Wednesday, July 13, 2016
The “practice run” through should be your priority. As a bar studier, you want to mentally prepare for the exam ahead and the best way to do this is to mimic the circumstances surrounding the bar exam. Next week is ideal for this type of activity because you are done with bar review and have a full week.
Read and Follow the Instructions
Know the policies of your exam site and the policies of the jurisdiction where you are taking the bar exam. Know what items are permitted and what items are prohibited. Ensure that you do not bring prohibited items such as cell phones, fitness trackers, or bar review books. Ensure that you bring necessary items such as admission ticket, identification card, laptop, and writing utensils. Know what type of behavior is prohibited and ensure that you comply. Review information included with your admission ticket and (re)visit your jurisdiction website for any policy updates.
Know the Structure of the Exam
Ensure that you know the dates of your exam and what component of the exam is administered on each of the days and in each of the sessions. If you have a three day exam (Tuesday, Wednesday, Thursday), then know what component of the exam is covered on each of those days. Know whether you have essays in the morning and performance tests in the afternoon or vice versa. Know what time each session begins and ends.
Practicing on the days and at the time of your exam a week before your bar exam is ideal. You may have only practiced one session (3 hours) of essays, performance tests, or MBE. You may have practiced a full day (6 hours) of MBE or a writing day practice but you have not done it in the same sequence as the bar exam. The goal of this exercise is to see how you maintain your stamina, how you engage with the material at the times you need to, and how you manage two or three days of testing in a row. It will likely be an exhausting process and plan to be unable to do anything each night. The focus of this exercise is not on assessing whether you will pass the exam based on your performance. Bar studiers focus on the score rather than on time management, energy, and the like. Adrenaline keeps you going on exam day but you are fighting fatigue from the past few months and you want to train your brain to engage when you need it to. This is also an opportunity to practice following the policies of your testing center and jurisdiction. (Goldie Pritchard)
Tuesday, July 12, 2016
UC HASTINGS COLLEGE OF THE LAW
The University of California Hastings College of the Law was founded in 1878 as the law department of the University of California and was the first law school in California. Over the years, it has built a legacy and reputation of being a preeminent institution comprised of renowned faculty committed to the study of legal theory and research, preparing students for careers in the judicial system, public service, and industry.
The College is redefining legal education through an experiential, interdisciplinary, and international approach to the law. By integrating rigorous academics with hands-on practice, the College is preparing its graduates to tackle the legal challenges—and leverage the opportunities—of the 21st century.
ACADEMIC AND PROFESSIONAL SUCCESS LECTURER
Academic and Professional Success
Classification: Level 3 / Class Code 1717 / Exempt / Full-Time / Benefited
Hiring Salary Range: $57,890-$81,034 (commensurate with qualifications)
Posting Date: June 24, 2016
Under the direction and supervision of the Associate Dean for Academic and Professional Success, the Academic and Professional Success lecturer will support the Legal Education Opportunity Program and the Academic Support Program, administer bar passage success programming, lead academic workshops, provide 1:1 academic support to individual students, coordinate student led programs, supervise student workers, and teach academic support classes, which might include courses described in the UC Hastings online course catalog as “Legal Analysis” and/or “Critical Studies.” Collect and analyze program data. The position is thus a combination of program administration, direct student tutoring, and classroom teaching.
Typical duties and responsibilities consist of, but are not limited to, the following:
Assist the Directors of the LEOP and ASP programs in the design and teaching of special workshops to improve the academic skills and bar passage rate of diverse students, including, in the case of LEOP, students from non-traditional backgrounds.
Assist in design and implementation of student led programs, including, hiring, training, and supervision of student workers.
Evaluate and provide written and individual feedback on student work product;
Counsel and advises individual students on various academic concerns;
Devise and implement bar passage success programming, including cultivating resources, improving the website, engaging with Student Services to do informational outreach to students, organizing summer bar prep programming for recent graduates;
Teaching Legal Analysis, Critical Studies, and other “Academic Success” classes;
Evaluate programming, e.g., by collecting and analyzing data.
EDUCATION AND EXPERIENCE
Juris Doctor Degree from an ABA-accredited law school;
Active membership in the California State Bar;
Some prior teaching, tutoring, and/or academic program administration preferred.
KNOWLEDGE, SKILLS & ABILITIES.
Strong legal writing, research, and analysis skills;
Strong organizational skills for tracking data and program materials (electronic and hard copy).
Knowledge of creative teaching methods for diverse populations with a focus on skills development.
Demonstrated ability to establish and maintain effective working relationships with faculty, alumni, staff, students, the public, and bar associations through responsive communications, pro bono activities, and professional presentations;
Must be available to attend occasional evening and/or weekend events.
Comprehensive medical, dental and vision insurance coverage
University of California Retirement Plan (defined benefit)
Generous vacation and sick leave
Thirteen paid holidays per year
Pre-tax Retirement Savings Programs
Flexible Spending Accounts for transportation-related, healthcare and dependent care expenses
THE HIRING PROCESS
To apply, please send a resume and cover letter to Incoming Associate Dean for Academic and Professional Success Morris Ratner at email@example.com.
Failure to provide the information as required on the application form including attaching a cover letter and a resume shall immediately disqualify an applicant from employment consideration.
Please Note: **This position has been designated as “sensitive” and requires a pre-employment background check.
Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please contact Human Resources if you require a reasonable accommodation to apply for a job. Examples of reasonable accommodation include making a change to the application process, providing documents in an alternate format, using a sign language interpreter, or using specialized equipment.
WHAT TO EXPECT
Applicants who meet the position requirements will be competitively evaluated to identify the individuals whose breadth and depth of experience and education most closely relate to the stated requirements and the needs of the College. Depending on the quality and number of the applications received, only the better qualified applicants may be contacted for an interview. The position is open until filled.
UC Hastings College of the Law is an Equal Opportunity Employer
Monday, July 11, 2016
The Elizabeth Haub School of Law at Pace University has an opening for its Associate Director of Academic Success position. A full description of the position and the qualifications necessary is posted on the Pace website: careers.pace.edu/applicants/Central?quickFind=55909 (best viewed in Firefox).
All applications should be submitted through the link on the website.
Sunday, July 10, 2016
Saturday, July 9, 2016
Associate/Assistant Director of Academic Skills Program
University of California, Irvine
School of Law
The University of California, Irvine School of Law invites applications for the position of Associate/Assistant Director of Academic Skills. The successful candidate will develop, enhance, and implement a program to assist students in the transition to law school, to promote their successful completion of the J.D. program, and to prepare them to sit for the bar exam. Ideally, the successful candidate will be available to begin on August 1, 2016.
UCI School of Law opened its doors to students in August 2009. The Law School’s innovative curriculum emphasizes hands-on learning, interdisciplinary teaching, research, and public service. With faculty recruited from top-tier law schools around the country, the Law School is uniquely positioned to build an institution that is relevant to law practice and legal scholarship in the 21st century and that pushes the frontiers of the profession. For more information, visit www.law.uci.edu.
The Associate/Assistant Director will promote the academic success of students at the Law School.
In collaboration with the Director of Academic Skills, the Associate Director of Academic Skills, the Assistant Director of Academic Skills, and faculty members, the Associate/Assistant Director will have the opportunity to:
- Develop curriculum for and teach third-year/post-graduation bar preparation programs;
- Develop curriculum for and teach first-year Academic Skills “Labs” and integrated exercises in doctrinal subjects;
- Develop workshop content and teach workshops for matriculating first-year students;
- Assist in developing curriculum and teaching second-year programs focusing on legal analysis and legal writing skills;
- Provide individual and small-group feedback on student practice exams and exercises;
- Manage department databases (e.g., internal shared drive, TWEN), create and administer student surveys to assess programming, create marketing materials, and coordinate with administrative assistants on logistics for department programs;
- Assist with hiring, training, and supervising student fellows to help administer various first-year student programs;
- Engage in professional development through collaborating with Academic Skills professionals at the local, regional, and national levels to present educational and innovative programs; and
- Assist in planning and managing the budget for first-year programs, student fellows, and books/materials purchases.
The Law School’s inaugural class graduated in the spring of 2011. The School projects total enrollment of approximately 350 students across all three classes in 2016-17. At full size, the School anticipates an annual enrollment of 600 students. With the School still in its growth stage, the Associate/Assistant Director of Academic Skills will have a rare opportunity to contribute to the design, development, and implementation of the Academic Skills Program. It is therefore expected that the successful candidate will examine and add to existing programs with the same spirit of innovation that characterizes the School. The successful candidate will be expected to exercise independence and judgment, drawing on past experience and careful analysis of the Law School’s particular needs.
Candidates for the position must have:
- A J.D. from an ABA-accredited law school and a record of academic and extracurricular success in law school;
- Admission to a state bar, preferably California;
- A minimum of two years’ experience in law practice and/or law teaching with a focus on legal writing and analysis;
- Familiarity with the subjects tested on and the format of the California Bar Exam;
- Superior written, oral, and interpersonal communication skills;
- The ability to think imaginatively and critically about techniques to improve law students’ academic development, and to design, implement, and manage innovative programs to promote that development;
- The ability to handle confidential information, exhibit good judgment, and exemplify customer service in working with students, faculty, and staff;
- The ability to work collaboratively with a diverse and growing population of students, faculty, and administrators; and
- The ability to juggle multiple competing priorities and meet firm deadlines.
Preferred: Experience in academic support/skills programs at the law-school level.
Nature of Appointment
The Associate/Assistant Director of Academic Skills reports to the Director of Academic Skills and works closely with the Associate Director of Academic Skills, the Assistant Director of Academic Skills, the Assistant Dean of Student Services, and the Senior Associate Dean for Academic Affairs. The successful candidate will be provided with the standard vacation and benefits package accorded employees of the University of California. This is not a faculty appointment, and residence during the summer is expected. Salary will be commensurate with experience.
Salary and title will be commensurate with experience.
The University of California, Irvine is an equal opportunity employer committed to excellence through diversity.
Thursday, July 7, 2016
The Chronicle of Higher Education ran an article in its July 1st issue that looked at the relationship between universities and their law schools now that many law schools are no longer the cash cows they once were. Implications for law school strategies toward applicant credentials, national rankings, class size, faculty and staff cuts, and university relations are very real. The ultimate impact on academic support's ability to serve students in this changing world is just one of many unknowns. The article is found here: here.
Wednesday, July 6, 2016
July is here and panic has set in because the bar exam is fast approaching. What can you do with the time you have remaining to maximize your preparation? Below are a few last minute suggestions from former bar studiers.
Memorizing the Law. Time is of the essence so big picture organization should be your focus. Create a one to two page outline of each subject area with at the most three levels of headings and memorize that information. It makes the information manageable and you can build from there. You can use the information as a checklist to ensure that you are considering all aspects of a subject area and it could serve as a tool to quiz yourself. You can rely on your recall of mistakes on MBE or essay questions to ensure that you revisit nuances and recall specific information.
Exam Time Management. Practice in 3 hour increments. Alternate between morning hours and afternoon hours and practice in the format of your exam. You can use assignments you have yet to complete if you do not have time to use supplemental materials. Determine how much time you will spend reading and outlining your essay answers and how much time you need to write your answers. You can note the time when you will start each essay question on scratch paper or at the top of each essay question to stay on task. How will you monitor your completion of MBE questions? Will you note ¼ of time and ensure that you have completed ¼ of the questions and so on?
Reviewing Subjects. Prioritize how you will review information. Chronological order might not be the most effective and efficient use of time. You might want to identify areas of most concern under each subject area and start there. You might also want to group subjects that go together or could be tested together.
The Last Two Weeks. Create a plan; make a schedule for the days leading up to the exam. What, specifically, are you going to do on each day? What materials do you need to put together for test day? What materials are not permitted in the exam room? Plan to be awake and study during the times you need to be awake and alert on exam day. Consider whether you need to regulate your fluid intake. Adopt a plan and stick to it. (Goldie Pritchard)
Tuesday, July 5, 2016
Thank you to Jamie Kleppetsch for sharing the link to Louis Schulze's post on PrawfsBlog regarding NCBE's missed opportunity regarding cognitive load and adding Civil Procedure to the MBE. The link to the post is here: Adding Civil Procedure to the Bar Exam.
Saturday, July 2, 2016
The following new position was announced on the listserv by Maura DeMouy, Assistant Dean for Student Support, at Catholic University:
Dear ASP Colleagues,
Thursday, June 30, 2016
I am sitting in a flat in London watching one of the Brexit wrap-up news shows. As someone who teaches EU Law and Comparative Law: The English Legal System, the referendum vote and aftermath have been fascinating.
I always encourage the students in my courses to "take off their U.S. spectacles" and try to understand the views and processes of other legal systems. Law students have certainly had an interesting year to watch in Europe with the migrant crisis, terrorist attacks, and Brexit.
For those who have not been following the happenings across the pond, let me do a quick summary of the action.
- As part of the party manifesto in the last General Election, the winning Conservative (Tory) Party promised to renegotiate the terms of the UK's membership in the European Union and to then hold a referendum on membership.
- In February, the renegotiated terms with the EU were finalized; the Prime Minister had negotiated new terms in several areas with disagreement in the UK as to the success of those negotiations.
- Within days of the renegotiated terms, the Prime Minister set the date for a referendum on whether to remain in the EU.
- The official campaign for remaining was named Britain Stronger in Europe - colloquially Remain; the official campaign for leaving was named Vote Leave - colloquially Leave.
- The pre-vote campaigns and debates leaned heavily on speculative promises on what Brexit would involve, mudslinging, name calling, and lying with statistics; UK citizens voiced frustration on not knowing what to believe.
- On June 23rd, UK citizens voted in a referendum on whether to remain in the European Union.
- The vote was in favor of leaving the EU - rounded 52% leave and 48% remain.
- London, Scotland, and Northern Island voted strongly for remain; England and Wales voted strongly for leave.
- Voters over 65 voted mainly to leave; 18-24 year-olds voted mainly to remain.
- Approximately 83% of older voters turned out while 35% of younger voters turned out.
- The main issues debated were the economy, immigration, and sovereignty.
- The Conservative (Tory) Party was split between Remain and Leave campaigners.
- The Labour Party was part of the Remain campaign; Labour voters mainly voted for leave.
- The Liberal Democrats Party stood for Remain, but was fairly quiet during the campaign.
- The UKIP Party focused mainly on national identity and immigration. (Note: there are three main parties and additional parties in the UK; UKIP is a right nationalist party.)
- The Remain campaign focused mainly on the economy; the Leave campaign focused mainly on national identity and immigration.
- David Cameron, the Prime Minister, will resign as soon as the Conservative (Tory) Party chooses a new leader at its September party conference. (Note: the electorate votes for the governing party and not the P.M. in the UK; so the 150,000 party faithful will determine the new P.M.)
- Jeremy Corbyn, the Labour Party leader, is being attacked for his lack of leadership for the Remain campaign. Many of his shadow cabinet members have resigned, and there is a call for his resignation after a no-confidence vote among Labour MPs.
- There are calls for a General Election in the near future. (Note: the governing party determines when an election is held within its 5-year governing period.)
- Pro-EU Scotland is talking about a new referendum to leave the UK; and its First Minister has been meeting with EU leaders.
- The pound fell to its lowest level since 1985 on Friday and has stayed depressed.
- Shares fell steeply on Friday in all world markets - especially banking shares - and have not fully recovered.
- The Governor of the Bank of England and the Chancellor of the Exchequer have made statements to reassure the country of the economic stability of the UK.
- The Prime Minister met with EU leaders at an emergency meeting in Brussels; the other 27 Member States' leaders then met without him to discuss the 2-year UK withdrawal process required under Article 50 of the Lisbon Treaty as a result of the referendum.
- Some are predicting the disintegration of the EU because the exit of the UK will trigger exits of other Member States. (Note: there are 28 Member States including the UK.)
- Remain campaigners are pointing fingers; Leave campaigners are back-peddling on "promises" they made before the vote.
The UK firmly believes in the democratic process. The democratic process can be messy. At first glance, democracy seems to be causing pain within the UK for the short-term and possibly longer. Most say that 500+ years of parliamentary democracy show that the UK will survive this blip. Rule of law is firmly in place in the UK.
The business now is for the UK government to unify, determine the desired future for the UK, and begin negotiations with the EU for the withdrawal. The EU needs to get down to the business of negotiations that will be fair to the UK and to the EU and stabilize the EU.
Hopefully, these global happenings will give our law students food for thought about democracy, rule of law, leadership, and globalization. How the UK handles Brexit will provide additional lessons on democracy in the next months and years. The importance of democratic processes is front and center for all.
Now we, and our law students, get to watch our own example of democracy as the election process plays out. No matter what our political views, we need to understand our important roles in democracy as citizens and as lawyers who protect those democratic processes and the rule of law. (Amy Jarmon)
Wednesday, June 29, 2016
Unlike the fear of the bar exam essay, bar studiers tend to face the practice MBE exam head on. Maybe because with multiple choice questions the correct answer is included in the answer options and one has a one in four chance of uncovering it. Also, one could attribute poor performance on the MBE to the format of the exam, multiple choice questions. Either way, comprehensive information recall is not perceived as imperative because of the hope that facts might trigger recollection. The challenge is whether recollection is accurate or complete.
Post practice MBE, three categories of bar studiers emerge: (1) the Confident Conqueror, (2) the Insecure Naysayer, and (3) the Earnest Hard Worker.
The Confident Conqueror likely met or exceeded the benchmark for “success.” This person is excited and might even be arrogant about their achievement. They know that they will pass the bar exam. Social media might be where they announce their achievement or they might share their score with students in their bar review course. For some, this achievement provides confidence and energy needed to effectively continue the process. For others, this success is detrimental because laziness, procrastination, or bad study habits takeover.
The Insecure Naysayer is the polar opposite of the Confident Conqueror. This person is devastated because they failed to meet or barely met the benchmark for “success.” They previously may have been fearful and intimidated by the bar study process but they are even more fearful now. Complaining may have been a habit for this person but now they have justification for their frustration. Following the study schedule, completing assignments, and carefully following the program did not yield expected results. They are convinced that they will not pass the bar exam.
The Earnest Hard Worker is somewhere in between the Confident Conqueror and the Insecure Naysayer. This person’s performance might be in the middle of the pack or they may have failed or achieved the benchmark for “success.” Regardless of their performance, this person is working smart and not hard. They are self-aware and aware of the progression in their studies. They may have challenging moments but they can always pick themselves up or rally individuals who can help.
Whether bar studiers find themselves in one of these categories or none of them, maintaining a hopeful and positive attitude combined with hard work is necessary for success. (Goldie Pritchard)
Tuesday, June 28, 2016
Academic support professionals at law schools have noticed that new law students are often coming in to the study of law without the same basic study habits and critical reading and thinking skills that we would have seen previously. Although the knee-jerk reaction would be to blame it on the falling number of applicants and those applicants' credential erosion, I think that would be a mistake. The lack of study habits and skills is not just limited to those with the lowest credentials. It is prevalent across entering classes and cannot be explained just by LSAT scores and undergraduate GPAs.
A number of factors in undergraduate education (and no doubt earlier education) seem to be linked to students coming into law school without the background study habits and skills that we have long expected entering law students to have. Here are some of the things that students who did very well in college commonly tell me about their undergraduate experiences:
- Most students studied only 15-20 hours per week at the most. Many will tell me that they made As and Bs with even less studying.
- The course examinations often required them to memorize information and merely regurgitate it onto the paper to get high grades.
- Examinations were not comprehensive over the semester's entire course material; exams typically covered no more than 2-4 weeks of material.
- Because examinations covered limited material, cramming was the successful study method for high grades. Students did not study to retain information for long-term memory and later use, but rather to dump it and forget it.
- Students often took courses and had majors that they never planned to use the information from in the future. Thus, cramming for high grades had few or no long-term effects for many of them.
- Students often were allowed to drop the lowest grade among the 4 or 5 tests they took for a course.
- Students often commented that professors rarely graded papers for punctuation, grammar, word choice, or style. "They just wanted to know my ideas."
- Many students mention they had never written a paper longer than 5 pages in college. Some had never written anything longer than 2 pages.
- Students delayed any work on papers until a few days before they were due because they could get high grades on first drafts.
Although students are warned throughout orientation programs about the differences in law school, students who end up in academic difficulty often state that "I thought they were talking to everyone else." It is often difficult for students who have been successful on little studying and cramming to change their habits.
The students who listen to the warnings that law school is different and "up their game" with more study hours often choose study habits that focus only on class survival and required papers. They do not always realize the importance of regular review and long-term memory for comprehensive semester exams, the future bar exam, and practice. They do not realize the importance of practice questions to apply concepts. They may miss the importance of building skills across classes that will be used every day in practice.
Professional practice as a lawyer requires a different approach toward education by law students. Our dilemma is to determine how to provide the study habits and skills not attained in lower education so that law students can be successful in law school and ultimately in practice. (Amy Jarmon)
Monday, June 27, 2016
Sunday, June 26, 2016
Program Manager, School of Law (Job Id: UL619)
Location: School of Law
Equal Employment Opportunity
The University of Louisville is an Affirmative Action, Equal Opportunity, Americans with Disabilities Employer, committed to community engagement and diversity, and in that spirit, seeks applications from a broad variety of candidates.
J.D. and three years of related experience. Additional experience may be used on a one-to-one basis to offset the educational requirements. The university offers market competitive salary and benefits. Grade EG
Prefer candidate to be a member of the bar of any state.
- Develop, implement, and manage the Law School's academic success program for 1Ls. Prepare and lead academic success presentations for the Summer Enrichment Program, KLEO, and Pre-Orientation programs for entering law students. Design and implement the academic success components of first-year orientation. Coordinate and supervise the Structured Study Group program for first-year law students. Recruit, train, and supervise up to 12 students to serve as Academic Fellows while acting in a managerial capacity, supervisor, and mentor. Also, duties include monitoring, coaching, and supervising Academic Fellows while tracking and managing weekly hours submitted with weekly reports.
- Design, develop, implement, and conduct academic success workshops and programs to improve students' learning skills necessary for success in legal studies, including instruction for refining students' analytical, learning, and time management skills, as well as guidance in case briefing, note taking, outlining, exam preparation, and exam taking. Maintain records regarding first-year participation in the Structured Study Group program and attendance at Academic Success Workshops. Direct, implement, and execute a 3L bar prep program for 3L students in the spring. Analyze bar results and determine best practices in bar preparation. Track correlations between bar prep program implementation and other Academic Success Programs to Bar Passage Results.
To apply for this position, follow the "Online App. Form" link below and then click on the title. You must answer all required fields and submit your application by clicking the "Submit" button. Vacancies are routinely removed from the jobs portal around 7:00PM each Monday.
Computers are available for application submission at the Human Resources Department located at 1980 Arthur Street - Louisville, Kentucky 40208. For more information, please contact us by email at firstname.lastname@example.org or by phone 502-852-6542.
If you require assistance or accommodation with our online application process, you may schedule an appointment at (502) 852-6542 with Employment Services at the Human Resources office located at 1980 Arthur Street, Louisville, KY 40208.
University of Louisville
Saturday, June 25, 2016
From the ad posting:
In the Office of Academic and Student Affairs, assists in the execution of the functions of the Academic and Student Affairs Office at the Law School, including counseling students, providing lectures, assessing and grading written work, managing data systems, and developing curricula.
The Associate Director must also have a commitment to leadership in a Catholic and Marianist institution, which fosters quality education in a family spirit; to pursue service, justice and peace and prepare for adaptation and change, while encouraging each person in their own way in their formation in faith.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
- Coordinates, plans, and executes academic support programming for 1L, 2L, and 3L students, including classes, workshops, bar preparation events, and individual academic counseling with students, irrespective of year in law school, who want to improve their grades generally, or who have specific questions about study or test-taking skills;
- Provides course advising to law students;
- Works with both day and evening students;
- Creates and executes mandatory programming targeting the lower half of the 1L, 2L, and 3L class, including a number of Fundamental Skills Programs helping students develop the skills they need to succeed in law school, on the bar exam, and as lawyers, along with helpful feedback mechanisms;
- Creates, plans, and executes voluntarily attended programing targeting 1Ls, 2Ls, 3Ls, LLMs, and Masters of Jurisprudence Students;
- Works to improve opportunities for both in-person and online programming and feedback mechanisms;
- Works closely with Bar Review Companies in the development of jointly created programming for the law students;
- As appropriate, assists students in completing materials necessary for the Financial Aid Office;
- Provides updates and feedback regarding programming and student performance to the law school administration;
- Works with law students needing accommodations;
- Assists with the Summer Skills Enhancement Program;
- Plans, hosts, and executes occasional special events (such as conferences) and presentations to provide learning opportunities and collaboration with peers in the academic support profession;
- Works with the Office of Career Services at the Law School to create and implement joint programming for 1Ls, 2Ls, 3Ls, and LLM Students;
- Tracks and keeps records of academic counseling appointments and mandatory and voluntary programs;
- Executes the curriculum used by advanced law students to teach skills such as briefing cases, creating outlines, and writing law school essay exams, helps train these students as they work directly with students, and provides feedback;
- An Associate Director is expected to be available for both day and night appointments and programming.
SUPERVISION RECEIVED: General direction from the Director(s) in the Office of Academic and Student Affairs and/or the Assistant Dean of Law Student Affairs.
- Must possess positive interpersonal communication skills, both oral and written;
- Must be proactive and possess a positive customer service oriented attitude. Creativity and positive leadership skills are mandatory;
- Fluency in English is required, but a language other than English is an advantage (although not a requirement);
- Must respond professionally to inquiries and provide services to students requiring academic counseling and advising;
- Must have knowledge of Microsoft Office;
- Must be able to travel and to work some evenings and weekends; and
- Must be prepared and willing to provide leadership in a Catholic and Marianist institution committed to fostering quality education in a family spirit; to pursuing service, justice, and peace; to preparing for adaptation and change; and to encouraging each person in their own way in their formation in faith.
EDUCATION: Juris Doctor preferred; in the absence of a J.D., a candidate must hold a graduate degree and have teaching experience in a field within the programs curriculum.
- Prior experience in the practice of law preferred;
- Prior experience in writing curriculum proposals preferred;
- Prior experience in data management, analysis and predictive modeling preferred;
- If JD bar admission strongly preferred;
- Student counseling experience, teaching, or other type of experience providing academic support to students in a law school environment preferred; and
- Prior experience counseling J.D. candidate preparing for bar examination preferred.
CERTIFICATION: Not required.
PHYSICAL DEMANDS: Ability to stand during lengthy presentations with good manual dexterity and ability to lift up to 25 lbs. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Thursday, June 23, 2016
With the law school terminal exam, the bar exam, about a month away, bar studiers are typically anxious and nervous for a variety of reasons. Some are overwhelmed by the limited amount of time remaining, others are fearful of not retaining and recalling information, and certain others are fearful that all the time and effort studying will not yield expected results. These are all valid fears and concerns but should not distract bar studiers from developing the skills necessary to successfully attack this exam.
One skill that bar studiers tend to avoid is writing answers to essay questions and I have heard a variety of justifications for why but the common theme is “fear.” Fear of what an answer to an essay question might reveal about knowledge of the law, ability to recall the law, lack of organization, ability to use facts effectively, ability to develop arguments and counter arguments, etc... The most significant fear is the negative impact on moral and motivation. Practice essays can be tough on moral and motivation but can help bar studiers uncover and acknowledge strengths and weaknesses. Bar studiers, you have time to learn the law, memorize it, and develop better writing skills. If you do not know what challenges you face, how can you positively progress? Below are four points highlighted in my students’ weekly messages about essays:
- Just do it. If you wait until you are fully comfortable with the law to write an essay; you will never do it. You will never be fully comfortable with all aspects of each and every subject area but you can get better by writing.
- Build your muscles. You must dive in to build tough skin when it comes to critique/feedback. When you are faced with the unknown you will develop a strategy. You do not want to face your worse fear, the essay, on the day of the exam. It just won’t work. “Remember that no one shows up for a marathon without preparation so why should you?” (Dean of Student Engagement quote)
- Keep it real. Be completely honest with yourself and the people who are trying to help you. Complete timed questions, honestly critique your responses, and start to do it closed book.
- Close the book…or you will never get the timing right and you will never memorize the rules. Only after you have made a good faith attempt and done your best should you look up rules you do not know or understand.
Tuesday, June 21, 2016
Does that voice in your head ever cause you to feel anxious or defeated? Negative self-talk is something that many people have to combat.
What do I mean by negative self-talk? It is when you think: "I have never been any good at math, so Income Tax is going to be impossible." OR "The bar exam is so hard to pass, there is no way I can pass on the first attempt." OR "Law school is so hard. I just can't do this." OR "What if I get the format wrong on this memo - I'll fail for sure."
Negative self-talk is destructive. It causes us anxiety, lack of motivation to try harder, and defeats us before we have a chance to prove what we can do. It underestimates our abilities and considers us unable to improve.
It is important to learn how to rebut negative self-talk and replace it with positive self-talk. When that negative voice in your head starts carping at you, you want to stop it in its tracks. After all, lawyers practice rebuttal on a regular basis in their jobs. It is time to learn to do it in your private realm.
So, when the voice tells you that you will be hopeless at Income Tax, think positively to rebut: "Income Tax may use numbers, but I mainly am learning steps to analyze the scenarios. I can follow the steps to succeed." OR "I may not like math, but that is what a calculator is for." OR "If I study hard, I can learn how to succeed in Income Tax as a subject."
What about the bar exam negative talk? Rebut it with the following types of thinking: "The bar exam is hard, but I can pass it on the first attempt if I don't psych myself out." OR "I know lots of people who pass on the first attempt because they worked hard each day and completed lots of practice questions; I can do this." OR "I have a study plan and am doing all the things I need to do, so I will pass on the first attempt."
The law school challenge: "I was accepted to law school because I am able to do this; I need to believe in myself." OR "I need to learn new strategies; the Office of Academic Support can help me." OR "I can do this; I just need to go talk to my professor about the questions I have rather than stay confused."
The memo format: "I need to stop worrying about the format, and go to the professor for guidance." OR "I need to refer back to my assignment instructions and re-read about the format required." OR "I need to view the Power Point slides from class again, so I get the right format."
You see the difference? You don't want to let discouragement become your mantra. Often you can take a more positive stance and even think of actions to resolve a situation.
Can you think of the negative things that you commonly tell yourself when you get discouraged, find something overly hard, are tired, or are feeling low? Take a piece of paper and divide it into two columns. On the left column put the heading "Negative Self-Talk" and on the right column put the heading "Positive Self-Talk." Now list the negative things your voice in your head tells you in the left column. In the right column, write the rebuttal to that negative statement. In fact, write several rebuttals if they come to mind.
Next time you hear that negative self-talk, rebut it immediately. You may find a new negative self-talk phrase pops up or one that you forgot about. Write it on your list and add the rebuttal. As you practice rebuttal, your negative self-talk should become less frequent. (Amy Jarmon)
Monday, June 20, 2016
Friday, June 17, 2016
Many students are frightened of the MBE because they have never done well on multiple choice tests. If you fall into this category, the important thing is that you do as many practice questions as you can during bar prep. As you do them, try to figure out exactly what the problem is.
Students who do not like multiple choice exams usually go back and change answers. Whenever I have my students take a look at their work later, it usually turns out that changing answers only hurt them. If you have the tendency to go back, study your exam and see if this helped you even once. Usually, people are only hurt by going back, or at least hurt more than they are helped. Do the next few sets of practice questions promising yourself that you won't go back. You'll probably discover you did better.
Some students do poorly on multiple choice exams because they read too fast and miss important words. If you go over your answers and discover that you are doing this, slow down your reading.
But, some students have a problem with running out of time. For that, the only thing you can do is do as many practice questions as possible until you have the cadence of the questions down and you naturally want to move when 1.8 minutes are up (the time you have for each MBE question). It's fine (actually, I think a fantastic idea) to do the same questions more than once, so the materials you have now will be plenty.
Don't skip questions to come back to the harder ones later -- you will run out of time, and likely screw up the Scantron sheet, which is a disaster. Just answer the questions as they come, and give each 1.8 minutes.
In working to improve student scores, the thing that seems to help the most is doing the questions, then going over them and creating a list of "Things I Did Not Know" -- either the reason you missed the question, or the wrong reason that still lead you to the right answer. Keep the things you did not know short. For example, "Did not know the amount in controversy has to be over $75,000." Study that list. Multiple choice questions are designed for you to be able to spit out one particular factoid. If you have a list of all the ones you didn't know memorized, you'll never miss questions based on those factoids again, and the same ideas tend to repeat themselves. (Alex Ruskell)
Tuesday, June 14, 2016
Hello Academic Support Professors:
Even though we just concluded the conference in New York City, the AASE executive committee is already looking to identify possible conference venues for 2018. To identify the pool of possibilities, we are asking for your help. If you have an interest in hosting the 2018 AASE annual conference at your school, will you please let us know?
This is a formal request for proposals. The deadline to submit proposals is July 15, 2016. Interested academic support professors should let us know the answers to the following questions:
(1) Do you have large room capacity–i.e., the ability to have as many as 175 people meeting together in a single room–for plenary sessions? (The room must be available in late May, which may rule out schools that already have made commitments for other conferences or for bar review lectures.)
(2) Are there smaller rooms available for breakout sessions?
(3) What are the general technical features (e.g., projectors/audio/wifi) in the building?
(4) How easily can your school be accessed from airports and other public transportation?
(5) Have you ever hosted a conference before (local, regional, or national)? Please identify the conference(s) you hosted. (Prior hosting experience is not required.)
Please respond directly to Jamie Kleppetsch, who can be reached at JKleppetsch@jmls.edu.
Thanks in advance for responding!
The AASE Executive Committee
Jamie Kleppetsch, President