Wednesday, February 15, 2017
In February, some celebrate Black History Month but at our law college we celebrate Diversity Week. Diversity Week is a celebration of diverse aspects of our community and raises awareness of various issues affecting our law college community, surrounding communities, and the legal profession. Diversity week is celebrated for a full week in February and the theme this year is Pulse Check. This week of events and programs has allowed me to reflect on my past experiences as a black law student and on the manner in which I engage with law students generally and black law students specifically. I interact with black law students quite a bit by virtue of my community involvement and service to the law college. I serve as advisor to the Black Law Student Association, volunteer with affinity groups, and serve as an ASP professional. My black students hail from various states and countries and were raised in rural and urban settings. They are first generation college and law students. They are parents, immigrants, and children of immigrants. They have various political and social affiliations. In sum, I interact with a very diverse group of black law students.
Socio-cultural backgrounds do not always change the experiences they share which are similar to mine as a black law student. When I encountered challenges I thought unique to me as a black law student, I had very few individuals I could turn to for help navigating these experiences so I am glad to help others. I do not always have an answer but I can empower, encourage, and help students manage a variety of experiences. Some students experience stereotype threat through verbal or non-verbal interaction in class or with classmates who sometimes perceive a black student’s academic ability and intelligence as inferior. I have seen the brightest students have their confidence shaken by a comment or remark that attacks the core of who they are, minimizes what they bring to discussion, and delegitimizes the reasons why they are in the law school. Other black students never encounter this and appear to have very positive experiences so it is important to recognize that everyone has unique experiences.
I am lucky to be at an institution where our Diversity Officer is readily accessible and her office serves as a place where several students of color converge to meet, build community, and support one another. The Diversity Officer creates opportunities for students to discuss issues related to their experiences as students of color and possible challenges as legal professionals. All I have discussed here might seem unrelated to academic performance but it does have a significant impact. How students feel and the support networks they are able to develop are important. We are here to help students achieve their dreams which entail completing their legal education and passing the bar exam. We need to pay attention to the individual and each encounter is a possible transformative moment in the life of a student. (Goldie Pritchard)
Tuesday, February 14, 2017
A parade of sick students has marched through my office for the last several weeks, so I was not surprised when I finally succumbed myself last week. Just like my students though, I had tried to soldier on for a day and a half and get my work done rather than give in and visit the doctor at the very first signs. (My doctor kindly did not roll her eyes at me when I stated that I guessed I would be home in bed for a few days.)
As I lay in bed for four and a half days feeling really sick, I reminded myself of all the reasons why we tell our students to go to the student health center, stay home in bed, and get well. All we do if we persevere is get more ill, prolong our illnesses, and possibly pass our germs on to others.
So, the voice of consequences (if not wisdom), intones this advice to one and all: Go to the doctor, climb in bed, and stay there until you are well. Do not keep showing up for class. Do not infect your fellow students, faculty, and staff. Do not fool yourself into thinking you are being noble or heroic to continue in your academic slog.
For those of you who can, stay well. For those of you who cannot, face reality and go to bed.
Happy Valentine's Day. Hoping yours is germ free.
Hat tip to Professor Louis J. Sirico of Villanova for his post on the Legal Writing listserv recommending an article on advice for students nervous about public speaking. The information he gave is here:
Mark Cooney has written a helpful article in the ABA’s Student Lawyer: “It’s OK to Get Nervous.” His advice on public speaking: “Always nervous, but never scared.” I think this is a very helpful article to pass on to students. You can access more on the Legal Skills Prof blog. http://lawprofessors.typepad.com/legal_skills/2017/01/public-speaking-always-nervous-but-never-scared.html
Monday, February 13, 2017
POSITION: Assistant Director for Academic Success and Bar Preparation Services
DEPARTMENT: Academic Success and Bar Preparation Services
DATE POSTED: 02/10/2017
The Assistant Director for Academic Success and Bar Preparation Programs will participate in the development and implementation of a comprehensive program that partners with students and alumni from admission through matriculation and bar passage. The Assistant Director is primarily responsible for academic success within the College of Law and responsibilities will include assisting students with academic skills to be successful in law school, planning and presenting academic skills workshops, academic counseling, and coaching alumni who are studying for the bar exam.
- Assists students with academic skills to be successful in law school.
- Planning and presenting academic skills workshops.
- Collaborates with faculty members to implement academic success strategies within the curriculum.
- Provides academic counseling to students seeking assistance with study techniques and exam preparation.
- Reviews student work product to provide analysis and feedback to help students improve legal writing skills and exam preparation strategies.
- Develops and presents academic skills workshops for first-year students, focusing on time management, note taking, and preparing for classes and exams.
- Works closely with at-risk students academic strategies.
- Bar Preparation Counseling
- Meets with students in their final semester to begin developing an individualized approach to the bar exam.
- Develops and presents bar preparation workshops for all students, providing information on long-range planning and the skills required to pass the bar exam.
- Answers general student questions related to completing the Florida Bar Application.
- Communicates with commercial bar review companies to coordinate student services.
- Helps College of Law alumni to create individual study plans and strategies for passing the bar exam.
- Coaches individual alumni as they prepare for the bar exam through regular meetings, reviewing sample bar exam essays, and providing feedback and analysis based on their performance.
- Develops and maintains the Academic Success, Bar Preparation and, Bar Prep Portal website.
- Assists in planning and presenting at New Student Orientation.
- Participates in campus-wide initiatives in collaboration with other student services offices to provide a comprehensive and meaningful academic experience for Stetson students.
- Performs all other duties as assigned.
- Sound judgment and discretion sufficient to build relationships with students and colleagues that foster trust and cooperation.
- Ability to develop rapport with students in an individual counseling setting.
- Ability to complete tasks in an expeditious and courteous manner.
- Ability to collaborate in order to build highly effective academic outcomes.
- Work collaboratively with academic success and bar preparation team.
- Sufficiently strong minded so as to impart unambiguous directions to students who need motivation, both in law school and on the bar exam.
- JD degree from an ABA accredited law school required
- Member attorney in good standing required
- At least one to three years’ experience in academic success program preferred.
- Member of the Florida Bar preferred.
- High level of organization, flexibility, sound judgment, and interpersonal skills.
- Strong written and verbal communications skills.
- Large group and small group presentation ability.
- Ability to maintain confidentiality pursuant to FERPA and other regulations.
- Ability to conduct basic statistical analysis, preferred.
- Teaching experience helpful
- Must establish and maintain positive working relationships within department and College of Law.
- Must be a dependable, responsible contributor committed to excellence and success.
- Flexibility to work outside the normal assigned schedule when requested.
- Computer skills include: Proficiency in MS Office (Word, Excel, PowerPoint, and Outlook), required.
Please visit http://www.law.stetson.edu/jobs. Click on How to Apply to complete the secure online application and upload your resume. You may also mail your cover letter/resume/application and salary requirements to Human Resources Office at 1401 61st Street S, Gulfport, FL 33707 or email to firstname.lastname@example.org Resume review will begin on February 27, 2017. The position will remain open until filled.
The Stetson University community is dedicated to being one of inclusive excellence, where people from all backgrounds can live, learn, work and contribute.
Stetson University is an Equal Opportunity Employer that affirms cultural diversity and inclusion as a core value of academic excellence at Stetson University. We are committed to achieving equal access in education, employment, and participation through the recruitment and retention of outstanding faculty, staff, and students from diverse backgrounds, and to meaningful academic and intellectual transformation in curriculum, research and service. We are dedicated to actions and policies that foster a community in which individuals with various identities, cultures, backgrounds, and viewpoints work together to create opportunities for engagement through rewarding and fulfilling careers and personal experiences in a culturally and racially diverse society and a globalized world. We strongly encourage members of historically under-represented and economically-disadvantaged groups and women to apply for employment. Stetson University is an EEO, ADA, ADEA, and GINA employer.
University of Kentucky College of Law
Advertisement for Director of Academic Enhancement/Assistant Professor of Legal Research & Writing
The University of Kentucky College of Law invites applications for the position of Director of Academic Enhancement and Assistant Professor of Legal Research & Writing beginning in the 2017-2018 academic year. The successful candidate will oversee all aspects of the Academic Enhancement program at the College of Law. This includes planning the Academic Enhancement Pre-Orientation Legal Reasoning program, teaching regular Academic Enhancement workshops, and continuing to enhance the College of Law’s Bar Exam Support program.
In addition, the successful applicant will usually teach one section of legal writing in the first-year Legal Research and Writing course. The course is a year-long, four-credit course that introduces first-year law students to legal writing, analysis, and research. Law librarians teach the research component of the course, which is approximately 1 of the 4 credits. Thus, the new faculty member must be able to work collaboratively with other faculty involved in the Legal Research and Writing program.
The position offers an initial contract as Director of Academic Enhancement and Assistant Professor of Legal Research and Writing (clinical title series) for a term not to exceed three years. After the initial appointment period, the successful candidate will be eligible for renewable five-year appointments. The salary will be commensurate with experience. This is a twelve-month appointment due to the requirements of the Academic Enhancement program.
Qualified candidates will have a J.D. degree from an ABA-accredited law school, a distinguished academic record, strong analytical, writing, and research skills, and substantial legal-practice experience (a minimum of three years is strongly preferred). Experience teaching in higher education and knowledge of adult learning theory is preferred.
Applicants should submit a cover letter, C.V. or resume, writing sample, and at least three references. Apply online for requisition # FE00870 at www.uky.edu/hr/ukjobs. Applicants who submit their materials by March 1, 2017, are assured consideration, but applications received after that date will be reviewed until the position is filled. For further information, please contact Scott R. Bauries, Chair of the Appointments Committee, at email@example.com.
The University of Kentucky College of Law is an Equal Opportunity/Affirmative Action Employer.
- The position advertised:
__ a. is a tenure-track appointment.
_X_ b. may lead to successive long-term contracts of five or more years.
__ c. may lead only to successive short-term contracts of one to four years.
__ d. has an upper-limit on the number of years a teacher may be appointed.
__ e. is part of a fellowship program for one or two years.
__ f. is a part-time appointment, or a year-to-year adjunct appointment.
- The professor hired:
_X_ a. will be permitted to vote in faculty meetings (with some limitations).
__ b. will not be permitted to vote in faculty meetings.
- The school anticipates paying an annual 12-month base salary in the range checked below. (A base salary does not include stipends for coaching moot court teams, teaching other courses, or teaching in summer school; a base salary does not include conference travel or other professional development funds.)
___ over $120,000
_X_ $110,000 - $119,999
_X_$100,000 - $109,999
_X_ $90,000 - $99,999
_X_ $80,000 - $89,999
_X_ $70,000 - $79,999
___ $60,000 - $69,999
___ $50,000 - $59,999
___ less than $50,000
___ this is a part-time appointment paying less than $30,000
___this is an adjunct appointment paying less than $10,000
- The number of students enrolled in each semester of the courses taught by the legal research & writing professor will be:
_X_ a. 30 or fewer
_X_ b. 31 - 35
_X_ c. 36 - 40
__ d. 41 - 45
__ e. 46 - 50
__ f. 51 - 55
__ g. 56 - 60
__ h. more than 60
Friday, February 10, 2017
Writing papers is a drag. I think it's a safe generalization to say that most students, when faced with a writing assignment, start down the primrose path of procrastination, which pushes people to panic and plot putting down their pencils in the p.m. instead of producing a page of proper paragraphs or poetic prose, probably producing protracted palsy and palm sweat with poisonous prophecy and postgraduate poverty, prayer, and pupil pressure.
Basically, anticipating starting the work is the worst part.
So, instead of waiting until you have a few clear hours or a clear day to do your work (in most cases, seemingly the day before it is due), try to do a little bit every day as soon as you get the assignment. Fifteen or 30 minutes every day adds up, and once you get started, your brain will likely come up with ideas during your downtime, making the entire project a lot easier and giving you time to edit and rethink the way you might be analyzing or phrasing things.
If you don't believe me, believe Tom Petty:
Thursday, February 9, 2017
I just came out of a great conference. However, it wasn't a great conference because it made me feeling better. In fact, I left the event realizing how far I often fall short of the mark as a teacher. But, it was great...in the sense that I learned (or perhaps re-learned) some key principles...that I can bank on in trying to BECOME a better teacher.
So, let me cut to the chase. Based on the principles shared by conference leader Dr. Maryellen Weimer, Professor Emeritus at Penn State University, I started to think that I might be trying too hard to teach my students. That's right. I might be trying so much to help my students learn that I leave very little for them to do, which is to say, that I leave them no room for learning.
You see, according to Dr. Weimer, I can't actually "learn anything for my students." Rather it's my students that are the learners. And, to be frank, learning is just plain hard work. It's messy. Its discomforting. It's even downright excruciating sometimes. But, I often don't want my students to feel that sort of uncomfortable frustration that is required to generate real learning. Or, as Dr. Weimer put it, "we are often doing a lot of the hard messy work of our students" by making decisions for them, which, if true, means that our students are not truly learning. In short, we are just teaching them to be dependent on us rather than coaching them to succeed as independent learners, to put it in my own words.
So, my sense is that my students need less of me as a teacher and more of me as a coach. They need me to step out of the limelight, to give them fresh air to try, to let them work hard and ponder mightily as they grapple with the course materials. That's because learning is personal. It therefore requires lots of practice. It requires deep engagement in the materials. It requires sometimes (or even often) failing.
But, as Dr. Weimer pointed out, my students often do not see me fail. Instead, they often see me demonstrating how to succeed (i.e. teaching!). But, I didn't learn the materials through success. Rather, I learned the materials through lots of rough 'n tumble practice (and that means through lots of trials, errors, and downright embarrassing mistakes).
So, Dr. Weimer encouraged me (us) to open up with our students, to admit our mistakes, to let our students have empowered agency to personally engage with the materials. In short, it's time for me to teach from the sidelines, and, that means that I am not "making the big plays for my students." Instead, I am their coach on the sidelines and they are the players moving the ball downfield as learners. That's a game that I am excited about watching. Oh, and by the way, taking Dr. Weimer's words to heart, I admitted to my students just today that I have made lots and lots of mistakes on the path to learning how to become a lawyer, and it was through walking through those experiences that I truly learned. (Scott Johns).
Tuesday, February 7, 2017
Information about this April 27-28 conference was recently posted to the ASP Listserv. The information is here: Download ASP-L6688 AMLSDP - Conference Hotel Rooms Available.
Monday, February 6, 2017
Through The Learning Curve, we hope their works here can enrich all of our work in law teaching and support. And if you have something to contribute to the conversation, the submission deadline for next issue of The Learning Curve is March 15, 2017. Articles should be 500 to 2,000 words in length, with light references, if appropriate, and attached as a Word file. Please send your submissions to LearningCurveASP@gmail.com.
The Winter 2017 issue of The Learning Curve is here: Download The Learning Curve (Winter 2017).
Sunday, February 5, 2017
5th Annual Southwestern Consortium of Academic Support Professionals Workshop
Outside the Box: Creative Strategies in Academic Support
at University of Texas School of Law in Austin, Texas on March 3, 2017
The Southwestern Consortium of Academic Support Professionals will host a one day conference focused on creative solutions to help students succeed. ASP departments face the daunting task of reaching a new generation of learners with diminishing budgets. Academic Support Professionals must adapt faster than most in academia, so we hope to provide a range of ideas to help all programs from first-year to bar passage.
Registration is open to anyone interested in academic support. The registration form is attached. Return it to Elizabeth Bangs at firstname.lastname@example.org. UT School of Law is located in Texas’ capital city of Austin. Austin’s music scene and beautiful weather will make this a great place to visit in early March.
A block of rooms has been reserved at the AT&T Executive Education and Conference Center at 1900 University Avenue, Austin, TX 78705. This hotel is located on campus. You can book your room online at https://resweb.passkey.com/go/UTLAWA0317.
Conference Dinner – March 2nd
The University of Texas School of Law is hosting an awesome dinner cruise on Lady Bird Lake Thursday night prior to the workshop. It will be a can’t miss event with a cash bar. A bus will pick everyone up at the hotel around 5pm and bring everyone back after the cruise. Please let us know if you plan to attend the dinner so we have an accurate count.
If you have any questions, please feel free to contact:
Steven Foster (email@example.com)
Director of Academic Achievement at Oklahoma City University
Elizabeth Bangs (firstname.lastname@example.org)
Assistant Dean for Student Affairs at University of Texas School of Law
(See the ASP Listserv announcement for the attached Registration Form.)
Dinner for anyone arriving early.
9-9:50 – Using a Practical Skills Curriculum to Improve Academic Success – Ellen Pryor and team from UNT Dallas’ School of Law
10-10:50 – Practical Methods to Integrate a Growth Mindset into the Curriculum – Carrie Sperling from the University of Wisconsin School of Law
11-11:50 – Utilizing Early Assessment Tools to Help At-Risk Students in First Semester – Camesha Little and DeShun Harris from Texas A&M University School of Law
12-12:50 – Lunch
1-1:50 – A Deep Look at Variables that Predict Bar Exam Outcome – Cassie Christopher from Texas Tech School of Law
2-2:50 – Providing the Last Piece of Supplemental Instruction to Get Students Passed the Bar – Scott Johns from the University of Denver’s Sturm College of Law
Saturday, February 4, 2017
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 New York Law School on March 31st. This will be an 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 interactive/experiential learning and academic support. What new ideas do you have for interactive ASP exercises? Is the new emphasis on experiential learning inherently ASPish? Is ASP inherently experiential? Is there any tension in the curriculum between the two? Any and all insights, discussions, ideas or activities on this topic will be welcome.
One thing that makes all ASP gatherings exciting has always been our unique emphasis on collaboration—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 more to our morning’s theme or to the open-ended part of our day. 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 workshop is not a formal conference, there will be no fee to attend.
We hope to see many of you soon!
Kris Franklin Linda Feldman
New York Law School Brooklyn Law School
Friday, February 3, 2017
If you are taking the February Bar exam, remember there are several easy things you can do to score points:
- On the MPT, follow the directions -- If the task memo says that argument titles have to contain a legal argument or that you don't need to talk about some issue, make sure you do what it says. Imagine if you were writing whatever the assignment is for your boss or a judge -- imagine how ticked he or she would be if you didn't follow a simple direction.
- Pretend essay and MPT questions are real life -- Don't view the bar exam as some abstract hoop you have to jump through. What would real people do in this situation? For example, if you were in court trying to convince a judge that a child of divorced parents should be allowed to move to a different state, would you say "The wife has put things in place to keep the husband involved in their child's life" or would you say "Wife has installed FaceTime on her child's computer, set up a weekly FaceTime date with husband, bought Xbox gold so father and child can play Halo together, and scheduled a trip every 15th of the month for child to see father"?
- Plan for the worst on bar exam day -- Study so much that it doesn't throw you off your game if your computer catches fire or the person next to you cries. Have a backup plan for getting to the bar exam if there is a transit strike or your car is stolen.
- Don't panic if you don't know the exact rule -- Even if you have never studied family law, you could probably guess that the best interests of a child include mental and physical health, friends, and his or her relationship with his or her parents. Even if you don't remember the elements for adverse possession, you could probably guess it needs to be open and notorious, and that you don't necessarily get the entire parcel if you just possess part of it.
- Always build around a rule -- IRAC is your friend! If you don't state some clear rule in the first or second sentence of an essay, you're probably just rambling.
- Don't skip MBE questions -- You only have 1.8 minutes per question -- how is coming back later going to help?
- Don't talk yourself out of MBE answers -- You've studied and gone to law school. Most of the time, your first choice is more likely to be right than the second one that you only chose because you spent 30 seconds talking yourself out of the first choice.
- There's not a lot of new things under the sun -- More than likely, questions and essays will focus on that subject's major points of law (i.e., negligence, diversity jurisdiction, intestacy, etc.). Do a lot of practice questions in those areas.
- This is not the time to be nice to yourself -- You only have a few weeks left, so study as much as you can. You can relax and kick back later.
- For the love of all that is good, stay off the Internet -- Salt-throwing cooking videos are fun, but not helpful. Social media political discussions are pointless. You will not miss anything important if you take an Internet (and phone) break for the next few weeks. If the earth is visited by aliens, someone will let you know.
- Keep everything easy -- The Commodores -- Easy (Alex Ruskell)
Thursday, February 2, 2017
Here's a list of friendly "to dos" as you prepare for success on your bar exam (adapted from Pass the Bar!):
- Confirm the exam location, times, transportation solutions, and parking locations, etc.
- Pack your bar exam items (i.e., baggies, pencil sharpeners, extension cord, etc.).
- Plan your lunches (i.e., bring a cooler-filled lunch in case the lines are too long at restaurants).
- Test your games plans and memory for each subject area (two subjects per day) by rehearsing, writing, talking, singing, etc., your lines.
- Practice 34 MBE questions per day & one essay question to keep you in the flow for success.
- Get exercise every day!
- Start going to bed early to adjust for bar exam time!
- Plan how you'll celebrate once all of the hard work of bar exam preparation is successfully completed in just two weeks.
- And, remind yourself daily why you will pass your bar exam! (Scott Johns)
Wednesday, February 1, 2017
Most bar review programs include a simulated practice exam which might be a full MBE, a full written day, or a combination. First time bar takers might be apprehensive about completing the simulated exam under timed circumstances but they typically complete the task because they are fearful of not doing what they need to do to be successful on the bar exam. For repeat bar takers, it is a little more of a challenge. Repeat bar takers hold on to memories of all of the effort they previously put forth and the negative result it yielded. Often, these students might either start but never finish the simulated exam or complete the simulated exam but experience emotional trauma. For students who finish the task, the raw score is a verdict on how they will perform on the exam. When things seem to fall apart, this is the time to remain optimistic, not give up, and expect the best. Keeping the exam in perspective is imperative.
The bar exam is only a few weeks away so be realistic about what you can accomplish in the weeks and days to come, cater to your weaknesses because what you are afraid of will show up on your exam, visualize the exam taking process, and be positive. Good luck to all of the February bar takers. (Goldie Pritchard)
Tuesday, January 31, 2017
I am Goldie Pritchard and I love what I do! I recognize that it is quite rare for one’s passion and proficiency to intersect but please do not think that I am not challenged on a regular basis. I serve as one of two Co-Directors of the Academic Success Program at Michigan State University College of Law (MSU-COL) and as Adjunct Professor. I have worked at MSU-COL for seven and a half years now and had the unique opportunity to create and establish the academic support program we currently have which is now an integral part of the law college. I started as Interim Director and later became Co-Director providing general academic support and bar exam preparation support. As an adjunct professor, I teach Effective Legal Analysis and Process, a 1L course and Problem-Solving in Contracts, a bar preparation course. For approximately two and half years, I served as Director of the Legal Education Opportunity, a conditional admission program MSU-COL no longer offers. When I was a law student, my mentor encouraged me to enter the academic support workforce but I resisted for a period of time. Who knew that years later, this would be the best professional move for me.
I also serve as advisor to the Black Law Student Association and participate in various support programs lead by the Diversity Services Office and targeting students of color. For my own professional development, I strive to stay engaged with the Academic Support Section of Association of American Law Schools (AALS) and Association of Academic Support Educators (AASE) by serving on committees. I had the opportunity to chair the ASP section program at AALS one year and to present at AASE another year.
Writing for the Law School Academic Support Blog has been a rewarding experience for me thus far. It gives me an opportunity to reflect on what I do, how I do it, how to maximize impact with limited resources, and how to best engage students in their learning. I am very grateful for this opportunity.
Monday, January 30, 2017
A number of states are banning the use of the new MacBook Pro with Touch Bar for the February bar exam because of issues with fully disabling the touch bar functions when using ExamSoft. ASPers at law schools may want to check out the recent chain of emails on the ASP Listserv. Some state bars have started posting official announcements on their websites. Keep a watch for what your state is doing.
Sunday, January 29, 2017
Saturday, January 28, 2017
Reposted from earlier:
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
Wednesday, January 25, 2017
On Friday, January 6, 2017, several brave souls woke up early to attend the Academic Support (ASP) Business Meeting scheduled for 7:30AM. Some had seen colleagues at presentations earlier in the week while others were seeing colleagues for the very first time. In true ASP fashion, someone at the business meeting suggested we move chairs into a circle and introduce ourselves. There was a mix of veteran, mid-career, and new ASPers. Aside from the usual flow of a business meeting, one of the key conversations addressed how to include ASPers who are unable to attend the Association of American Law Schools (AALS) Annual Meeting in the ASP business meeting.
The business meeting was immediately followed by the Section on Academic Support Program: “Why Academic Support Matters.” The Program was moderated by Professor Danielle Bifulci Kocal who also chaired the programming committee. Speakers included Louis N. Schulze, James McGrath, and Richard Sorrow. Topics discussed included alternative justifications for academic support, how to convince administration and doctrinal faculty to adopt proven learning techniques, and how to integrate academic support methods into doctrinal courses. The program was well attended; we all laughed at funny pictures and learned about a few helpful must-have books, resources and techniques.
Aside from programs led by the Section on Academic Support , several ASPers attended the AALS Hot Topic Program: “Declining Bar Exam Scores, the New Bar Pass Accreditation Standard, and Ensuring new Lawyer Competence: a Perfect Storm” which prompted much discussion.
AALS typically makes audio recordings of all of the sessions and makes them available to member schools. (Goldie Pritchard)
Picture of the Section on Academic Support Program courtesy of Professor Twinette Johnson
Friday, January 20, 2017
As your grades are coming in, you may be less than happy with how things are turning out. Use this to your advantage.
In all honesty, the best thing that ever happened to me during my college career was getting a C on my first English paper.
When I went to talk to the professor, a man who wore seersucker suits and looked like a cross between Mark Twain and Colonel Sanders, he said in his genteel Virginia-tidewater accent, “Is English your first language? Your name is Russian. Are you translating as you write?”
The unfortunate thing was that he was genuinely curious and English is my first and only language.
As painful as it was at the time, I truly believe that that C made me a better student — I learned that college was going to be a lot different from high school (where I got all As without doing much), figured out my mistakes, buckled down, and did a lot better in school than I probably would have had I never experienced that setback.
So, if you’re not happy with all of your grades -- what should you do? First, please email your academic success office to set up an appointment to talk. Every year, students in your position raise their grades in the spring semester and throughout the rest of their law school career – however, those that raise their grades address issues head-on and come up with a plan.
Second, you should go over your exams with your professors. Contact them to see how you go about doing so. Without looking at your exams, you won’t know what the problem was.
Everyone on the faculty, staff, and administration at your law school wants to do everything they can to help you succeed. Take advantage of what your law school has to offer.