh graders reenacting a scene from Animal House, but 1980s Texas was a lot weirder than people give it credit for). My son kept asking me, "Were you a nerd or weirdo or something?" My answer was, "Not really. We roped almost everyone into it. As kids, we were all kind of bored, and we had to entertain ourselves somehow. That forced us to be creative."
When I went to law school, hypothetical questions seemed completely logical to me. Exams were pretty easy because I could "deeply imagine" and SEE everything -- how the situation in the exam would look if it was happening to real people, and what I would need to say to them. That skill was invaluable in law school, and I've worked hard to try to pass it on to students who might not have had as much practice with it as I did. (Alex Ruskell)
Thursday, December 1, 2016
With exams for many students in full swing, the question becomes how "paced" to "pace" oneself in between a series of final exams. Let me offer one thought as you swing from preparing and tacking one exam to preparing and taking another exam.
For most of us, because we are under significant time pressures to read, organize, and write final exam answers, we tend to approach our preparation efforts with the similar feeling (i.e., that we will never be able to finish a final exam on time) unless we spend most of our exam preparation efforts engaged in timed practice.
In other words, we try our best to work on speed at all costs because we are so worried that we will never finish the exam. But, if you work on speed, you will never get better...only faster. And, that's where the story of the tortoise and the hare comes in.
You know the story. The hare bolts but soon runs out of energy because she did not pace herself. She practiced sprinting in the moment rather than running the race for the long prize.
On the other hand, the tortoise - slow and methodical - just keeps plodding along, step by step, pace by pace, moment by moment, until, against all odds, the tortoise passes the hare and crosses the finish line to the astonishment of all...in first prize.
You see, it is not true that those that write the most or finish the exam the quickest earn the best grades.
Rather, success on final exams comes in showing your work, step by step, pace by pace, moment by moment, in solving legal problems as a professional attorney would do. And, that requires not sprinting in bursts of practice but rather in thinking carefully and slowly and critically and methodically through lots of practice final exam problems.
In short, the key to doing your best work on final exams is to slow down your practice, to reflect on your reading, analysis, and writing, and to incorporate what you learn through each practice set so that you become better able to handle future legal problem-solving scenarios.
Let me give you another picture. Perhaps you've heard the saying: "Chew the cud." According to the Cambridge Dictionary, the phrase means to "think slowly and carefully about the subject." It's roots come to use from another animal account, this time dealing with cows.
You see, cows are said to "chew the cud." Unlike many animals that just swallow their food, cows are constantly chewing their food. That's because the process of digesting food for cows requires a number of steps. First, cows need to chew their food to moisten it in preparation for digestion and send it to a part of their stomachs that adds acids to further soften the food. Then (and this is going to get a bit gross), the first bites of food are sent back to the mouth from the stomach (i.e., regurgitated) so that the cows further chew the softened food so that another part of the stomach can property extract the critical nutrients. http://www.cattle-empire.net/blog/115/what-cud-and-why-do-cattle-chew-it In short, cows can't get fed from food that doesn't get crunched, regurgitated, and then re-crunched again. And, we can't do well on final exams unless we chew on exam problems, write out exam answers, and then review and re-write our answers so that we learn.
In brief, the short days in between exams should be filled with "chewing the cud" by slowly and methodically working through practice problems so that we learn how to get the most out of our preparation efforts for final exams. Or, as another saying goes, "haste makes waste." So, take your time and think carefully and slowly rather than hastily and carelessly as you work through practice problems in preparation for your next final exam. (Scott Johns).
Wednesday, November 30, 2016
Two of the most important workshops offered by our Academic Success Program (ASP) are consistently poorly attended. It may be because they are programs offered later in the semester or because students fail to recognize the value of the workshops until after exams. The first workshop is the Legal Analysis Workshop which addresses how to effectively issue spot, how to organize answers to essay questions, and how to develop effective analysis. Students with graded midterms seem to take the time to attend the Legal Analysis Workshop because they want to perform well on their exams or simply want to ensure that they can make positive adjustments prior to final exams. Most students are of the impression that they have a firm grasp of what is expected on exams and know how they will perform. However, for some, this is a false sense of confidence and students who really need this information to not seek it out.
The second workshop is an Exam Preparation Workshop which is presented in collaboration with our Student Affairs Office. This workshop is presented prior to Fall break to encourage students to make adjustments during the break. The workshop addresses various exam preparation skills such as memorization, resolving challenging concepts, developing a study plan given the time constraints, and applying information to multiple choice and essay questions. Once grades are posted, I am often visited by students who inquire about why we do not offer exam preparation support or help students learn how to take law school exams. I am often perplexed because the programs are advertised using a number of outlets. Students can also meet with the ASP directors individually, with Teaching Assistants who add these components to their sessions, and/or obtain information about exam preparation posted electronically. Once I inform them about all these opportunities and how to acquire the information; they either tell me that they were not paying attention or felt overwhelmed by other aspects of law school. They often say: “I should have come earlier” which always makes me smile. We leave the past behind and work on the tasks ahead, preparing for the next set of exams. 1Ls, please seek out academic support resources at your law school as it is never too late to receive help. (Goldie Pritchard)
Tuesday, November 29, 2016
As exams and paper deadlines approach, it is easy to procrastinate. Here are some clues that you are not using your time wisely and missing out on oomph in your studies:
- You have alphabetized your casebooks and study aids on your bookshelf, sharpened three dozen pencils, hole-punched two hundred documents for pretty color-coded binders, made 1000 tabs for your code book, and straightened the drawers of your desk - but you have not actually studied yet.
- Your apartment is spotless after you have done spring cleaning (after all you did not do it in April): scrubbed all baseboards, dusted every nook and cranny, washed all drapes and throws, polished the wood floors, shampooed the carpets, cleaned out closets, and polished the porcelain surfaces to a gleaming finish.
- You have focused on Christmas shopping (Black Friday and Cyber Monday were just a start) and scoured every store for presents for family, friends, family pets, friends' pets, neighbors, neighbors' pets, distant relatives, the mailman, the cute barista at Starbucks, etc.
- You have decided to decorate and ready your apartment for the holidays: put up your tree, hung the wreaths, strung the outdoor lights, made popcorn or construction paper chains to festoon your evergreen, baked cookies, hung stockings with care by the chimney, and wrapped endless packages in perfectly coordinated ribbons and paper.
- You paint the living room, dining room, bedrooms, and kitchen, then redo the kitchen backsplash with an intricate mosaic that takes hours to finish, replace all countertops and the sink (you always wanted one of those farmhouse models), and decide to go shopping for new stainless steel appliances for the perfect look.
- You write actual letters to every high school and college friend you every had (after all what says happy holidays like a handwritten missive), talk for hours on the telephone with every relative, review the 2000 emails in your inbox to see what might need deleting, and read every piece of junk mail that lands in your real-world mailbox.
- You set a goal to study right after you watch every episode for all seasons of Downton Abbey or become world champion on your favorite gaming indulgence whether that is Pokémon Go, solitaire, or the latest really cool video game.
Do you think I am kidding? All of these scenarios reflect procrastinating law students I have known with very little exaggeration in the details. (Amy Jarmon)
Monday, November 28, 2016
Sunday, November 27, 2016
One of my law students has told me about an app that she is using to stay focused while she is studying: Forest App. The app is free for Android phones (of course with ads) and modestly priced for others.
The app reminds me of Pomidoro (the tomato for those of you who visualize rather than have name recognition). You can choose the number of minutes that you want to stay focused: 10 minutes up to two hours.
If you avoid distractions for 30 minutes, your animated sapling begins growing into a tree right before your eyes. Platitudes such as "What you plant now you will harvest later" and "You are almost there" pop up at intervals. 10 - 25 minutes grows a bush.
Keep planting trees through 30-minute sessions of focusing to get a woodland, and eventually a forest. You can track your daily progress and view your woodland.
If you get distracted away from your tree, the sapling or tree dies - in fact if you tap "give up," the app will remind you that you will kill your cute little tree. Definitely a visualization of the cost of losing focus!
Like many of these apps you can cheat - walk away from task and let the timer run or go to another screen before returning to task, for example. But, as long as you care about being more productive and stay honest, it works as a good focus timer.
The press kit and some reviews of the app talk about how users can earn virtual credits/gold coins that will result in real trees being planted in deforested areas through a tie-in with WeForest. I earned 9 gold coins for a 25-minute session and 3 gold coins for 10 minutes. It apparently takes 2500 gold coins to plant a real tree
For those of us who are environmentally friendly, the real-tree incentive can help us stay on task, so the earth benefits from our study or work efforts. (Amy Jarmon)
Saturday, November 26, 2016
Thanksgiving is over - except maybe the leftovers. Most folks end up with a surfeit of turkey, dressing (stuffing to some of you), sweet potato casserole, green bean casserole, succotash, greens, biscuits, cranberry sauce, gravy, sweet potato pie, pumpkin pie, pecan pie, etc. Your refrigerator's stock may look different depending on your region of the country, culinary tastes, and family traditions. However, leftovers are pretty universal everywhere after the big day.
Some people love the leftovers better than the initial feast! Others groan every time they look at all of the food still waiting to be eaten. Exam study strikes many law students the same way that leftovers are viewed.
For some students, exam study is better than the semester's courses. They are into pulling it all together (yes, you can use that fancy word "synthesizing" that law professors love) and finally understanding what the semester was about. They love the accomplishment of focusing on the main concepts and applying them (finally) to practice questions. For them exam study is a delightful feast of previously unrecognizable and half-baked concepts that now are fully learned and understood. A delicious culinary delight, rather than dreary leftovers! (They do not love exams, mind you; but they love the feeling of accomplishment that comes with their exam review.)
For other students, exam study is a dreaded rehash of an already eaten meal. They have gotten the gist of the course all semester and were fully satisfied with just that - a gist. Now they are being forced to sit down and eat the meal a second time - leftovers that they did not consume the first time: nuances in the law, precise rule statements, specific methodologies to use. They just want the leftovers gone and may try to feed the sweet potato casserole under the table to the dog (messy to say the least). In an effort to avoid the leftovers they do not like, they may go straight for dessert and focus only on the parts they have already mastered or the topics they like most. Some of these students will get up from the table so often during the review process that they never really savor the meal at all.
Both of these types of exam studiers, although different in perspective on the process, are basically cramming the Thanksgiving meal at the end of the semester. Next fall semester, they will enjoy it more if they take small bites throughout the semester, savor it day by day, digest it slowly, and proclaim its tasty merits along the way. Then they will be truly well-fed all semester and be able to eat in moderation at the big meal. They will have the ability to pick and choose from leftovers rather than overeating because they did not get enough nourishment over the semester. They will avoid the heartburn of cramming all of it down at the very end. (Amy Jarmon)
Thursday, November 24, 2016
Wednesday, November 23, 2016
As my students left for fall break, my advice to them was plan for a healthy balance between rest and academic productivity. Catching up on sleep and recharging for the exam preparation period and for exams is imperative. My students had a significant assignment due prior to fall break so this is a much-needed opportunity to reclaim some Zzz’s. I also encouraged students to accomplish some of the heavy lifting they need to achieve prior to exams. By heavy lifting, I do not mean taking on ambitious feats such as starting and completing outlines for every single course. Yearly, students boast these plans but seldom, if ever, do they accomplish them. The focus should be on smaller goals that students would not have time to otherwise accomplish while balancing classes during the semester. Goals such as simply identifying concepts they do not understand and dissection those concepts or making a list of items to discuss with professors during office hours. Goals such as reviewing or completing outlines for one or two courses are also effective. Quality over quantity is very important. Doing what is best for you rather than simply mimicking what others are doing.
As an ASPer, I experience the same challenges my students face. How do I find the perfect balance between maximizing student free days and rest? When students are away, meetings and other administrative demands seem to increase. I also like to address a few things on my to-do list that I have neglected throughout the semester. This year, I had an unrealistic laundry list of things to do but only managed to complete a few tasks and I have to be okay with this. This was a unique semester which put significant demands on my time and included a number of early mornings and late night meetings. I have neglected my family so I have to reconnect with them and unplug from work for a little bit. This is a necessary challenge because like the students, I am a human being too and should take care of myself. Happy Holiday Season to all and PLEASE get some rest. (Goldie Pritchard)
Tuesday, November 22, 2016
Monday, November 21, 2016
Thanksgiving is almost upon us. Wow, the semester went by fast. As you go into Thanksgiving Break and exam study mode, here are some suggestions:
· Add any new material to your outlines on the last class day before Thanksgiving Break so that your master documents for exam study are ready to use during the break.
· If you are travelling during the break, consider whether you could get some studying done while on your journey:
o Could you listen to study aid audio CDs to review material in a course during your drive?
o Could you read through an outline while sitting in the airport?
o Could you work through flashcards during that layover?
o If travelling with another law student, could you discuss class material or quiz each other?
· Remember that each study day has three parts to it: morning (8 a.m. – noon); afternoon (1 – 5 p.m.); evening (6 – 10 p.m.). Determine which parts of the day are your optimal study times.
o When are you most alert and productive?
o When can you schedule study time around family activities if you are going home?
· On the morning of your first study day during the break, read all of your outlines through once. This read-through will accomplish several things:
o It will refresh your memory on everything you covered this semester in each course.
o It will give you a change to identify areas that you know well, need some work on, and need a great deal of work on before the exam in the course.
· If you will have trouble studying while out of town, consider leaving town later or coming back earlier to optimize your study time here.
· If studying at your family’s home will not work because of distractions, consider going to the local public or college library, the business center of your family’s apartment complex, or some other place to study.
· Take Thanksgiving Day off if you can afford to do so with your exam study. You will feel better for having a holiday. And if you are with family, they will be happier with you for joining them for the day’s festivities and traditions.
· Finish class preparation for the last class days after the break (if that is your law school's schedule) over the Thanksgiving Break if possible to open up more study time during the last class week.
o Then you will need to review the material to refresh your memory before you go to class each day.
o If you are flying home, photocopy the pages you have to read rather than take all of your casebooks with you.
· If you have papers or projects due the week you come back, try to finish a final draft by Sunday night of the break so that the remaining time can be devoted just to editing, citation checks, and printing the paper.
· Do a final update of your outlines for new material on the last class day after the break for each course. You want to be ready to study on the first reading day and not play catch up.
Have safe travels and a happy holiday this week. (Amy Jarmon)
Sunday, November 20, 2016
This semester I decided to add Facebook and Twitter to our outreach efforts with law students to provide information about study and life skills as well as announcements. I try to write two or three Facebook posts each week that are a bit "meaty" but not too long. We always tweet a quote of the week and study tip on Twitter as well as links to the Facebook posts. I could not have tried this new marketing method without the able assistance of my Sr. Business Assistant, Emily Rapp, who takes care of all the technical aspects.
Please visit us on Facebook (https://www.facebook.com/TexasTechLawAcademicSuccess) and Twitter ( https://twitter.com/TTULawOASP). I would welcome suggestions from those of you who have been using these tools for longer! (Amy Jarmon)
Saturday, November 19, 2016
CALL FOR PRESENTATION PROPOSALS
Institute for Law Teaching and Learning—Summer 2017 Conference
Teaching Cultural Competency and Other Professional Skills Suggested by ABA Standard 302
July 7-8, 2017
University of Arkansas at Little Rock William H. Bowen School of Law
ABA Standard 302 requires all law schools to establish learning outcomes in certain areas, such as knowledge of substantive and procedural law, legal analysis and reasoning, and the exercise of professional and ethical responsibilities. While requiring outcomes in these areas, however, the ABA also has given law schools discretion under Standard 302(d) to individualize their programs by establishing learning outcomes related to “other professional skills needed for competent and ethical participation as a member of the legal profession.” These other professional skills “are determined by the law school and may include skills such as interviewing, counseling, negotiation, fact development and analysis, trial practice, document drafting, conflict resolution, organization and management of legal work, collaboration, cultural competency and self-evaluation.” This language encourages law schools to be innovative and to differentiate themselves by creating learning outcomes that are consistent with their own unique values and particular educational mission.
The Institute for Law Teaching and Learning invites proposals for conference workshops addressing the many ways that law schools are establishing learning outcomes related to “other professional skills,” particularly the skills of cultural competency, conflict resolution, collaboration, self-evaluation, and other relational skills. Which, if any, of the outcomes suggested in Standard 302(d) have law schools established for themselves, and why did they select those outcomes? How are law professors teaching and assessing skills such as cultural competency, conflict resolution, collaboration, and self-evaluation? Have law schools established outcomes related to professional skills other than those suggested in Standard 302(d)? If so, what are those skills, and how are professors teaching and assessing them?
The Institute welcomes proposals for workshops on the teaching and assessment of such skills in doctrinal, clinical, externship, writing, seminar, hybrid, and interdisciplinary courses. Workshops can address the teaching or assessment of such skills in first-year courses, upper-level courses, required courses, electives, academic support teaching, or extracurricular programs. Workshops can present innovative teaching materials, teaching methods, course designs, assessment methods, curricular, or program designs. Each workshop should include materials that participants can use during the workshop and also when they return to their campuses. Presenters should model best practices in teaching methods by actively engaging the workshop participants.
The Institute invites proposals for 60-minute workshops consistent with a broad interpretation of the conference theme. To be considered for the conference, proposals should be one single-spaced page (maximum) and should include the following information:
- the title of the workshop;
- the name, address, telephone number, and email address of the presenter(s);
- a summary of the contents of the workshop, including its goals and methods; and
- an explanation of the interactive teaching methods the presenter(s) will use to engage the audience.
The Institute must receive proposals by February 1, 2017. Submit proposals via email to Kelly Terry, Co-Director, Institute for Law Teaching and Learning, at firstname.lastname@example.org.
Schedule of Events:
The UALR Bowen School of Law will host a welcome reception on the evening of Thursday, July 6. The conference will consist of concurrent workshop sessions that will take place at the law school all day on Friday, July 7 and until the early afternoon on Saturday, July 8.
Travel and Lodging:
A block of hotel rooms for conference attendees has been reserved at the Little Rock Marriot Hotel, 3 Statehouse Plaza, Little Rock, AR 72201. The discounted rate will be available until June 5, 2017. Reservations may be made online by using this link: Group rate for UALR School of Law Room Block July 2017. Reservations also may be made by calling the hotel’s reservations department at 877-759-6290 and referencing the UALR Bowen School of Law/ ILTL Conference Room Block.
The conference fee for participants is $400, which includes materials, meals during the conference (two breakfasts and two lunches), and the welcome reception on Thursday evening, July 6. The conference fee for presenters is $300.
For more information:
Please visit our website (http://lawteaching.org/conferences/2017/) or contact one of the ILTL Co-Directors:
Professor Kelly Terry
Professor Emily Grant
Associate Dean Sandra Simpson
The NALSAP Conference Committee is now accepting program proposals! The Call for Proposals document (PDF) is available by clicking here. Because we all wear many hats, presentation proposals will be accepted on a wide variety of topics. An example is included with the Call for Proposals document.
Proposals should be submitted no later than Friday, February 3, 2017. If you have any questions, please email the Conference Committee Co-Chairs Rebekah Grodsky and Emily Scivoletto at email@example.com
Thursday, November 17, 2016
Wow; do I ever get distracted...with emails...incoming snapchats....Facebook posts....and just the overall buzz of the omnipresent internet. There is so much NOISE that takes up so much of my TIME that I seem to get so LITTLE done. That's particularly true for me in preparing for exams because, to be honest, I am a big-time procrastinator...with a CAPITAL P!
In fact, I was just fretting about how much I had to do today (which, of course, is related to my procrastination issues) when I came across an article by Lucette Lugando describing how surgeons stay focused during organ transplants. Hum...That's what I need. To Focus. To Stay on Task. To Just Get Something Meaningful Done Today! http://www.wsj.com/articles/how-surgeons-stay-focused-for-hours-1479310052
So, here are a few thoughts that I gleaned from Lugando's article that might be especially handy as law students (and myself) begin to prepare for final exams.
1. First, put away my cellphone. Turn it off. Hide it. Ditch it. As detailed in Lugando's article, "Transplant surgeons, whose work includes stitching minuscule blood vessels together, minimize their distractions. No one checks cellphones in the operating room during surgery." No one checks their phones? Really? Are you kidding? Of course not, at least not during surgery. And, exam preparation requires us to do surgery, so to speak, on our study tools and on loads of practice exams. Thus, as I create study tools or as I learn by taking practice exams, I can help myself mightily by placing my focus on my work at hand... rather than the cellphone that is so often in my hand...by removing the "cellphone temptation" out of my grasp. Who knows? It might even lower my anxiety to stop looking at it constantly.
2. Second, sharpen my field of vision to the bare essentials (working on my study tools, practicing lots of exam questions, and looping the lessons learned from my practice problems back into my study tools) by creating an environment that is free of my own personal distractions...so that I focus on learning rather than the noise that is so often around me. As Lugando points out, "The surgeons often wear loupes mounted on eye glasses to magnify their work, which limits their field of vision to a few inches." In other words, with respect to final exam preparation, maybe I need to limit my field of vision to the "few" essentials, namely, creating study tools, testing my study tools out through practice exams, and then editing my study tools to incorporate what I learned about problem-solving through the practice exams. Practically speaking, that means that I need to remove all the other objects of distraction within my field of vision, first, by scheduling my study tasks (and not just my study hours) and, second, by setting up a place where I will not be distracted by the environment around me.
There's a saying, apparently by Winston Churchill, that says: "You will never reach your destination if you stop and throw stones at every dog that barks." Or, as Bruce Lee put it, "The successful warrior is the average [person] with a laser-like focus." So, instead of having the cellphone bark at you constantly, you might just try out what surgeons do...and turn your focus into a laser for several hours a day by getting rid of distractions during your study periods as you create your study tools and practice final exam problems. (Scott Johns).
Wednesday, November 16, 2016
When I accepted a position as an academic support professional, I had an idea of what my duties and responsibilities would entail. As a law student, I was a teaching assistant and ultimately supervised teaching assistants hired through the academic support office. I worked closely with the director of the academic support program and I saw her daily interactions with students and the various programs she developed. I worked with her for most of my law school career and thought I knew all there was to know about academic support work. One thing I did not realize was that your personality and the culture of the law school dictate the various duties one might undertake. I have a student affairs background so many of the things I do are rooted in student development theory. I try to be aware of the needs of students who are also parents and have early morning, evening, and weekend meeting options for them. I try to recognize when it is important to have personal discussions rather than focus on the planned academic task. I try to attend various programs put on by student groups to support my students as they take on leadership roles. I meet with students on weekends and away from the law school building to help them regroup and begin their journey to sit for the bar exam a second time. There are a number of other things that most don’t know I do. I do these things because my students inspire me and I am personally invested in their success. Others invested in me and I hope that my students believe I invest in them. Imagine a world without teachers?
Tuesday, November 15, 2016
Scott Johns serves of Law as a Professor of the Practice of Law and Director of the Bar Passage Program at the University of Denver Sturm College. Twice per year during the bar exam seasons, Scott runs a post-graduate Bar Success Program helping graduates develop the confidence and the competence to pass the bar exam. The program’s focus is on active learning through substantive problem-solving workshops and mock bar exams to include individual feedback for numerous writing projects. During the academic terms, Scott teaches primarily in the field of Legal Analysis Strategies with additional periodic courses on Constitutional Law Individual Rights, the First Amendment Religion Clauses, and Immigration and Asylum Law. Previous to the University of Denver, Scott got his start in academic support in Southern California teaching first at Whittier Law School as an Associate Professor and Interim Director of Academic Support and Bar Passage and then at Chapman School of Law as Director of Academic Achievement.
Prior to academics, Scott served as a law clerk in federal court and then worked as an immigration litigator and national security attorney within the U.S. Departments of Justice and Homeland Security. Prior to law school, Scott served as a pilot and flight safety officer in both the U.S. Air Force and the airline industry. Surprisingly, Scott’s formal pedagogical training about active learning occurred in preparation for his assignment as a military instructor pilot teaching undergraduate pilot training for aspiring Air Force aviators with coursework in educational psychology, curriculum and design.
Outside teaching, Scott has dabbled in empirical scholarship with a recent article evaluating whether bar passage interventions were statistically beneficial and a second article examining whether the bar examiner’s claim, namely, that bar exam rates are historically down, was in fact empirically due to declines in LSAT scores. Empirical Reflections: A Statistical Evaluation of Bar Exam Program Interventions, available at http://louisvillelawreview.org/printcontent/54/1/35/scott_johns-empirical_reflections_statistical_evaluation_bar_exam_program_interventions; Testing the Testers: The National Conference of Bar Examiner’s Claim and a Roller Coaster Bar Exam Ride, available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=284241
Outside law school activities, Scott enjoys hiking, mountain biking, and participating in church activities with his family.