Law School Academic Support Blog

Happy Friendsgiving!

When I was a law student, I looked at Thanksgiving break as prime study time.  Many of my friends and study partners avoided the travel rush in order to best prepare for final exams and catch up on much needed sleep.  With over 25 million people traveling around Thanksgiving, it may be wise for many of you to opt out of travel as well.

However, maintaining traditions and building community helps strengthen bonds and provides comfort at a time of the year when we need it most.  Therefore, circa 1997, my law school comrades and I decided to create a new Thanksgiving tradition- Friendsgiving.  We all gathered on Thanksgiving Eve and feasted on roasted turkey, pecan topped sweet potato soufflé, and amazing homemade pumpkin and apple pies (with a mug of hot cider spiked with Tuaca).  A foodies delight!   

When we were overwhelmed by the semester and feeling gloomy from the rainy gray Seattle skies, we gathered for a night filled with delicious food and gratitude.  I feel blessed to have found lifelong friends during my time in law school.  I consider all of them my Seattle family.  We spend several holidays each year together and now we are almost outnumbered by our children, but Friendsgiving started it all.  This year I am hosting our 15th Friendsgiving celebration!

Before you jump into your weekend of studying, I encourage you to create your own Friendsgiving tradition! 

Happy Friendsgiving!

(Lisa Young)

Another reason law schools need to adopt formative assessments

This will be no surprise to anyone in ASP, but hopefully this sort of study will filter out to a broader law school audience.

 

Frequent Tests Can Enhance College Learning, Study Finds

 

Short quizzes at the start of each class increased attendance and performance, an experiment showed.

http://www.nytimes.com/2013/11/21/education/frequent-tests-can-enhance-college-learning-study-finds.html?smid=pl-share

(RCF)

Little Things Can Make a Big Difference: Extending Office Hours During Reading Week

Another small way we can show we are invested in our students success is to add more office hours before exams. So ASPer's do this without being told that it is a good practice. ASPer's can also gently encourage faculty to extend their office hours during reading week.

1) Extended office hours allow last-minute "A HA!" moments.

2) Extended office hours can prevent undue anxiety and meltdowns. Sometimes students just need last-minute reassurance that they are on the right path.

3) Extended office hours can prevent the email avalanche before the final.

4) Extended office hours can allow a student to bow out if they are not going to make it. (RCF)

The Importance of Waiting

Hat tip to Joanne Harvest Koren for sending this interesting article on the power of patience and how slowing down can lead to more productivity. The article is titled The Power of Patience: Teaching students the value of deceleration and immersive attention.  I especially like the idea that delays in formative assessment can be beneficial. The time a student spends waiting helps influence their experience and their knowledge.  Patience, while nostalgic, needs a comeback. 

(Lisa Young)

Time, Time, Time...

Sometimes, timing is everything.  Law students need to learn to use their time wisely to effectively manage the demands of law school while balancing jobs, families, and self-care.  Being at the right place at the right time makes a significant difference for law students who are networking for job opportunities and seeking support systems. Also, timing and pacing during a final exam (or the bar exam) can mean the difference between a passing grade and a failing one.  In this post, I have referenced song lyrics that incorporate the theme of time while relating them to the law school experience.

“If I could save time in a bottle…”  I know I may be dating myself with this one, but I had to begin with this classic line from Jim Croce’s hit love song “Time in a Bottle”.  Ask your students what they would do if they could save time in a bottle.  Are they making the most of each moment?  Are they being intentional with how they plan their schedules, spend their time, and balance their commitments?  We all want more time (especially law students), but instead of focusing on the lack of time we have, highlight ways to use time more efficiently and encourage your students to be present when free moments avail themselves.

“I’ve got too much time on my hands…”  This classic rock song by Styx was written as a reflection on the unemployment crisis in the 70’s.  The underlying theme in the lyrics rings true in many respects for today’s law students.  They are worried about their careers, finding a job, and performing well on exams.  They may not be able to tighten their focus when they actually do find that they have “time on their hands."  Time management does not always come naturally.  Providing students with tools and resources to help them manage their time will help them prioritize, use their free time wisely, and establish effective routines.

Similar to the melancholy quality of Styx’s lyrics, Otis Redding hits a few low notes when he croons about… “sitting on the dock of the bay…wasting time….”  Students sometimes sit and feel like they cannot catch a break.  Redding’s hit resonates with students who are feeling like they have left the life they knew only to find that law school is challenging, competitive, and sometimes disappointing.  When they feel like “nothing's gonna change”, we step in to give them hope.  Providing the tools for success to law students empowers them to make necessary changes to ensure their success.  Especially at the close of the semester, we need to recognize that law students are exhausted, overloaded, and feeling lost.   As Cyndi Lauper so aptly sings in “Time After Time”, when law students "are lost, they turn and they will find [us]", Academic Support Professionals.  We catch them and lift them back up.

After exams or a when facing a rough patch during the semester, students may need to turn to ASP for this lift or for help with creating a new plan for their upcoming semester.  If their study strategies or exam performance are subpar, they begin humming, “If I could turn back time” (with Cher’s iconic diva-ness echoing in their minds).  Reflecting on study habits, legal analysis skills, and exam performance are key components to succeeding in law school.  Everyone has moments in their past that they wish they could replay (or delete).  Using these moments as opportunities for growth instead of moments of failure, helps students see beyond their initial shock, shame, or disappointment. 

Like the Stones, we want our students to sing (and feel) that "time is on my side, yes it is...."  While this may not always be realistic, there are many ways to get closer to that dream.  Here are a few ideas:

• Create sample study schedules for your students
• Give them calendars and checklists to help them plan their time
• Ask them to keep a journal that tracks how they use their time during a typical day or week and then ask them to reflect on their time management
• Provide a time management workshop or webinar
• Have them draft a to do list at the start of each day and evaluate their progress at the end of each day
• Pair 1L students up with a 2L or 3L mentor to discuss how to effectively schedule their time
• Challenge students to unplug for a block of time each day (This is a good one for all of us!)
• Teach students the art of delegation
• Encourage students to take time each day to recharge. 

By establishing routine time management practices, students will feel more balanced and be more productive.  Because as Pete Seeger so aptly wrote, there is "a time to weep, and a time to laugh; a time to mourn, and a time to dance."  We should all spend more time dancing.

(Lisa Young)

 

I Don't Wanna Grow Up

 

For me, one of the most maddening things about Academic Success is when students don't take advantage of Workshops, tutoring, or any of the advice I have given them over the semester and end up failing because of it.  And, when students do this kind of thing during bar study, I find it even more frustrating (not to mention mind-boggling).

In general, I try to encourage participation in Academic Success and Bar Prep by being nice and accesible -- I answer emails whenever I see them, encourage them to call me "Alex," wash their cars on alternate Sundays, etc.  That seems to work pretty well with most.  But, lately I've been wondering if some of the students would benefit if I actually changed tactics and instead of being "nice," pointed out harsh reality to them (which one of my colleagues referred to as being "mean"). 

If a student chooses not to participate in the help available to them, perhaps the best thing I can do is simply make them own their mistakes. There is nothing inherently wrong with failing the bar exam, pulling the lowest grade in the classs, or failing law school. And, if a student chooses not to talk to their profs, take advantage of academic success, do practice questions, make outlines, go to the school's bar prep, or go to their commercial bar prep, there's not a lot I can really do about it. While I tend to beat myself up over these these students when they fail, at the end of the day, it's up to them whether they want to take chances with their success. If the vast amount of money and time invested and the scary job market can't motivate them, I certainly can't. 

So, much like medical patients undergoing a risky medical procedure, I'm kicking around the idea of having these students sign an "informed consent" form. I'm thinking the form might read:

"I have decided that I am OK with  potentially [failing this class/failing out of law school/failing the bar]. I think other things are more important than doing the work I need to succeed, such as ___________________________________________ (job, family, exercise, social stuff, significant other, etc.) or I am unable to invest the appropriate amount of time because of __________________________________. 

I do not go to tutoring because: ____________________________________.

I have not started my outline because: ________________________________.

I do not do my legal writing assignments early because: ____________________.

I do not have a set study schedule because: _____________________________.

I do not go to Academic Success Workshops because: ________________________.

I have not met my profs during office hours because: _________________________.

I do not go to Career Services because: ___________________________________.

 

 My law school cost:    ___________________.

My commercial bar prep cost:        ___________________.

For my career, I am planning to: ___________________________________."

I'm not exactly sure how students will react. I imagine not well. But I would hope that actually having their choices and likely results laid out before them in black and white would make them more likely to change their ways (even if it is just to spite me).

I'm a little worried about doing something like this because a lot of law students react horribly to even the slightest criticism (and I would never use a form like this on a student who is trying but simply flailing out of control).  I've had students complain when I simply noted (without naming names) that students with a GPA under a certain point are at risk for failing the bar. I've had students complain that I didn't hire them for a position they didn't actually turn in an application for. And, I once had a student complain that I was bothering him with too many emails as I was trying to get him to meet with me (another prof had put him on my radar as a student that needed help).

With that student, I backed off. He graduated at the bottom of the class, struggled with the bar exam, and was ultimately disbarred from the practice of law . Not that I delude myself into thinking that I was or could be that important to his outcome, but he made me wonder whether backing off was the right choice. Perhaps I should have pushed harder and maybe that would have forced him to take stock of what he was doing with his student career (which, in turn, might have saved him in his professional one).

The verdict is still out on whether I will try this form.  We will see.  (Alex Ruskell)

Little Things Can Make a Big Difference: Reviewing Outlines

I am sitting in my office reviewing 27 Property outlines. I won't lie--it's a chore. But reviewing outlines before final exams is a little thing I can do that can have a big impact on student success.

1) By reviewing outlines 2 weeks before the final review session, I give students a chance to correct their mistakes of law before the final exam.

2) By reviewing outlines, I can snag students who have significant, fundamental misunderstandings of law. I can ask them to see me before the final exam. It gives students the chance for an "A HA!" moment before the exam.

3) I get better exam answers if I know what they understand. I can correct any class-wide errors or misunderstandings, preventing me from experiencing frustration and anger when correcting exams at Christmas. Better exams=happier students + happier teacher.

4) By reviewing outlines before finals, I KNOW they have studied. Outlines are 10% of their final grade. I give them just enough credit to make an impact, but not so much that errors in the outline will derail them. Outlines are not curved or normed.

5) By reviewing exams, I am showing them that their success matters to me. Showing students you care about their success helps them invest in their education, invest in the law school, and give more to their courses. Reviewing outlines helps them see you are not just designing an exam to "curve" them; you are designing an exam so they can demonstrate their knowledge. It's a little way to help students feel like the process is not arbitrary and random. (RCF)

AALS Early Bird Registration Extended

The following information was recently sent out by AALS:

Early Bird Registration: Deadline Extended to December 2nd

 We realize that many law faculties have only recently received the printed AALS Annual Meeting Program Booklet. To allow faculty to review the program and make their plans for New York City, we are extending the early bird discounted registration fee to Monday, December 2, 2013.  This promises to be a very successful meeting.  As of early November, our number of registrants is the highest when compared to the past five years of Annual Meeting registrations.  To register, click here.

We hope you will join law school colleagues from all over country and around the world, as we gather in New York City to consider the Annual Meeting theme, Looking Forward: Legal Education in the 21st Century, and engage and debate the over hundred topics offered by our Sections and Committees. 

Take advantage of the extended early bird registration fee and register before the revised deadline of Monday, December 2. 

To review the program schedule please visit: www.aals.org/am2014/

 

 

West Coast Regional Conference Recap

The West Coast Consortium of Academic Support Professionals (WCCASP) held their second regional conference last week in beautiful San Diego.  A huge thanks to Emily Scivoletto and Kiyana Kiel for hosting the event at the University of San Diego School of Law.  The conference was an immense success.

The morning started off with an in depth look at the state of legal education presented by Emily Scivoletto.  The presentation touched upon many of the issues each of us are facing at our institutions- fewer applications, declining LSATS, and limited resources.  The discussion that followed was robust and could have easily filled the entire day. 

Next, our fabulous keynote speaker Pavel Wonsowicz (UCLA), spoke about how we are "Academic Support Artisans."  We are in the trenches with the students and we are extremely valuable to our institutions (whether our schools realize it or not).  I loved his reference to the verse, "give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."  As noted, we are teaching our students to "fish" by using many different teaching methods.  Whether we are working with individuals or groups; linked to a course or not; mandatory programs or voluntary; we all are on the front lines at our institutions.  Crafting programs that take into account learner profiles and institutional missions is one way we color our institution's canvas and the lives of our students.

One of WCCASP's missions is to provide support and resources to individuals in ASP interested in pursuing scholarly endeavors.  This year we were honored to have Sara Berman (Whittier) share her writing and publishing experiences.  Her most recent book PASS THE BAR EXAM: A PRACTICAL GUIDE TO REACHING ACADEMIC AND PROFESSIONAL SUCCESS was published by the American Bar Association this year.  She brought her wisdom and insights to WCCASP by detailing the publication process from start to finish.   

We were also honored to have three ASPers present their works in progress.  Courtney Lee (Pacific McGeorge), Lisa Blasser (Western State), and Kevin Sherrill (La Verne) gave paper presentations on various topics related to legal education and Academic Support.  The importance of our work as Academic Support Professionals rippled throughout each of these presentations.  Stayed tuned for publication dates...

After a lunch discussion on crafting personal goals, objectives, and a board of directors (post forthcoming), the day ended with three presentations aimed at helping ASPers infuse critical reflection, visuals, and grammar into our programs.  DeShun Harris (UNLV) discussed how we can use critical reflection to improve ASP program materials.  Susan Smith Bakhshian (Loyola) discussed how we can use visuals to teach outlining and essay writing.  And, Harjit Sull (Thomas Jefferson) presented a grammar bootcamp for law students.  These practical presentations provided inspiration and useful tools for all of the participants.

The day was full of camaraderie that many of us do not often experience at our institutions.  If you have not participated in a regional conference, I encourage you to do so.  Consider submitting a proposal for a presentation or simply attend- either way it is a beneficial experience.  As one participant stated in their evaluation, "This is first conference I have attended in a long time where I learned something new from every presentation and I did not get bored."  Enough said.

Lisa Young

Saving students at the very end of the semester

We get them every year--the students who, two to three weeks before the exam, realize that they need help. It is always difficult. It is in our nature to try to save every student. Some students will get it together, and make it through first-semester exams. Other students have just missed too much, and cannot pack enough into the last few weeks. When I meet with students in crisis, I discuss a number of factors that affect their outcomes:

1) Have you kept up with the reading?

If the students has blown off the reading all semester, it is near-impossible to catch up at the end of the semester.

2) Have you discussed your challenges with your professor?

If a student is struggling to understand the substantive material, their first stop should be their professor. I find that may students are intimidated by their professors, and resist seeking the assistance they need in order to understand the material. With support and encouragement, I can usually help these students craft questions to ask their professors that help them gain a better understanding of course material.

3) Are you synthesizing the material (outlining/course summaries)?

Many students wait for some magic moment when their courses come together. They do not understand that they create that magic moment for themselves when they synthesize the course material. Synthesizing the course material can come in the form of a tradition outline, or it can be graphs, flow charts, are some amalgamation of all of these things. While waiting until the last 2-3 weeks of class is not a good idea, if a student has not started synthesizing the material into one document, getting them started will help them before finals.

4) If you had a major life issue that disrupted your study plans, is that issue resolved?

If a student has an ongoing, disruptive life issue that consumes a large amount of time and energy, they may be better off taking a leave of absence before finals. Yes, they lose a semester of tuition (not good), withdrawing before finals gives them the opportunity to come back after they have their life in order.

5) Do you feel like you can succeed?

The student has to find it within themselves to succeed; I cannot help them if they are unwilling to help themselves. If a student is too distraught, they cannot focus on the tough work they need to do to catch up. Students need to self-evaluate.

(RCF)

Helping Yourself While Helping Others

My friends in student services alerted me to this article, and I think it is as important for ASPer's as it is for people in student services. While the title might sound alarmist, I know the burn-out rate in ASP is very high. Some points really jump out:

1) We are not counselors. We need to send students to counselors. We experience vicarious trauma  when we try to act as counselors.

2) Self-care is critical. You can't help anyone if you are not well. If you are a one-person shop, the job never ends. Accumulating sick days/vacation days/personal days is a not a badge of honor. Vacations are necessary.

http://www.huffingtonpost.com/ken-schneck-phd/student-affairs-administrators_b_4236003.html

(RCF)

 

Should I or should I not go home for Thanksgiving?

You are homesick.  Your little brother or dog misses you.  You love turkey and stuffing.  Your family expects you to participate in a 5-day round of traditional family events.  You want to go skiing for the week.  You live for Black Friday shopping.

But now you are having second thoughts about making the trek.  Can you afford to give up the uninterrupted study time?  Will you be able to get any studying done if you go home?  Can you go home for a few days but not all of the time? 

Be honest with yourself.  How prepared are you currently for your exams?  What tasks do you still have left to perform to do well on those exams?  Are your outlines in good shape?  Have you been reviewing regularly?  Have you completed lots of practice questions?  Do you have any papers or other assignments to complete?  The amount of work you have already finished to prepare for exams and the amount of work left are important factors to your decision.

Consider your family circumstances carefully.  Some students know that family members will understand the need to study and allow them to do so except for Thanksgiving dinner with the extended family.  Perhaps everyone else will be working much of the time except the actual holiday, and the house will bequiet for solid studying.  Other students know that family members will mean well but be visibly hurt if the student  does not join in all of the preparations and family fun.  In some cases, the family members would understand, but the student will have no will power and not study as planned.  Will the circumstances allow you to get work done?

Decide whether you can have your turkey and eat it too.  Depending on the travel time and expense, you may be able to go home for part of the break and stay in town to study for part of it.  Leave later in the week or return earlier so that the break is split into two parts.  This strategy works especially well if home is not a great distance away; but it can work even in Texas, where nothing is really close to anything else.  If you use the time before you leave efficiently, you can have some concentrated study time completed before your trip.  If you come back early, you can focus on exams after some fun.

Use the next 15 days for a big study push.  By making the most out of every day before the holiday, it is possible to accomplish a great deal of extra studying.  As a result, you will feel better about what studying is left to accomplish over the break. Get on top of all outlines.  Carve out time for exam studying from time you would normally waste.  Get the most results from your study time instead of passively spending time over the books.  Make a to do list for each course.  Cut out your 2-3 hour exercise at the gym.  Stop taking naps.  Turn off the TV.  Get off Facebook.  Use every minute so that you are pleased with your progress.   

Plan your studying before the break starts.  Whether you stay or leave, make a plan before the break.  You are more likely to meet your study goals if you have mapped out what you want to accomplish each day.  If you fly by the seat of your pants each morning, it is too easy to procrastinate and find something to do that is more attractive than studying.  Think about the day as having three parts: morning (8 a.m. to noon), afternoon (1 to 5 p.m.), and evening (6 to 10 p.m.).  Plan to study at least two of those parts whenever possible.  Map out which course and which tasks you will complete in each time block.

Use travel time for studying.  Whether you are driving or flying, you can get some studying done.  Consider listening to CDs from one of the substantive law series.  If travels are with a law school friend, quiz each other with flashcards or discuss practice questions during the trip.  Read through your outlines while on a layover in the airport.  If your travel time is productive, you will feel less stressed about study time.

Take Thanksgiving Day off if you can do so.  Unless you are desperate about your study situation, take off on the actual holiday.  At most, study for a few hours early in the morning or late at night while others are asleep.  But enjoy the festivities: a meal or football or the Macy's parade.  If you are home, be thankful for the day with family.  If you are at school, find some other studiers to spend part of the day with on a break from studying.  You will feel less resentful and unhappy if you have a holiday.  Work hard before and after the holiday so you do not have to feel guilty on the day itself.

Most of all be thankful for all of your blessings.  Being in law school is a privilege that most people will never have.  Even if it is hard work, you are blessed with a future profession that can have a positive impact on our world.  (Amy Jarmon)   

 

 

Heard it on the grapevine

The law school grapevine is working overtime right now.  All sorts of ill-advised exam study advice is out there.  Here are some of the recent grapevine ideas that are bad advice:

• Stop preparing for classes so you have more time to study for exams.  This advice is bad because preparing for class leads to deeper understanding of the material.  Without preparation, one is merely taking class notes and hoping that the kernels of information are in there somewhere.  Unlike undergraduate courses where students were spoon fed what would appear on the exam, law professors expect preparation for class to provide a springboard for deeper discussion and hypothetical analysis.  Without a basic understanding from class preparation, the student will not connect the dots in class and will walk away without deeper knowledge and the ability to apply the material.
• Use all of your stored up class absences and skip the maximum number of classes you can so you have more time to study for exams.  This suggestion is bad advice because many professors use the last days of classes to pull material together and to discuss the exam details.  Other professors cover course material which by its very nature will weigh more heavily on the exam than earlier material.  Either way means missing critical information and hoping other classmates will tell you everything that was covered.
• Use your class absences to leave early for Thanksgiving Break.  This variation of the prior advice is bad for the same reasons - especially at schools where the classes before the break are the last classes for the semester.
• Focus on your doctrinal courses and slack off in your legal skills/research and writing class.  This bad advice is usually based on the fact that these courses often carry fewer credit hours than the doctrinal courses (at our school, 3 credits versus 4 credits in the fall semester).  These non-doctrinal courses are critical to employment decisions during law school and later and to the performance level during those jobs.  It also never seems to occur to students that an A or B grade in a 3-credit course of this type comes attached to substantial quality points to determine one's grade point average.
• Study only for your first exam until it is over, then switch to the second exam, then the third exam, etc.  First-year students who have nicely spaced exams are especially vulnerable to this bad advice.  But second- and third-year students also fall prey.  By focusing exclusively on one exam at a time, students are not considering which courses are most difficult for them, which courses covered the most material, which courses they have understood/kept up with the most, which courses have exam formats that are most difficult for them, and many other individual study characteristics.  One-size-fits-all exam study can lead to bad decisions about how to divide one's time.  Each study decision should be carefully weighed for that course in relation to the other courses.
• You just have to memorize the black letter law to do well.  This bad advice stems from the undergraduate cram and regurgitate mentality.  Law school exams require students to apply the law to new legal scenarios.  A student definitely needs to memorize the law.  However, that alone is not enough to do well on final exams.  Understanding the law is important.  Completing practice questions is a critical step to exam analysis - for both fact-pattern essays and for multiple-choice questions. 

My advice to students is to take everything heard on the grapevine with a salt shaker's worth of salt.  Use your common sense to determine the soundness of the advice.  If in doubt, ask the academic success professional at your school for feedback on the study ideas that you have heard.  (Amy Jarmon) 

November Spawned a Monster

For the past several years, every student that found themselves in academic jeopardy told me that they hadn't done any practice questions.  Consequently, this year I have been hammering them with constant exhortations to "Do practice questions! Do them early, do them often!" Of course, questions from their profs are the best, but if those are not available, they should look at commercial outlines, other profs, or bar materials.

 

But what to do with the questions?  Besides valuable practice and insight into how a question may be asked (because, in the grand scheme of things, there are only so many scenario variations an exam can have -- for example, a Contracts exam would have to have someone offer someone something, a Torts exam would have to have someone behave negligently in some way), perhaps one of the most helpful things practice questions can do is to help create a "Monster List."

When I was in law school and taking the bar exam, I used to do practice questions for a course and then go over my answers, both right and wrong, and write out on a legal pad all the points of law I didn't know -- something like, "1. Person called 'Evil person' -- circumstantial evidence, does not assert person committed crime, 2. Reputation can be hearsay, 3. Dying declaration applies in civil case or homicide prosecution and statement must concern the cause or circumstances of impending death." I would continue to add to and study this list as I went along, and it would be the last thing I looked at before I sat for the exam.

I had a lot of success with this, and I have seen many students do so as well. In fact, for some students, it becomes the "Attack Outline" that they go into exams with.  (Alex Ruskell)

 

Director of Bar Success Services at UALR

Title

Position Type	Non Classified
Employee Class Code	NF
AR State Title	Research Assistant
FLSA	Exempt

Position Summary and Qualifications

Posting Number	FNC00175
UALR Functional Title	Director of Bar Success Services / R97250
Position Number	R97250
Department	Dean-School of Law
Position Summary	The Director of Bar Success Services/Institute for Law Teaching and Learning Fellow (the “Director”) is responsible for all aspects of the Law School’s bar passage program. The Director also provides writing and secondary academic support services to law students.
Job Duties and Responsibilities	Design, plan, schedule, and teach bar pass program that runs concurrent with students’ bar study (“concurrent bar pass program”).    Advertise and otherwise promote concurrent bar pass program to current UALR Bowen students, particularly those students about to graduate.    Solicit, on an individual basis,those students at risk of failing the bar and recruiting same to participate in the concurrent bar pass program.    Coordinate solicitation efforts regarding at-risk bar takers with faculty.    Publicize and coordinate Essay Advantage program and grade essays.    Work individually with bar takers who request private assistance.    Maintain contact with all bar takers to provide support, encouragement and assistance.    Work with IT staff to develop and maintain website for UALR Bowen bar takers.    Provide writing assistance to students identified as needing writing help for 10 – 15 hours per week as the law school’s Writing Advisor.    Assist with training and oversight of structured study group leaders and with assessment of program.    Assist with assessment and assistance to students on academic probation.    As a Fellow of the Institute for Law Teaching and Learning, contribute to Institute conferences at UALR Bowen Law School and other Institute activities, contribute Institute “Ideas of the Month” and “Articles of the Month” according to established rotation.    Author a law review article addressing an issue relating to academic support or law teaching and learning more generally.    Present at one or more academic support conferences.    Performs other duties as assigned.
Knowledge, Skills, and Abilities	A working knowledge of the legal profession.    Superior writing skills.    Excellent organizational, teaching, interpersonal, communication, and counseling skills.    Ability to communicate excellently using multiple methods.    Demonstrated ability to work with a diverse group of students.    Potential for excellence as a teacher.    Integrity, honesty, and receptiveness to feedback.
Required Education and/or Experience	A J.D. is required. A license to practice law (active or inactive status) is required.
Preferred Education and/or Experience	Teaching experience or a background in the field of education is preferred.
Background Check Requirements	00   - Criminal Only
Start Date	01/02/2014

Additional Qualifications

License(s)/Certifications
Physical Demands	Light   Work - Exerting up to 20 pounds: Frequently, Kneeling: Occasionally, Climbing   (Stairs, Ladders, etc.): Occasionally, Lifting 10-25 lbs: Occasionally,   Carrying 10-25 lbs: Occasionally, Pushing/pulling 10-25 lbs: Occasionally,   Sitting for long periods of time: Frequently, Standing for long periods of   time: Occasionally, Speaking; Essential, Hearing: Essential, Vision: Ability   to distinguish similar colors, depth perception, close vision: Essential,   Walking - Short Distances: Frequently, Walking - Moderate Distances;   Occasionally, Light Work - Exerting up to 20 pounds: Frequently, Kneeling:   Occasionally, Climbing (Stairs, Ladders, etc.): Occasionally, Lifting 10-25   lbs: Occasionally, Carrying 10-25 lbs: Occasionally, Pushing/pulling 10-25   lbs: Occasionally, Sitting for long periods of time: Frequently, Standing for   long periods of time: Occasionally, Speaking; Essential, Hearing: Essential,   Vision: Ability to distinguish similar colors, depth perception, close   vision: Essential, Walking - Short Distances: Frequently, Walking - Moderate   Distances; Occasionally
Work Conditions	Spends approximately 75% or more time indoors, Spends approximately 75% or more time indoors

Posting Detail Information

Background Check Statement	This position is subject to a pre-employment criminal background check. A   criminal conviction or arrest pending adjudication alone shall not disqualify   an applicant in the absence of a relationship to the requirements of the   position. Background check information will be used in a confidential,   non-discriminatory manner consistent with state and federal law.
UALR EEO Statement	The University of Arkansas at Little Rock is an equal opportunity,   affirmative action employer and actively seeks the candidacy of minorities,   women, veterans, and persons with disabilities. Under Arkansas law, all   applications are subject to disclosure. Persons hired must have proof of   legal authority to work in the United States.
Open Date	10/30/2013
Close Date	11/30/2013
Open Until Filled	No
Special Instructions to Applicants

 

Director of Academic Support and Bar Passage Position at UDC

DIRECTOR OF ACADEMIC SUPPORT

UNIVERSITY  OF THE DISTRICT OF COLUMBIA DAVID  A. CLARKE SCHOOL OF LAW
(UDC-DCSL) invites applications to fill the tenure-track position of Director of Academic Support and Bar Passage.  We will consider exceptionally talented applicants at either the assistant or
associate professor level. Candidates must demonstrate a record of strong academic performance and excellent potential for scholarly achievement.  The position will begin in July, 2014.

We are looking for an experienced academic success professional who is familiar with the best practices in the field and interested in designing a state-of-the-art academic success and bar passage program suitable for our mission. The mission of the University of the District
of Columbia David A. Clarke School of Law is to recruit and enroll students from groups under-represented at the bar, provide a well-rounded theoretical and practical legal education that will enable students to be effective and ethical advocates and represent the legal needs of low-income District of Columbia residents through the school’s legal clinics.  UDC-DCSL is one of only six American Bar Association (ABA) accredited law schools at Historically Black Colleges and
Universities (HBCUs).  UDC is the nation’s only urban, public land grant university.  UDC-DCSL is highly ranked: Top 10 in the nation in Law School Clinical Programs (US News and World Report, 2012); 2^rd most diverse faculty (Princeton Review, 2012); 1^st  most chosen by older students (Princeton Review, 2012); 4^th best environment for minority students (Princeton Review, 2012); and Top 20 most innovative law school (PreLaw Magazine, 2012). UDC-DCSL has a strong commitment to diversity among its faculty and encourages applications from minorities and women.

The salary range for Associate Professor is $92,000 to $138,000. The salary range for Assistant Professor is $73,533 to $110,300.

Although we will accept applications until the position is filled, we strongly encourage interested applicants to submit applications by November 1, 2014 for complete consideration. Interested candidates must apply to the UDC Office of Human Resources.  The web address is http://udc.applicantstack.com/x/detail/a2hbyxhaslr9.   Applicants should also send a cover
letter and resume.  Contact:  Professor Wilhelmina Reuben-Cooke, Co-Chair, Faculty
Appointments Committee, University of the District of  Columbia, David A. Clarke School of Law, 4200 Connecticut Avenue, N.W., Building 52, Room 470, Washington, D.C. 20008.  [email protected]

Meet Dennis Tonsing - An ASP Writer

Dennis Tonsing is a Senior Instructor for Concord School of Law and since 2007 has lived in South America (first Uruguay and now Ecuador).  In addition to his ASP and bar prep work, Dennis edits legal documents translated from Spanish.  Prior to his international move, Dennis worked as Dean of Students and first Director of the Academic Support Program at Roger Williams School of Law and previously as the first Director of the Academic Support Program at Vermont Law School. 

You will want to check out his book and EZINE articles below:

1000 Days to the Bar But the Practice of Law Begins Now! William S. Hein & Co. (Second Edition 2010)

 

Law School Essay Exams - What to Memorize (December 9, 2011):

http://ezinearticles.com/?Law-School-Essay-Exams---What-to-Memorize&id=6739325

 

Law School Essay Exams - Focus on Key Facts (November 9, 2011):

http://ezinearticles.com/?Law-School-Essay-Exams---Focus-on-Key-Facts&id=6659280

 

Law School Essay Exam Answers: Write for Your Audience (August 29, 2011):

http://ezinearticles.com/?Law-School-Essay-Exam-Answers:-Write-for-Your-Audience%21&id=6519457

 

Avoid Conclusory Statements in Law School Essay Exam Answers (August 25, 2011):

http://ezinearticles.com/?Avoid-Conclusory-Statements-in-Law-School-Essay-Exam-Answers&id=6513991

 

Law School Avoiding Expository Writing in Law School Essay Exams:

http://ezinearticles.com/?Law-School---Avoiding-Expository-Writing-in-Law-School-Essay-Exams&id=3321507

 

 

 

How do you prepare part-time students for the bar exam?

Two weeks ago, I held a workshop about the bar exam for all 2L students. UMass has a significant part-time program, and the number-one concern of part-time students was "How do I study if I can't take time off from my job?" I stressed to all students that studying for the bar exam is a full-time job, and it takes a minimum of 800 hours of study time to succeed on the bar exam (more if a student is taking the California bar exam). Unlike law school, where part-time students have a reduced course load so they can balance work, family, and school, there is no "reduced study load" available for the bar exam. Reduced study time results in failure, and the bar exam is just too expensive to fail. I spoke to the students about spreading their study hours over a longer period of time, and taking the February, not the July, bar exam. I spoke to students about starting bar prep much earlier, so they can get all the study time in, if they must take the July bar. 

I think this is a question we should revisit at an upcoming ASP conference. I know there is innovative, interesting programs that prepare part-time students for the bar exam, and I would love to see more information on how we can better prepare part-time students who cannot take time off the job for the bar exam. 

(RCF)

Call for Program Proposals for AASE Conference

2014 AASE Annual Conference Call for Proposals

Introduction

The 2014 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 proposals on any subject relating 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.

Presentation topics

The committee seeks a mix of presentations, including but not limited to, presentations that address teaching ideas for new and veteran teachers, scholarship, research, professional growth, assessment, and hot topics in legal education. These may include sessions related to: creativity in law teaching and learning; teaching methods; analytical and academic competencies necessary for success in law school, on the bar, and in practice; counseling; educational psychology; assisting students with learning disabilities; the role and status of Academic Support Professionals in the legal academy; and intersections between academic support, legal writing and doctrinal teaching.

Presentation format

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. The committee is thinking of having “tracks” this year, grouping a series of presentations together around a single theme of interest to a particular audience, as well as larger plenaries designed to appeal to the group as a whole.  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:

Interactive Workshops

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, but are not limited to: 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.

Poster Presentation

Posters will be displayed throughout the conference. In addition, a designated time will be set aside for presenters and attendees to discuss the work presented in the poster.

Brochure Summary

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.

Technology

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.

Time slots

The committee expects that nearly all presentations will be assigned a 45-minute time slot. However, we recognize that a few presentations are better served with more time. For that reason, we have set aside a few 75-minute slots. If you are interested in a 75-minute time slot, your proposal should clearly explain why 75 minutes is necessary.

Submission Deadline

Proposals must be submitted to [email protected] no later than December 6, 2013.

Notification

All individuals submitting a proposal will be notified about the status of their proposal on or before January 17, 2014.

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.

No marketing

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.

Questions

If you have any questions, please contact the Program Committee at: [email protected]

SAMPLE PROPOSAL

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- 356-7890 [email protected]

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:

• Writing
• Discussing ideas in pairs
• Looking at visuals
• Listening & reflecting
• Discussing ideaswith 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.

More Quick Study Tips

Here are a few more study tips from students and others:

• Consider putting your outlines on your Kindle for ease in carrying them with you - especially if you are leaving for the Thanksgiving Break.
• For first-year courses, you might want to consider purchasing the maps at picjur.com: Torts, Contracts, Civil Procedure, and Criminal Law are all available in visual versions.
• If you rather listen to text rather than read it, you might want to consider two options: Dictation and Speech for Macs reads text that can be converted with iTunes for your iPhone; Outlines Outloud is an app that syncs your computer outlines with your iPhone for listening.
• Check out the website for the Board of Law Examiners in your state to see if they post old exam questions for your state-specific courses; practice questions are sometimes hard to find for state-specific topics, and old bar questions can be a plus.
• Remember to check your own law school's exam database for past exams in a course; even if they are for a different professor, the exams may provide good practice questions.
• Use a table to help you easily see the variations of the same rule (common law, restatement, uniform code, majority jurisdiction, minority jurisdiction, etc.) that you have to learn for an exam.

Exploring solutions that others have already found successful saves you time at a critical point in the semester.  (Amy Jarmon)