Law School Academic Support Blog

Happy holidays to one and all

All of us here at the Law School Academic Support Blog would like to wish you and yours a very happy holiday season.  We will be taking some time off from posting over the next few days.  Look for new posts after January 1st!  All the best for 2011.

Recap of the NECASP Conference at UNH

Congratulations to Sunny Mulligan and Alice Briggs for hosting the Second Annual New England Consortium of Academic Support Professionals (NECASP) at University of New Hampshire! 

The December 6th conference drew participants from 12 states and the District of Columbia.  You know just from that widespread geography that the day provided much needed information on multiple-choice and essay test construction and exam-taking techniques.

After opening remarks by Dean John Hutson welcoming us, the focus turned in the morning to multiple-choice questions.  The morning panel included Susan Case (National Conference of Bar Examiners), Janet Fisher (Suffolk Law School), and Richard Litvin (formerly Quinnipiac and now working privately with bar takers).

Susan Case provided very useful information on methods for assessment (types, skills assessed, and limitations of each format), construction of multiple-choice questions (components, issues of content, editing the scenario, lead-in, and options), and general guidelines for writing questions.   

Janet Fisher provided some interesting insights on how undergraduate assumptions about multiple-choice translate poorly to law school: familiarity with the material is enough and figuring it out during the exam will work.  Both assumptions miss the need to master the rules of law.  Janet suggested that an "item writing" party might encourage professors to garner feedback from colleagues and develop a pool of questions for professors in a subject area to use.

Richard Litvin focused on the bar exam multiple-choice questions, using questions from earlier exams that now vary from the current MBE format.  Although the older questions are not well-written in comparison to the newer MBE format, Richard finds them to be good tools to teach the law to bar takers. 

After lunch, the panel members turned to essay question writing and teaching students to answer them.  The afternoon panel again included Susan Case and Richard Litvin.  They were joined by Alfred Zappala (teaching bar preparation for Northeastern and Suffolk).

Alfred Zappala focused on the method he teaches to Massachusetts bar takers (Read 4 minutes, Organize 8 minutes, Write 24 minutes; four-page essay answers) which he suggested could be modified for other states' essay exam time limits.  He stressed the need for students to write out a large number of essays to learn the techniques that are necessary for success.  He commented that students should think of it like baking a cake: the bar course can give them the recipe, but they have to bake the cake. 

Susan Case then talked about the skills tested by essay questions, drafting and editing of content, and grading issues.  Again her material was very instructive for professors who wish to improve their test construction. 

Richard Litvin focused on bar exam essay questions with an emphasis that students have to achieve mastery of at least 75% of the material and familiarity with another 20% to succeed.  He stressed that attention has to be given by faculty to what the breakdown of questions and topics is on the bar so that they know what areas are currently being tested.  He recommended that students strive for long-term memory and use a Topic-Rule-Application-Conclusion format (rather than some other formats that are out there).

In the end, one mantra was repeated both by panelists and participants when it comes to the bar exam essays: Know Your Own State's Bar/Bar Examiners.  The differences from just the variety of states represented at the conference clearly showed that one state's exam might vary substantially from another state's exam.

Another mantra was repeated as to faculty test construction: Know Your Own Faculty.  Each law school faculty will vary in its willingness to seek and take advice on test construction, grading, and other issues. 

The day was worthwhile whether participants specifically wanted to know about law school testing or bar exam testing.  (Amy Jarmon)

   

Welcome to the new Director at Cleveland Marshall

 

Welcome to Mary Jane McGinty who is the new Director of Bar Preparation and Academic Support at Cleveland Marshall College of Law.  Mary Jane provided the information below so that you can get to know her.  Please welcome her to the ASP community when you see her at a conference or workshop.  (Amy Jarmon)

 

Mary Jane McGinty is the new Director of Bar Preparation and Academic Support at Cleveland Marshall College of Law. Mary Jane graduated, magna cum laude,  from C|M|LAW and has a BSN and MSN in Nursing.  Since her law school graduation, she has been in private practice and worked in legal publishing.  She has been a legal writing instructor there for many years—teaching in the first year program and most recently as an adjunct teaching third semester legal writing courses.  She has also worked with Gary Williams in C|M|LAW’s Ohio Bar Exam Strategies and Tactics (OBEST) course.

What will you do with all your free time now that exams are over?

Our law school upper-division students have apparently been telling the 1L's to spend the semester break reading study aid supplements for their spring courses.  Now I have a great deal of respect for go-getters who want to receive good grades.  But, I am not so sure that this advice to the 1L's is very good.

Here is why I am concerned about their reading up on their doctrinal 1L courses:

• The syllabi for 1L courses have not been posted yet.  Consequently, they will be reading in the dark without knowing what topics and subtopics will be included in the course.  Study aids typically include material for a national audience with all topics that might be taught by some professor.  Rarely does a professor have time to cover all of that material.
• Each professor has his or her own slant on course material.  Some professors have specific analysis frameworks that they want students to learn.  Some professors are more policy oriented to the material.  Some professors cover both state-specific codes as well as model codes.  Without more information on the professor (by attending class and tutoring sessions), 1L students will read out of context and absorb the study aid's point of view which may not be the professor's slant.
• 1L students still have additional analysis skills and foundational areas of law to learn.  They will be encountering concepts, terms, and new ways of thinking in their spring courses that are foreign to them.  They may be working extensively with statutes for the first time.  Trying to learn these new areas without class discussion and case readings may leave them more confused than grounded in a new subject area.
• Most 1L students are exhausted.  They have been through a grueling first semester with constantly demanding concepts, formats of testing, legal jargon, and new study techniques.  Many have not only lost sleep, but also eaten junk food and not exercised.  For some, they have been stressed from day one of fall semester.  Now they should relax, catch up on sleep, eat right, get on an exercise regime, and spend time with family and friends.  For most, learning more law will not be a therapeutic endeavor.

It would be more helpful for them to read one or two books on academic success, legal reasoning, or exam-taking strategies if they are determined to do something law related.  Books of these types will help them evaluate their study techniques and fill in gaps in their foundation of how to think about the law.  Here are some books that they may want to consider:

• Charles R. Calleros, Law School Exams: Preparing and Writing to Win.
• John Delaney, How to Do Your Best on Law School Exams.
• John Delaney, Learning Legal Reasoning.
• Richard Michael Fischl and Jeremy Paul. Getting to Maybe.
• Wilson Huhn, The Five Types of Legal Argument.
• Michael Hunter Schwartz, Expert Learning for Law Students (with workbook).
• Andrew J. McClurg, 1L of a Ride: A Well-Traveled Professor's Roadmap to Success in the First Year of Law School.
• Ruth Ann McKinney, Reading Like a Lawyer.
• Herbert N. Ramy, Succeeding in Law School.
• Dennis J. Tonsing, 1000 Days to the Bar: But the Practice of Law Begins Now!.

I think it is very important for law students (whether 1L or upper-division) to return in January well-rested, happy, healthy, and energized.  Spring semester will be just as long as fall - though hopefully a bit less overwhelming for the 1L's.  (Amy Jarmon) 

     

Welcome to a new Director at Vermont Law

 

We would like to welcome Matt Carluzzo at Vermont Law School to the ASP community.  I had the good fortune of meeting Matt at the NECASP workshop in Concord, New Hampshire at the beginning of the month.  Matt has provided the background information below to help us get to know him.  I hope that all of you will send him warm greetings as he joins us.   (Amy Jarmon)

Professor Matthew Carluzzo joined the Vermont Law School faculty in 2010. He is the director of the Academic Success Program, where he designs and instructs courses that teach students the skills necessary to succeed in law school, on the bar exam, and in their future legal practice.

Professor Carluzzo earned an AB degree in Religion from Dartmouth College in 1997 and a JD degree from the Georgetown University Law Center in 2003. Upon graduation from law school, he joined the litigation practice group at the Washington, DC law firm of Arnold & Porter, where his practice comprised of large-scale civil and appellate products liability litigation. He later joined Gilbert LLP, also in Washington, DC, where he specialized in corporate insurance law. In 2006, Professor Carluzzo joined the AmeriCorps VISTA program, where he worked with Middlebury College’s Alliance for Civic Engagement to lessen the causes and effects of poverty in rural Vermont. From 2007 to 2008, Professor Carluzzo served as the Dean of Cook Commons at Middlebury, a role in which he served as a primary resource to help students achieve success in their academic and personal lives.

 

Assistant Director Position Open at Hofstra

Assistant Director of Academic Support

HOFSTRA UNIVERSITY SCHOOL OF LAW

  

Hofstra University School of Law invites applicants for the position of Assistant Director of Academic Support. The Academic Support Program assists J.D. and LL.M. students in the development of the critical skills necessary to succeed in law school, on the Bar Exam, and in practice. The successful candidate will report to the Director of Academic Support and will assist in designing and implementing all aspects of Hofstra’s established Academic Support Program including:

(1) Assisting in planning and implementing first year orientation programs;

(2) Providing individual writing assistance and counseling;

(3) Identifying and assisting students who need additional academic support;

(4) Assisting in the coordination of bar exam preparation programs and events;

(5) Teaching first-year and upper-level workshops; and

(6) Assisting in the development and implementation of new services to enhance our students’ academic performance.

Minimum requirements are: a J.D.; a strong academic record; a background demonstrating a potential for excellence in academic support; an understanding of developments in legal pedagogy; strong organizational and interpersonal skills; the ability to work collaboratively with all members of the law school community; and excellent writing and speaking skills. The following are not required but would substantially enhance an application: experience in law school academic support programs or other relevant teaching experience (including experience as a teaching assistant during law school); and/or an advanced degree in education, psychology, counseling, or a related field. Law practice experience is helpful, but without teaching experience will generally not be sufficient. Salary will be commensurate with experience.

To apply for this position, please provide a cover letter, curriculum vitae, and writing sample to Maria Filotti, Assistant to the Senior Associate Dean for Academic Affairs, Hofstra University Law School, Hempstead, NY 11549, fax to 516-463-9554, or

 email to [email protected] . For more information, visit law.hofstra.edu.

Hofstra University is an equal opportunity employer, committed to fostering diversity in its faculty, administrative staff and student body, and encourages applications from the entire spectrum of a diverse community.

 

 

 

Whew! Where did the time go?

Fifteen weeks certainly flew by this semester!  West Texas is always windy, but this time there was a veritable whirlwind that passed through the law school.

My students are hunkered down in the second week of exams.  The first-year students finished yesterday, so the student numbers in the building have dropped today.  By tomorrow afternoon when all of the finals for the big required courses are over, the ranks will thin down to just a few students with elective exams to take before the week ends.  Saturday is hooding ceremony.  Next week it will be a ghost town.

So this is project time.  I am slowly checking off my list of things for which there is never time during classes.  As a one-person office, I always have a "wish list" that needs extra pairs of hands to complete.  Now in the brief lull is when I can turn to those items.  Prioritizing is necessary once again.  I know that some items will remain on my "wish list" for another semester, but that is okay.  There will be another lull in May.

As I look back over my appointment calendar for the past semester, I am heartened by the progress that many students made in their study skills.  It has been rewarding to hear them talk of being better prepared for finals this time around, getting their first good result on a midterm or paper, or feeling less anxious about the semester's outcomes.  The thank you e-mails that have begun to show up in my inbox cause me to forget how tired I am.

During the lull and the days while the university is closed, I'll recharge and begin to look forward to another semester.  Then, I'll rejoin the whirlwind.  (Amy Jarmon) 

      

 

Phoenix Law Director of Academic Success and Bar Prep Position

Director of Academic Success and Bar Prep Program

Phoenix School of Law

            Phoenix School of Law (PSL) is seeking an innovative legal educator with experience in academic and bar examination support to direct its Academic Success and Bar Prep Program and establish it as a benchmark in the field.  PSL is a young institution, fully approved by the American Bar Association, that seeks to differentiate itself by providing students with a market-leading return upon their investment.  Sustainable excellence with respect to key student outcomes, by delivering a value-adding educational experience, is central to the institution’s strategy.  The school’s mission is grounded in providing a student-centered and practice-readying legal education and serving the underserved.  

            The Academic Success and Bar Prep Program will play a leading role in achieving the School’s mission and actualizing the “inclusive model of excellence” (facilitating outcomes comparable to or better than institutions with higher traditional quality indicators).  The program currently is being developed by the PSL faculty and administration with input from experienced consultants.  It will integrate both academic success and bar prep, anticipates significant faculty engagement, and aims toward significant interactivity with the primary course of study. The new Director will have the opportunity to fashion, in collaboration with the Academic Success/Bar Prep Team, the critical elements of the emerging and innovative Program.  The new Director must have a Juris Doctor Degree and experience working and teaching in a post secondary educational institution.

            The Academic Success and Bar Prep Program currently includes six professionals (plus an approved position for a seventh person) and several support staff.  The Program is housed on the PSL campus in a welcoming space that includes a conference room, study rooms, study carrels, and an administrative area.

            Shandrea P. Solomon, the Associate Dean for Academic Affairs, who oversees the Academic Success Program, will be attending the AALS Annual Meeting in San Francisco, including Joint Program of the Sections on Academic Support and Balance in Legal Education on Wednesday, 5 January, from 2:00 - 5:00 p.m., and the Section on Academic Support’s Continental Breakfast from 7 to 8:30 a.m. on Friday, 7 January.   She welcomes the opportunity to meet with persons who are interested in this opportunity.  Please contact Shandrea P. Solomon, Associate Dean for Academic Affairs at [email protected] to schedule a time to meet.  Persons unable to attend or meet at AALS may send their resumes to Stephanie Lee, Director of Human Resources, at [email protected]. 

           

Phoenix School of Law is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Phoenix School of Law does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students.

 

The information contained in this job description is for compliance with the American’s with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

 

Assistant Director, J.D. Student Affairs Position at San Diego

The position below is a bit outside our usual area, but I decided it might be of interest to some of you.  Forgive the format problems, but TypePad was not compatible with all of the formatting from the announcement on the U of San Diego web site.  (Amy Jarmon)

The Assistant Director, J.D. Student Affairs reports directly to the Assistant Dean for J.D. Student Affairs and is responsible for contributing to a positive student experience by providing student services from pre-admission through graduation. The Assistant Director, J.D. Student Affairs works in a collaborative relationship with all law school students, faculty, administrative offices, and university offices and actively participates in developing process improvements to enhance the law school climate and the overall effectiveness and efficiency of the J.D. Student Affairs Office. The ability to provide timely and accurate communication to students is an essential component of this position. This position requires occasional attendance at on and off campus events during and outside normal business hours. Some travel may be required. Minimal direct supervision of regular, full-time employees, but may be required to hire, train, supervise, and evaluate temporary employees, contract service employees, and student workers. Administrative support provided by a full-time Executive Assistant for J.D. Student Affairs.

Duties and Responsibilities:

Provide guidance to and manage all Law School student organizations:

Serve as primary contact between Office for J.D. Student Affairs and all USD Recognized Student Organizations and the Student Bar Association (SBA). Coordinate activities and calendars between and promote collaboration amongst student organizations. Review and keep updated the USD Student Organizations Handbook. Work with Student Organizations and Law School Alumni & Development Office regarding all fundraising activities, gift processing, and donor-recognition. Train students regarding USD budget processes and reimbursement policies. Assist in review and approval of "Motions", the Law School student newspaper. Coordinate attendance of students at certain external events in conjunction with other offices at the law school (Dean's Office and Career Services). Represent the Office for J.D. Student Affairs at SBA meetings and other SBA-sponsored events. Attend certain student organization functions - academic and social - as a representative of the Office for J.D. Student Affairs.

Manage Office for J.D. Student Affairs communications and programming:

Manage and assign tasks and resources leading to the successful execution of workshops, activities and events including the Law School Orientation program, Service Recognition Ceremony, Graduation Mass, and Graduation ceremony. Develop and recommend event programs, schedules, and budgets for advance approval by the Assistant Dean for J.D. Student Affairs and Director of Budget and Administration. Work with Law School Communications department to ensure the accuracy and timeliness of web pages relating to Current Students including: curriculum, advising, Student Handbook, Honor Code, concurrent degree information, student organizations, and commencement activities. Manage all social networking communications opportunities with law students including Facebook, Twitter, Myspace, etc. Draft emails to certain law student constituencies relating to J.D. Student Affairs workshops, events, scholarships, bar exams and academic planning information.

Advise all law students on curricular and professional development matters:

In conjunction with the Assistant Dean for J.D. Student Affairs and other departments on campus, design and execute new and continuing extracurricular and academic programs to support J.D. Students in their academic and professional development. These programs may include Student Health & Wellness, Bar Exam Preparation, and Professionalism & Ethics programming. Assist the Assistant Dean for J.D. Student Affairs with academic advising during peak times and/or when requested. Serve as J.D. Student Affairs primary source for information on Concentrations and Study Abroad programs.

Provide resources and programming to increase student awareness of diversity, equity and inclusion issues in law school and the legal profession:

Provide guidance to all law students relating to diversity, equity and inclusion issues including information on diversity and inclusion scholarships, relevant on-campus speakers and external activities (moot court competitions, conferences, local bar association programs). In conjunction with the Assistant Dean for J.D. Student Affairs, work with Student Organizations, Admissions, Career Services and other departments at the law school to provide workshops and events to enhance the campus climate and increase awareness of access to and diversity in law school and the legal profession. Attend campus and external events related to diversity, equity and inclusion issues with a focus on law and legal education. Serve as office liaison to the USD Center for Inclusion and Diversity.

Perform administrative duties:

Perform administrative duties as necessary including effectively managing event budgets and costs, responding promptly to emails and phone calls and attending meetings within the department, law school and university. Represent the law school on standing and ad hoc University committees. Keep up to date on latest trends and practices within student affairs and legal education. Perform other duties or tasks as assigned.

Job Requirements

Bachelor's Degree required. J.D. or other graduate degree strongly preferred.

Minimum of two to three years professional experience required. Student affairs or law school experience strongly preferred.

Excellent organizational skills and attention to detail is critical.

Ability to handle confidential information, exhibit good judgment, and exemplify appropriate customer service in working with students, faculty, and all levels of university staff and officials.

Proven skills in written and oral communication.

Demonstrated commitment to diversity, equity and inclusion in an academic or professional setting.

Ability to prioritize workload effectively and meet deadlines with minimal supervision.

Ability to take initiative in managing projects and ability to develop and keep to time lines.

Ability to work both independently and collaboratively in fast-paced environment.

Ability to be proactive with respect to suggestions for improving all aspects of the programs

Strong computer skills for spreadsheet reporting, word-processing, database maintenance, web-design and maintenance. Minimum of intermediate experience with Word, Excel and MS Outlook required. Experience with web content development preferred.

Degree Verification Requirement

Additional Details

Salary: Commensurate with experience; Excellent Benefits.

The University of San Diego offers a very competitive benefits package, to include medical, dental, vision, tuition remission, a 12% retirement contribution given to you by the University, and access to on-campus Fitness Centers. Please visit the benefits section of our website to view all of the perks and benefits that USD has to offer. USD: Finance & Administration: Human Resources: Benefits

Closing date: December 29, 2010

Note: External job postings will be up for at least five days. After that time, applications will be reviewed by the hiring manager/committee throughout the posting period. A candidate may be selected at any time which could then close this posting on a date earlier than listed.

The University of San Diego is an equal opportunity employer committed to diversity and inclusion.

How To Apply

Click Apply Now to complete our online application. In addition, please upload a cover letter and resume to your application profile for the hiring managers' review. If you have any questions or difficulties please contact Bree Moore at (619) 260-6806 or [email protected]

: Persons offered employment in this position will be required to provide official education transcripts for degree verification purposes. Serious candidates are encouraged to request official transcripts to help expedite the hiring process.

It's that sickly time of the year

Every year it comes, and students aren't ready for it. It's the sickly time of the year. Windows are closed, germs have no where to go, people forget winter hygene (wash hands frequently, sneeze into your elbow), and students start to get sick. The sickly time of the year usually coincides with the panicked-about-exams period. Students who kept telling themselves that they have plenty of time to write those outlines, catch up on their reading, and prepare for exams realize that exams are coming, and they are not ready. Add in a bad cold or the flu and you have students facing a crisis. While it may not seem like a crisis in the global scheme of events, law students are not known for keeping things in perspective.

What do you do for your students when the sickly time of the year comes? First, bring out the tissues and the hand sanitizer. You don't help anyone when you are sick yourself. Next, help them create a plan. Not only does this help them see what needs to get done, but it also helps manage the panic. Students are no longer facing a big unknown, because they have a plan.  If the panic becomes overwhelming for them, refer them to professional help.

While the advice is not ground-breaking, it can help you manage the barrage of emails and visits you get when students face sickness and exams in the same month.

(RCF)

 

10 Stressors to Avoid

Tis' the season for stress - Part II.  You want to avoid the following things so your stress level does not skyrocket:

• Procrastination.  The longer you put off a task, the more onerous it becomes.  Stress builds as the guilt builds.  Stress builds as the deadline gets closer and time runs out.  "I work better under pressure" is a destructive myth.
• Missed deadlines for papers or projects.  Check and double-check.  And also make sure you follow any extra instuctions regarding document binding, hard copies versus electronic copies, location for submission, or other requirements.
• Lack of practice questions before the exam.  Your stress will be greater if you have done very few practice questions.  Practice questions ahead of the exam allow you to monitor your understanding of the content, apply the content to new fact scenarios, practice exam-taking strategies, and practice some questions under timed conditions.   
• Errors in reading your exam schedule.  Check and double-check.  Know the date.  Know the time.  Know the room.  If you get disability accommodations, make sure you know your exam schedule rather than the published exam schedule that everyone else follows. 
• Over-sleeping your exam.  A major stressor!  Get at least 8 hours of sleep the night before the exam.  Set multiple alarms.  Have a friend call you if necessary.
• Poor time management in the exams.  It is important to finish all questions on the exam.  Having to rush to finish increases stress.  Distribute your time wisely by making a time chart as soon as the exam begins.  Note the times that you must begin and end questions.  For each fact-pattern-essay question, divide the amount of time for that question between reading, analyzing, and organizing (1/3) and writing (2/3).  For multiple-choice questions, determine time checkpoints and the number of questions you must complete by that time (for example, 15 after 1/2 hour; 30 after 1 hour; 45 after 1 1/2 hours; 60 after 2 hours).
• Family commitments and home projects.  Avoid non-urgent commitments that increase stress by decreasing study time.  Now is not a good time to invite Auntie Em to visit for two weeks or decide to paint the living room.  Alert your family and friends to the fact that your success is dependent on your focusing on your studies.
• Work obligations.  Combining work and study is stressful during exams.  Evening or part-time students who work full-time should consider whether they can take vacation days to gain more study time.  Part-time law clerks should consider decreasing or eliminating work hours during exams if their employers are understanding.
• Reliance on rumours.  Do not believe everything you hear.  The grapevine content will increase in its absurdity at this time of year.  If the message you hear results in more stress, it was probably disseminated by another law student who wanted to scare his competition.
• Dependence on energy drinks.  Being over-caffeinated will not assist your studying.  You will be stressed, irritable, and jittery.  Beware of mixing these beverages with medications or alcohol. 

Each person has individual stressors that should also be avoided as much as possible: certain people, chores, travel routes, etc.  Be aware of your stressors and plan ways to minimize or eliminate them. (Amy Jarmon)