Law School Academic Support Blog

The Many Hats of ASP

Due to the nature of our work and the lightning fast pace of the academic year, we are so busy that we often forget the many things that we do and various roles that we play.  When asked about our jobs, it is easy to answer with a title, “I am the Director of the Bar Studies Program,” or “I am an Academic Support Professor.”  Or, to answer with an important aspect of our work, “I help students prepare for the bar exam” or “I provide tools for academic success to 1Ls.”  But, these statements do not nearly cover the many hats that we wear at our law schools. 

Instead, listing the qualities that are fundamental to our work is more apropos.  We educate, we advocate, we counsel, and we empathize.  Interestingly, these attributes are strikingly similar to those of a good lawyer.  We, like lawyers, balance our time listening, thinking and analyzing, instructing, and communicating with and for our clients or students.  In a series of blog posts, I will explore the various responsibilities, tasks, and missions we have as ASP Professionals with the hope that others will better understand the work that we do and the essential needs that we fill.  

 

Educator  

Some of us see our main goal in ASP to be that of an educator.  Simply put, we love teaching.  And, as educators, we are constantly honing our craft.  We research new teaching methodologies and strategies.  We implement new techniques in the classroom and monitor student progress and their learning needs.  We reflect on our own work and the impact it has on our students.  We seek out curricular changes that will benefit the student body as a whole.  We provide formative assessments so students can become self-regulated learners and remedy their weak areas.  And, above all, we tirelessly work to help students achieve academic and bar success.

We educate our students in many ways with the work that we do.  In ASP, we teach 1Ls the basics of reading and briefing cases, outlining and exam preparation, and school/life balance.  We help 2Ls fine tune their legal writing, strengthen their legal analysis skills, and help them establish their professional persona.  And, we usher 3Ls into the world of law practice by teaching them the fundamentals necessary to pass the bar examination.  

Webster defines an educator as: “one skilled in teaching” and “a student of the theory and practice of education.”  Academic Support Professionals are truly skilled in teaching and are the epitome of life-long learners.  It is in our roles as educators that we engage students and help them utilize their strengths and improve their weaknesses.   We constantly learn from these interactions with students and from our application of learning theory in our work. In ASP, we wear our "educator hat" most often, but we are also always perpetually being schooled by our students.

 (LBY)

Prof Looking to Assemble Panel for SEALS conference

Professor Russell L. Weaver at the University of Louisville Louis D. Brandeis School of Law is hoping to put together a panel of Academic Success folks to attend the SEALS conference and address the topic of disabilities and support in law school.  If you are interested, please contact him at [email protected].

 

Learning by Doing

First year law students may be experiencing law school mid-term exams at this time of the semester.  These exams bring with them stress – on the one hand – and opportunities for growth and learning – on the other hand.

Prepare for mid-term exams by completing, perfecting, and condensing outlines.  Do practice questions to gain experience dealing with law school essays and with multiple-choice questions.  Find questions by looking at what your law school may have on file, by asking your professors,  or by looking at study aids that contain questions and corresponding answers.  Write practice essays under conditions that mimic those of the actual mid-terms.  Meet with study groups to discuss the answers; meet with professors to review your answers.  Last – but not least – go back to your outlines to be certain that they contained the concepts needed to answer the practice questions.

After the mid-term, review the feedback given by the professor.  If the professor distributes a model answer, outline the model answer – as you compare your answer to the model answer.    Additionally, do an IRAC check of your essay to see whether you included the necessary components of a law school essay.  Once you have an understanding of what went right and what went wrong, try to rewrite the essay – as a learning-by-practice experience.  Meet with your professor to review your work and to make the most out of the learning opportunities that mid-term exams present.

(Myra Orlen)

The MPRE: Trick or Treat?

The Multistate Professional Responsiblity Exam is being administered next week on November 1st- yes, the day after Halloween.  In a previous post, I outlined the basics of the MPRE and reminders for test day.  If you are preparing for the test next week, you should check it out.

For some students, the MPRE is a treat.  It is straightforward, testing only one subject; it is timed, but not too intense; and it is only sixy questions.  For others the MPRE is a trick.  It is filled with tricky questions involving ethical obligations and moral judgments.   In either case, here are a few MPRE study strategies and tips to consider:

• Know your learning style.  For example, if you are an auditory learner, you should listen to the MPRE lecturers from one or a few bar review companies.  As mentioned, these are free and will help you learn the material by hearing clear explanations of the rules and the application of the rules to hypotheticals.
• Do not merely take full practice tests.  You need to have a solid understanding of the rules in order to perform well on the MPRE.  Therefore, you must study!   Is it proper to enter into a business transaction with a client? Can you split a fee with an attorney from a different firm?  Do attorneys have a duty of confidentiality to prospective clients?  Know these answers before you walk into your test.
• Remember that more than one answer choice could be “correct.”  However, you need to choose the “best” answer.  Determining the central issue is the best way to do this. 
• Determine the central issue and make sure you are answering the question being asked.  Sometimes you can easily determine the central issue from the call line (the interrogatory at the end of the fact pattern), while other times you need to search the facts to find it.  Whichever the case, determine the central issue before selecting your answer.  Before bubbling in your answer choice, make sure you assess whether you have answered the question based on the central issue.
• Do not merely select an answer based on the “Yes” or “No” in the answer choices.  Read the entire answer choice and pay close attention to words such as: “if,” “unless,” and “only,” which qualify each of the answer choices.
• Read the Model Rules of Professional Conduct (with a highlighter or pen).  By actively reading the rules, you will get to know the rules that you clearly know and the rules that you need to study further.  You need to know more than what was covered in your PR class, and even your MPRE lecture.  Read and learn the Model Rules.
• Review the scope of coverage and study accordingly.  The NCBE produces an outline, which delineates the coverage on the MPRE.  Focus on the areas with higher coverage: Conflicts, lawyer-client relationships, and litigation/advocacy.
• Don’t forget about the Model Code of Judicial Conduct.  There could be 2-5 questions in this area, which many of you are not familiar. 
• Review MPRE practice questions in small chunks.  Complete 5 at a time and then review the ones you got wrong AND the ones you got right.  Take notes regarding what you missed and areas of confusion.  Review these notes before moving on to the next 5 questions.
• Take at least 2 full practice tests after you have spent a considerable amount of time studying the rules.
• Get a good night’s rest before exam day- NO LATE NIGHT HALLOWEEN PARTIES!
• Take a few “easy” questions in the morning (before you leave your house) to warm up.
• Eat a protein-rich breakfast and repeat positive affirmations.

While it is unrealistic for me to say that this exam will be a treat, I do hope it is not too tricky!

Lisa Bove Young

Conference: Hybrid Learning & Flipped Classroom Principles in Academic Support

Hybrid Learning & Flipped Classroom Principles in Academic Support

New England Consortium of Academic Support Professionals (NECASP) Annual Conference

December 8, 2014   at Suffolk University Law School

 10:00 - 2:45

Morning Workshop: Sara Smith, Instructional Designer

Working Lunch

Afternoon - Presentation of Scholarly Works in Progress:

Dyane O'Leary, Suffolk University School of Law: Flipped out & Blended in: Calling Attention to Students with Attention Deficit Hyperactivity Disorder.

Kristin Pawlawski, Florida Coastal School of Law: HigherEd.com -- A Recognition of Digital Media's Influence on the Millenial Generation and the Need for Tech-Savvy Teaching Models to he employed in Higher Ed Institutions.

Tshaka Randall, Florida A&M University college of Law: Using an Online Learning Management System to Provide Feedback Opportunities Through Peer-and-Self-Assessment.

NECASP Business Meeting to be held from 2:45 - 3:15 (Open to all Attendees)

Registration Deadline: November 17, 2014:

Registration fee of $25.00 - To register send fee (check payable to the New England Consortiumof Academic Support Professionals) to Kandace J. Kukas, Assistant Dean & Director of Bar Passage, Western New England University School of Law, 1215 Wilbraham Road, Springfield, MA 01119.

Include your name, title, school, address, and email. 

  (Myra Orlen)

Law School Action Comics #7

(Alex Ruskell)

Welcome Mary Ann Becker to the ASP Community

Please welcome Mary Ann Becker!  Mary Ann is the Associate Director of Writing Programs and Academic Support at Loyola Unviersity Chicago School of Law.  Thank you to Jennifer Brendel, the Director, for providing more information on Mary Ann:

Before joining Loyola’s faculty as the Associate Director of Writing Programs and Academic Support, Mary Ann Becker taught legal research and writing to first, second, and third year students at DePaul University College of Law for seven years.  She had also acted as the interim assistant director of the legal writing program at DePaul and was a member of Board of Editors for The Second Draft.  Before teaching, she worked as a litigation attorney in Chicago.  She graduated from Northwestern University with a B.A. in French language and literature and she earned her J.D. from DePaul University.  Though new to academic support, she will be presenting an article she wrote at Duquesne’s December 6 conference, Teaching the Academically Underprepared Law Student, and she looks forward to meeting many of you soon!

Mary Ann's faculty profile can be found here: Mary Ann Becker.  Please welcome her when you see her at a conference or workshop.

ASP Book Review: PASS THE BAR EXAM

There are several new books on the market for Academic Support Professionals and for law students.  In a series of posts, I will review a few of those books and some of the tried and true ones that I often turn to when I am in need of some words of wisdom or professional guidance.

First, I am reviewing a book published last year by the American Bar Association, PASS THE BAR EXAM written by Professor Sara J. Berman.  This book provides a step by step guide for individuals embarking on their journey to pass the bar examination.  Not only does this book provide crucial details about the bar exam, it guides readers to understand who they are learners and thinkers.  It offers interactive questions, quizzes, and exercises to increase thoughtful reflection and a deeper awareness of the motivational factors required for successful bar passage.  One highlight for Professors and Academic Support Educators is that the Teacher’s Edition provides many useful tools that can be integrated into Bar Support Classes and Programs.

Professor Berman’s two decades of experience is illuminated in this text and the teacher’s manual.  This resource can help make studying for the bar exam more manageable and less stressful.   If you are thinking about starting a Bar Support Program at your law school, if you are a student seeking a framework for bar strategy and success, or a Professor who wants to integrate more bar support into your curriculum, this book is a great place to begin.

 (LBY)

 

Test-Taking Strategies: Mid-terms and Beyond

Mid October means time for mid-terms. In addition to preparing for the substance, you should also prepare for the exam experience. Here are a few tips for getting and staying focused during an exam.

• Before the      exam begins: Sit calmly and do not think about anything or anyone      else. Listen carefully to instructions. Do not worry about any other part      of the exam. Focus solely on what is right in front of you. Take      it one step at a time.
• When the exam      begins: Look at the first question and take a second to      remind yourself that you can do this. Start smoothly, work efficiently,      and remain focused and calm.
• If you get      stuck: Take a breath and take it one step at a time. (1) Identify      the issue. This will help you regain your composure and lead you back to      the process of thinking like a lawyer. (2) Look at the facts,      starting with the nouns: identify parties and legal relationships. Then      look at the verbs: what are the parties doing? Identify acts or omissions.      Next, look at the adjectives and adverbs, dates and sequence of events. Your      professor included them for a reason. Identify the connection to the nouns      and verbs. (3) Develop a rule using legal terms like reasonable,      intentional, foreseeable, exceeds the scope, etc. (4) Stay calm and      continue to work through the question.
• After the exam      is over:Put it      behind you. You did the best you could and (over)thinking about perceived      mistakes or perfection only leads to a false sense of performance. Don’t      discuss it with your classmates. This is the cardinal rule of exams. Invariably      someone will bring up an issue that you didn’t see (or vice versa) and you      won’t be able to stop thinking about it and will convince yourself that      you bombed the test. If someone asks you how you did, just respond with, “I      did the best I could.”

Go into the mid-term ready to handle the substance, manage your time, and keep your cool. If you can do this, you will surely succeed. (KSK)

Taking Control over Exam Study

We have just passed the halfway point in our semester.  Up until now, most students have been focused on daily survival and have not thought much about their exams.  Now is the time for them to allot time for exam study as well as for daily class preparation.

Why become a two-task law student?  Most semesters are 14-15 weeks long.  To try to learn that amount of material closer to the end of the semester is a daunting task.  By spreading exam study over a longer period, students gain several advantages:

1. Deeper understanding of the material - how it works rather than just rote memory
2. Greater retention - multiple reviews create long-term memory
3. More practice question time - monitoring what one really knows and can apply
4. More exam-taking experience - practice questions allow exam strategies to become auto-pilot rather than uncomfortable

There are several things that law students can do to take control over their exam study.  First, they can compile their current knowledge about each course exam.  That knowledge may come from the syllabus, the professor's comments in class, or other sources. 

Categories of information might include: question formats, open- or closed-book, length of the exam, any topics excluded from the exam, a practice database provided by the professor, or suggested supplements.  After indicating what they already know, they can determine what additional information they want to find out over the remainder of the semester.

Here is an example format that could be used for each course:

WHAT I KNOW ABOUT MY EXAMS	WHAT I NEED TO FIND OUT
Course #1: Torts At least 3 long fact-pattern essay questions At least 25 multiple-choice questions Partially open book Prof recommends CALI lessons Practice essay questions on prof's course website	Prof will tell us more about any material not on the exam two weeks beforehand No information yet on what partially open book means

Second, students can compile the list of topics and subtopics that require study for the exam.  For courses in which they have the entire semester's syllabus, the list can be completed through the end of the semester.  For courses in which they get the syllabus in chunks, the list can be completed through the current chunk and expanded in future weeks.

By completing this step, students are less likely to underestimate the amount of information that will be on the exam.  By breaking the topics into subtopics, students can focus on learning small chunks when they have time instead of waiting to find huge blocks of time (as in "It will take me all weekend to learn negligence.")

Here is an example format that could be used for each course:

Course: ____Torts________ TOPICS AND SUBTOPICS ON EXAM

TOPIC	SUBTOPICS
INTENTIONAL TORTS	Intent Intentional Tort of Battery Intentional Tort of Assault Intentional Tort of False Imprisonment Intentional Tort of Trespass to Land Intentional Tort of Trespass to Chattels Intentional Infliction of Emotional Distress Defenses

By looking carefully at their weekly schedules, they can often carve out pockets of time for exam review that they thought did not exist. 

• Is their reading and briefing taking less time now for a particular course because they are more efficient?
• Are they sleeping in on the weekends when they could capture 1 or 2 hours of exam review time?
• Do they waste blocks of time on digital distractions such as email, Twitter, FaceBook, etc.?
• Can they spend 1 hour instead of 2 hours at the gym? 
• Could they study until 7 p.m. on a Friday or Saturday night rather than knocking off at 3 p.m.?

By making a schedule of those captured times, students are more likely to follow through on their exam review:

DAY OF THE WEEK	EXAM REVIEW TIME AVAILABLE
Monday Tuesday Wednesday   Thursday Friday Saturday   Sunday	8:30 - 9:30 a.m. 3:00 - 4:30 p.m. 11:30 a.m. - 12:00 p.m. 8:30 - 10:00 p.m. 3:00 - 4:30 p.m. 3:00 - 6:00 p.m. 9:00 - 10:30 a.m. 3:00 - 7:00 p.m. None

Students gain more control when they garner information about their exams, list exactly what to study, and capture wasted time from their schedules for exam review.  As they begin to see progress - even in small steps on their topic/subtopic list - they can gain confidence.  As they highlight their progress on exam subtopics and keep to their time commitments for review, they will feel more positive about the upcoming end of classes and exam period. (Amy Jarmon)

Taking Control:	1. Information
2. Content	3. Time

Start spreading the news: The UBE in NY

New York is considering the adoption of the Uniform Bar Examination.  That is one sentence I did not imagine that I would be writing in 2014.  But, it is true.  NY may be the 15^th state to adopt the Uniform Bar Exam.  The New York State Board of Law Examiners (SBLE) has recommended to the New York Court of Appeals that the current bar examination be replaced with the Uniform Bar Examination (UBE) beginning with the July 2015 administration.  This news made me wonder, “What are the benefits of the UBE and why would a state like New York want to adopt it?”

The Uniform Bar Examination (UBE) is prepared by the National Conference of Bar Examiners (NCBE) to test the knowledge and skills that every lawyer should be able to demonstrate prior to becoming licensed to practice law. It is comprised of six Multistate Essay Examination (MEE) essays, two Multistate Performance Test (MPT) tasks, and the Multistate Bar Examination(MBE). It is uniformly administered, graded, and scored by user jurisdictions and results in a portable score that can be used by applicants who seek admission in jurisdictions that accept UBE scores. 

When a law school graduate takes the UBE, they can use their UBE score to apply to other UBE jurisdictions for bar licensure.  The following jurisdictions have adopted the UBE: Alabama; Alaska; Arizona; Colorado; Idaho; Minnesota; Missouri; Montana; Nebraska; New Hampshire; North Dakota; Utah; Washington; and Wyoming.  With New York possibly on board and other states considering it, the UBE is beginning to look more like a national exam. 

Since many law students do not yet know where they would like to practice law, the portability of an applicant’s UBE score allows for more flexibility and mobility.  Law graduates can take the UBE in any UBE jurisdiction and use their score to apply to as many UBE State Bar Associations as they would like.  Instead of sitting for another bar exam, UBE licensed graduates can bypass a second test and apply directly for additional bar licenses with their UBE score.

However, other state specific requirements may also be required.  For example, New York has proposed adding an additional New York specific one hour, 50 question, multiple choice test that would be given on the second day of the UBE.  In order to practice in NY, an applicant would need to pass the UBE, with a score of 266, and score at least 60% on the state specific exam. 

Avoiding a second bar exam is wise since bar exams are costly, excruciatingly difficult, and very time consuming.  Taking the bar exam once is enough!  The Uniform Bar Examination has many benefits- from portable scores, to multijurisdictional practice, to greater employment options.  Having the UBE take a bite out of The Big Apple is a huge move in the right direction for this generation of law graduates.   

If you would like to learn more about the Uniform Bar Examination, please visit The National Conference of Bar Examiners web-page at http://www.ncbex.org/about-ncbe-exams/ube/.  If you would like to comment on New York’s proposal to adopt the UBE, you can e-mail your comments to: [email protected] or write to: Diane Bosse, Chair, New York State Board of Law Examiners, Corporate Plaza, Building 3, 254 Washington Avenue Extension, Albany, NY 12203-5195. Submissions will be accepted until November 7, 2014.

 

(LBY)

 

Director of Academic Achievement Position at Savannah Law School

Savannah Law School has an exciting and challenging opportunity for an outgoing, organized and energetic person to serve as Director of Academic Achievement.  The Director of Academic Achievement will facilitate the development of programs and workshops to assist students with their transition to law school, employ academic resource tools and exercises for skills assessment, and promote successful completion of the J. D. program. Teaching assignment includes all P.A.S.S (Professional and Academic Success Seminar) classes, the Advanced Analytical Methods course, and an Advanced Bar Skills course to prepare students to sit for the bar exam.  A key responsibility will be to maintain an interactive web-based informational site, including the academic TWEN site.  This position also assists the Vice Dean of the Campus with modifying existing academic program offerings to make them more accessible for students.

The ideal candidate will have a J.D. from an accredited institution and at least 3 years of successful experience in law teaching with a focus on legal writing and analysis.  Preference will be given to candidates with law school academic support and bar preparation experience. 

SLS is an equal opportunity employer and does not discriminate in any of its programs or activities on the basis of race, gender, sexual orientation, national or ethnic origin, marital status, age, disability, color, or religious belief.  Salary will be competitive based on experience.  Interested candidates may submit their letter of interest, along with a current professional resume and the names of three references, to:

Savannah Law School

Attn: Rose Anne Nespica

          Vice Dean

          516 Drayton Street

          Savannah, Georgia 31401

                   or

[email protected]

 

Assistant Director for Academic Achievement Position at Cal Western

Assistant Director for Academic Achievement

California Western School of Law

 

Summary Description:

Under the general direction of the Assistant Dean for Academic Achievement, the Assistant Director of Academic Achievement provides academic support to law students, particularly those at academic risk.  The Assistant Director is primarily responsible for supervising the tutoring program, presenting skills workshops, and working with first-year students who are facing academic difficulty.  The Assistant Director teaches the Academic Achievement Workshop for second-year students and assists alumni who are studying for the California bar exam.

Qualifications:

Juris Doctor Degree from an ABA-accredited law school; successful passage of California Bar exam; at least one year of law teaching experience in an academic support or bar preparation program.

Knowledge, Skills and Abilities:

Individual must be a self-starter, able to prioritize and complete multiple tasks of varying complexity and urgency in a timely and efficient manner.  The individual must have a firm commitment to provide exemplary services in a demanding and challenging environment.  The individual must demonstrate poise, tactfulness, diplomacy and professionalism when dealing with staff, faculty, students and outside constituents. Must demonstrate a passion for working with students and have a track record of developing robust relationships with students. Experience in course planning, classroom presentations, and one-on-one tutoring is a plus.  Experience in learning theories and effective pedagogy, including formative and summative assessment a plus. Knowledge of California Civil Procedure a plus.  Must have ability to speak effectively to groups.

Must be able to maintain confidentiality.  Must understand confidentiality of student information in accordance with FERPA regulations as well as school policies, and other State and Federal laws.  Must be creative and flexible in order to effectively manage student needs on an individual and group basis.  Demonstrated ability and interest in working with a highly diverse student population are required.

Application Deadline:

October 24, 2014, or until filled

Start Date:

Ideally December 2014 to facilitate transition into the spring trimester

Send materials to:

E-mail: [email protected] // ATTN: Rikki S. Ueda, Esq., Vice President of Human Resources

 

Reading in Print Helps with Comprehension

Recent studies show that reading is good for us and that reading in print is, well, even better.

To quote a recent, ahem – online publication – “reading in print helps with comprehension.”

 

So, what do these studies mean for law students? Law students might consider the following:

1. In your Legal Research and Writing class, print out the sources, e.g., the cases and statutes, that are relevant to your assignments and that you will use to write those memos.
2. Print out your notes and outlines – if you have typed them.  Put these materials in binders and read them from the printed page – not on the screen.
3. Reconsider using textbooks in e-book format and favor print books.
4. Build in time to read for relaxation – a print book, short story, or magazine –  of course.

(Myra Orlen)

Upcoming Conference - Watch for Future Registration Information

Engaging the Entire Class—Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning

Institute for Law Teaching and Learning

Spring Conference 2015

Saturday, February 28, 2015

The UCLA School of Law and the Institute for Law Teaching and Learning (ILTL) are collaborating to present a one-day conference in Los Angeles on February 28, 2015. The conference theme is:  “Engaging the Entire Class—Strategies for Enhancing Participation and Inclusion in Law School Classroom Learning.”

Conference Structure:  The conference will include an opening and closing led by ILTL Co-Directors and Consultants, and five workshop sessions. Each workshop session will be presented by a teacher featured in What the Best Law Teachers Do. 

Conference Presenters: Workshop presenters include:

• Patti Alleva (University of North Dakota)
• Steve Friedland (Elon University)
• Steven Homer (University of New Mexico)
• Nancy Levit (University of Missouri – Kansas City)
• Hiroshi Motomura (UCLA)

By the end of the conference, participants will have concrete ideas for enhancing participation and inclusion in law school classrooms to take back to their students, colleagues, and institutions.

 

Director of Bar Preparation Position at FIU

Job Description:

BRIEF SUMMARY: Reporting to the Assistant Dean for Academic Support and collaborating with other faculty and staff, the Director of Bar Support assists students and graduates as they prepare for the bar exam, both as they progress through the College of Law and after they graduate. The Director develops, implements, and coordinates school-wide initiatives to improve bar passage, including credit-bearing courses and workshops, as needed.

EXAMPLES OF PRIMARY DUTIES AND RESPONSIBILITIES:

•  Implements, evaluates, and enhances existing bar-preparation services.

•  Teaches in the College of Law’s U.S. Law & Procedure class, a four-credit course designed to support students’ bar preparation. Also supervises adjunct instructors and guests involved in the course.

•  Improves and expands existing programs, including: providing a clearinghouse of bar preparation information; collaborating with commercial bar preparation companies to assist students with their bar preparation efforts; working with faculty to coordinate a mentor program to provide individual mentors to graduates preparing for the bar; tracking at-risk students’ preparation for the bar exam and performance on the exam; and providing resources for repeat bar exam takers.

•  Helps individual students and graduates develop and execute customized study plans and strategies for passing the bar exam.

•  Creates individual student plans of study after one-on-one meetings with all 2L, 3L, and 4L students.

•  Provides counseling and mentoring for students and graduates, starting in first semester 3L year.

•  Provides advice on course selection for bar preparation purposes.

•  Provides general assistance about bar application completion and character and fitness questions with the assistance of the Dean of Students.

•  Meets regularly with students and graduates who are preparing for the bar exam, reviews sample bar exam essays, and provides analysis and feedback to help them improve their skills.

•  Coordinates instruction and assessments for bar preparation course and provides feedback on student work product.

•  Analyzes bar exam results (including statistical analysis) and provides regular reports concerning results.

•  Provides bar-related information to faculty members regarding topics tested and recent bar exam questions in the faculty member’s area of teaching. Encourages and supports faculty development with respect to the bar exam.

•  Develops web page, social media, and other communications describing bar support program and services.

•  Stays abreast of bar exam developments in Florida and nationally and evaluates new developments in the delivery of bar support by law schools.

•  Regularly attends and develops relationships at regional and national bar support conferences, with efforts to develop a leadership role.

•  Secondarily participates in efforts to support all students’ law school success.

•  Performs other duties as assigned.

Welcome Charles Splawn to ASP Work

Please welcome Charles "Chuck" Splawn as Academic and Bar Support Skills Instructor at Elon University School of Law. Chuck began his position in March 2014.  Here is some background information from Antonette Barilla, Director of Academic and Bar Support/Assistant Professor at Elon, to help you get to know him:

Charles Splawn was born in Washington, D.C. and raised in North Carolina. He is married to his lovely wife Allison, 29 years and counting.  He is a graduate of Wake Forest University School of Law and his law career included general private practice, litigation management as in-house counsel for an insurance company, and corporate law involving mergers & acquisitions. 

In 2001 he fulfilled a lifelong dream of becoming a teacher by joining the faculty of the Legal Studies Department at Horry-Georgetown Technical College (HGTC), in Myrtle Beach, South Carolina.  He was selected Professor of the Year at HGTC in May 2006 and served as President of Faculty Assembly at HGTC for the 2007-2008 Academic Year.  He is very excited to begin the next phase of his career by returning to the law school environment generally and by becoming part of the Elon Law family specifically.

Please make Chuck feel welcomed when you see him at a conference or workshop!

 

 

 

You passed! You didn't pass. Strike that, reverse it.

Picture this:  Your new suit is pressed and ready, your parents have arrived from out of town, and your celebratory dinner reservation has been made.  Then, you get a call; one you could have never imagined receiving.  You thought you passed the bar exam (because you were on the pass list); but, the State Bar Commission tells you during that fateful phone call that there was an error.  (Insert menacing music here.)  Unfortunately, they deliver the news that there was a clerical error and that you actually did not pass the bar exam.  What???  How could this happen?

This is exactly what happened in Nebraska this week when three almost attorneys were called 24 hours before being sworn in and told that they fell just a few points short of passing the bar exam even though they were initially told that they had passed.  One phone call changed their life.  While I often remind students that this is just an exam, it is an exam that consumes extensive amounts of time, money, and willpower.  It is not an exam that anyone (other than a select few) wants to take over and over. 

Mistakes happen.  However, with high stakes testing such as the bar exam, shouldn't there be more stringent standards in place so that mistakes of this magnitude do not occur?  If our society relies on the bar exam to determine a lawyer's competency to practice law, are we not also allowed to require those who administer the bar exam to be competent?  With news such as this from Nebraska, we may need to start asking, who polices the gatekeepers?

 

Lisa Bove Young

Multitasking: You Lose More Than You Gain

Multitasking is a way of life for those who’ve grown up in the digital era. You might be talking face-to-face with a friend but you are also texting or checking social media. Even those of us who grew up “b.c.” (before computers) now consider multitasking an essential skill. Why simply drive somewhere when you can drive and talk to someone on the phone? We are busy. We need to multitask. We are good at it. Well, we might not be as good as we think. Research shows that when people do several things at once, they do all of them worse than those who focus on one thing at a time. Multitaskers take longer to complete tasks, make more mistakes, and remember less. In addition, research into multitasking while learning shows that learners have gaps in knowledge, more shallow understanding of the material, and more difficulty transferring the learning to new contexts.

For many, multitasking has become such the norm that you don’t even think about it, you just do it. That’s the problem—you don’t think. However, take a minute to consider why you multitask. Is there an actual need for it? No. You do it because technology has made it possible, because you want to, because meetings/classes are boring, because you don’t want to wait. This is not to say that you shouldn’t watch tv while getting dressed in the morning. But do think twice before multitasking while preparing for and during class. You don’t need to check social media while reading cases. You don’t have to check fantasy football stats during class discussion. Although switching between these tasks may only add a time cost of less than a second, this adds up as you do it over and over again. Class requires focus and multitasking distracts your brain from fully engaging with the material.

The next time you go to class, put the phone on silent and put it away, turn off the internet or shut your lap top. Then focus on the professor and what is going on in the class. The first few minutes will be tough because your brain isn’t used to focusing on one task at a time. However, it won’t take long before your brain realizes it only has to do one thing. You will concentrate more deeply and learn so much more than your classmates who are busy tweeting how bored they are, checking fantasy football stats, and not picking up the exam tip the professor just gave. (KSK)

This idea for this post came from Sara Sampson, OSU Moritz College of Law’s Assistant Dean for Information Services. She made a short presentation on this topic at orientation and was so kind to share her notes and research. Thank you!