Tuesday, March 15, 2016
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.
Monday, March 14, 2016
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:
- What aspects of your life do you procrastinate in? Examples: academics, employment, finances.
- How often do you procrastinate in these aspects of your life? Examples: daily, weekly, monthly, rarely, sometimes, frequently.
- What types of tasks trigger your procrastination? Examples: writing papers, studying for exams, project deadlines, balancing the checkbook, housecleaning.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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:
- 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.)
- 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.
- 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.
- 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.
- 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.)
- 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)
Sunday, March 13, 2016
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
Friday, March 11, 2016
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
Thursday, March 10, 2016
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)
Wednesday, March 9, 2016
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 firstname.lastname@example.org no later than March 21, 2016. Late submissions will not be accepted.
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
2nd Call for Proposals – Diversity Focused Presentations
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.
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).
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:
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.
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.
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.
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.
Proposals must be submitted to no later than March 15, 2016. Late submissions will not be accepted.
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.
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 email@example.com to request information on becoming a sponsor.
If you have any questions, please contact the Program Committee at:
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-
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:
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.
Tuesday, March 8, 2016
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)
Monday, March 7, 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.
Members- $100 (plus $35 membership fee)
More details regarding registration are coming soon!
Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556
Wednesday, March 2, 2016
Call for Proposals: “The Arc of Your Career” Revisited
2017 Annual Meeting
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 firstname.lastname@example.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
Tuesday, March 1, 2016
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)
Monday, February 29, 2016
Below is a press release from Aaron Taylor, Director of LSSE, regarding the upcoming report release:
Sunday, February 28, 2016
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
Saturday, February 27, 2016
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
Friday, February 26, 2016
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)
Thursday, February 25, 2016
Nova Southeastern University
Employee First Name:
Employee Last Name:
Position Title Director, Critical Skills and Academic Support Program
Position Number 992657
Job Category: Exempt
Job Group: 106-Academic-Related Dir/Mgr
Center/Department Shepard Broad College of Law
Job Grade/Level: 91
Type of Shift: Non-Faculty Full time
Benefits Eligible: Reg FT w/Benefits
Pay Basis: Annually
Reports to: (TITLE) Dean, Shepard Broad College of Law
Reports to: (POSITION NUMBER) 992879
The Director of Critical Skills and Academic Support administers and assesses the existing critical skills, academic support, and bar preparation programs, and executes strategies designed to strengthen academic success, focusing on initiatives to increase bar passage rates.
Essential Job Functions:
1. Administers all aspects of critical skills instruction, individual academic support services, and bar examination preparation for students and graduates, including teaching in and/or administering the relevant courses.
2. Develops programs, workshops and events that provide academic assistance for all students to improve foundational skills including logic, critical reading comprehension, essay writing, legal issue identification, and legal analysis skills.
3. Plans and organizes workshops designed to assist students as they develop and improve legal study and test-taking skills, bar application and admission process, and preparation to enter law practice.
4. Designs and implements assessment tools to identify "at-risk" students at each phase of their program participation to provide relevant remediation for each student to help improve retention and bar passage.
5. Designs and implements innovative academic and bar readiness programs.
6. Develops learning outcomes, exercises, and assessment tools designed to help students develop into self-regulated learners consistent with College of Law strategic goals, ABA accreditation, and SACS accreditation requirements.
7. Counsels and works with students in individual and small group sessions, and providing intensive support for graduates during the bar review period as they prepare for the bar exam.
8. Collaborates with commercial bar review programs, works with the alumni department on the alumni mentoring program, tracks at-risk students, develops assessment tools, and prepares bar exam statistics and reports.
9. Implements a program to track and report bar passage information and programming assessments with outcomes focused on improving existing programs.
10. Represents the College of Law at and participates in outside conferences and other events organized for and/or by bar preparation or academic support professionals.
11. Performs other duties as directed by the Dean.
Marginal Job Functions:
1. This position demands some work on evenings and weekends.
2. Ensures compliance with University policies and procedures, county, state, federal regulations and accreditation requirements.
Required Knowledge, Skills and Abilities:
1. Superior writing, analytical, interpersonal, organizational, managerial, and communication skills required to work with a diverse student body.
2. Knowledge of legal theory and analysis necessary to succeed in law school and on the bar examination.
3. Ability to handle sensitive and confidential information in a responsible manner.
4. Demonstrated ability to lead a team and manage programs effectively and efficiently.
5. Flexible and team-orientated.
Required Education: Juris Doctorate
- Minimum of three years education and law teaching experience, academic counseling, tutoring or experience in an academic success and bar preparation programs.
2. Demonstrated administrative and supervisory experience, and engaging presentation skills.
3. Experience with curriculum design, including an understanding of educational learning theory, best practices in teaching pedagogy, and individual learning styles.
4. Understanding of disability and multicultural issues, and ability to build rapport with students having academic challenges.
1. Familiarity with outcomes based assessments.
2. Ability to think critically and innovatively about measuring student academic progress.
Is this a safety sensitive position (are applicants potentially subject to drug testing)?
Safety Sensitive Policy.
Does this position require a criminal background screening?
Budget Year: FY17
Job Description Disclaimer These statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required.
ADA Addendum Nova Southeastern University is in full compliance with the Americans with Disabilities Act (ADA) and does not discriminate with regard to applicants or employees with disabilities, and will make reasonable accommodation when necessary.
Monday, February 8, 2016
Now that you have had some time to settle into your courses, you can evaluate your plan of attack for each course. Here are some things that you want to consider:
• Re-read your syllabus yet again to make sure you understand everything that you need to know about the course: the learning objectives, suggested supplements, assignment details, deadlines.
• What amount of time do you need for really good class preparation in each course?
Really good class preparation means that you are focused on learning and understanding the material and not just skimming it.
Really good class preparation means that you are taking responsibility for learning and understanding the material and not expecting the professor to spoon-feed the information to you as many undergraduate courses do.
Class preparation can include a variety of tasks depending on the course; some of those tasks may be the following:
Reading and briefing cases
Reading code/rule sections
Answering questions at the end of chapters
Answering study questions handed out by the professor
Completing worksheets or problem sets
Preparing practice-like documents (contracts, business plans, interrogatories, closing statements, wills, etc.)
Class preparation should include answering the questions that you know your professor always asks every class period.
Class preparation should include thinking about the material on two levels:
In-depth understanding of the separate cases, articles, etc.
Synthesis of how separate cases, articles, code sections, etc. work together and give meaning to the subtopic/topic
Look ahead in your syllabus to see if future assignments will get longer and in your casebook to see if future topics look more difficult – plan accordingly for the time you need to add for class preparation.
• What level of difficulty are you having with the course material at this point?
If you are concerned about a course, talk to the professor about specific study strategies and supplements that might help you with the material.
Evaluate how well you are understanding the course material.
Look through your class notes and briefs to determine where you have gaps in your understanding.
Determine how you will fill in any gaps: study aids, talking to the professor, talking to classmates, or other methods.
Outline all of the material that has been covered so far and ask these questions:
Does my outline just cover the gist of the material without any depth of understanding?
Does my outline help me inter-relate cases/code/etc. into the subtopics and topics?
Am I too bogged down in detail and irrelevant material?
Will my outline help me solve new legal problems (example, fact scenarios) that I have never seen before?
If you outline is incomplete and unrelated to problem-solving, fix the problems now.
Plan on-going strategies that you can implement to improve your understanding for each course.
• What resources do you have for the course that will help you apply the material that you are learning throughout the semester as you review topics or subtopics? Remember to increase the difficulty of practice questions as you review topics more thoroughly.
Study aids with practice questions
Practice questions on the professor’s course website
Problems or hypotheticals in the course materials
For 1Ls, tutoring practice questions
Draft-and-swap question opportunities with friends
Exam database for your law school
• For paper courses, plan out your research and writing and begin tasks now rather than procrastinating.
What deadlines are required by your professor: topic approval, paper outline, initial bibliography, drafts.
Break down larger tasks into small steps so that you do not get overwhelmed.
Set an artificial deadline two days before each deadline and work toward that earlier date. You will have more time for edits and rewrites if necessary rather than last-minute panic.
• Look ahead at your calendar and plan how you will get work done beforehand if you have weekends out-of-town, team or BOB competition weeks, or family events to attend.
Evaluate how well your plans are working periodically during the semester. Tweak or rework as needed. (Amy Jarmon)
Saturday, February 6, 2016
Friday, February 5, 2016
The AALS Teaching Methods Section plans to host an exciting program called “Reaching Students Effectively: Contemporary Challenges and Opportunities in Legal Education” at the 2017 AALS Annual Meeting in San Francisco (January 3-7, 2017). Here is our current vision of the program, followed by the call for proposals:
Reaching Students Effectively: Contemporary Challenges and Opportunities in Legal Education
We are in the midst of a time of great change in legal education. We face new obstacles and new opportunities as we work to find the best means of engaging and teaching today’s law students. As part of this program, we will ask panelists to spotlight effective teaching methods for overcoming new challenges and embracing new opportunities in one or more of these topic areas:
1. Technology (whether used by students inside or outside of the classroom or by educators to teach inside or outside the classroom)
2. Student emotional intelligence or self-awareness
3. Student aptitude (particularly if perceived to be lower due to recent admissions trends)
4. Changing law market needs and demands (e.g., of prospective employers)
5. Developments in learning theory, research, and literature
We hope addressing these topics
will help to ignite a broader dialogue about the challenges and opportunities presented by teaching and learning inside and outside the modern law school classroom. By program’s end, attendants should have some concrete ideas for teaching in their own classes in new and inspiring ways.
We welcome one-page proposals that address effective teaching methods for overcoming new challenges and embracing new opportunities with respect to one or more of the topic areas, as posed by the program description above. In responding, please keep in mind:
• The proposal may address any law school substantive course area, but we hope for the audience (presumed to include educators that teach in a broad variety of course areas) to be able to relate the presented methods to their own classes.
• Proposals featuring any type of interactive learning exercise that will engage the audience — especially a method used by the presenter with her or his own students — will be greeted with heightened enthusiasm.
Please submit proposals to the Program Chair Professor Michael Bloom via email at email@example.com by
March 1, 2016. The program committee looks forward to reviewing
and to learning about your innovations and ideas for making legal education in the modern era come alive for our students.
MICHAEL L. BLOOM
Director, Transactional Lab & Clinic
Clinical Assistant Professor
Univ. of Michigan Law School
Thursday, February 4, 2016
Please join me welcoming Louisa Heiny to our community. Louisa began at University of Utah Law School in January 2016. Please take the time to chat with her when you see her at regional or AASE events!
Her faculty profile can be found here: Louisa Heiny. Below is a short introduction that she shared so all of you can get to know her:
I am an Associate Professor/ Lecturer at the University of Utah Law School. I teach Evidence, Judicial Process, and Legal Writing for Judicial Clerks. I've been teaching at Utah as an adjunct for since 2010, and before that was a Professor of Legal Writing at the University of Colorado Law School. I was hired full time in January to teach, develop ASP programs for upper-division and transfer students, and integrate those new programs into our existing 1L ASP and Bar prep programs.
Wednesday, February 3, 2016
Please welcome Nicole Lefton who joined the Hofstra ASP/Bar Prep community in mid-January 2016. Please make a point of introducing yourselves to her at the next regional conference or AASE! Nicole shared the following information with us so you can get acquainted with her:
Nicole Lefton joins Hofstra as the Director of Academic Support and Bar Exam Preparation and a visiting professor. Prior to Hofstra, Nicole was the Senior Director of Academics at Kaplan Bar Review, where she worked for close to eight years. In addition, she taught Legal Writing and Lawyering Skills for several years to both JDs and International LL.M.s at Cardozo School of Law. Nicole graduated from Vassar College, and she received her JD from Cornell Law School. After graduating from Cornell, she joined the law firm of Rosenman & Colin as a real estate associate. She then joined Brownstone Publishers, a national, legal newsletter publisher, where she began as an editor and eventually became editor-in-chief. Nicole is admitted to the New York State Bar. She resides in New York City with her husband and two sons.