Law School Academic Support Blog

How Can I Stay Positive for Exam Studying?

Most law schools are about to begin their exam periods.  Everyone can feel the stress level increasing daily among the students.  The doom and gloom, nay-saying, gnashing of teeth, groaning, and moaning of some law students are infecting the atmosphere for everyone.

Keeping a positive outlook and believing in yourself during the exam period will require some strategies to counteract the negativity.  Here are some ways to keep yourself from giving in to stress and bad thoughts:

• Retain your common sense and ignore the bizarre rumors that float around a law school at the end of a semester.  Example: one group of students told me a rumor that a professor's curve is so tight that the few high grades are assigned alphabetically by last name.  That makes no sense because exams are anonymously graded.  Beware of the foolishness that abounds this time of year. 
• Make conscious decisions about which people add to your positive mindset.  Surround yourself with fellow students who are supportive, encouraging, and focusing on productive study.  Also, make time to talk with your supporters outside the law school: parents, siblings, mentors, and others.  Ask someone to be your cheerleader so you can phone every night for a pep talk.
• Make conscious decisions about which people to avoid.  Walk away from the people who are negative.  You can be polite in doing so, but get away from them.  Do not allow yourself to waste time listening to dire predictions of failure.  Do not tolerate anyone who is trying to make you feel less prepared, to undermine your confidence, or to belittle your efforts.
• Find a place to study that decreases your stress level.  If the law school atmosphere makes you anxious or you get too many interruptions there, go elsewhere.  Some students can study at home; others get too distracted at home.  Choose a study location where you will be productive:  the main university library, another academic building on campus, an empty Student Union meeting room, a coffee shop, the business center at your apartment complex.
• Focus on manageable tasks.  Viewing a course as a 15-week whole is stressful.  "I need to know Income Tax" is an overwhelming concept.  Break your course down into topics and subtopics.  Then focus on learning manageable pieces: "I need to understand the medical expense deduction for Schedule A."  Remember the Chinese proverb: you can eat an elephant one bite at a time.
• Avoid talking about an exam after it is over.  Put it behind you and move on.  You cannot change what you did on the exam.  If you talk with people about it, your stress will likely increase because someone will say there was an issue that you did not spot - and half of the time, that person is wrong.
• Take care of yourself.  Having enough sleep (7-8 hours per night minimum) helps you absorb, retain, and apply information.  You will also be more productive in your study hours.  Going into an exam without enough sleep is a recipe for disaster.  Eating healthy foods also helps your brain to work better.  Exercise is one of the best stress-busters and helps you sleep.
• Encourage yourself.  Read inspirational quotes or scriptures each day.  Post positive sayings around your apartment.  List three good things that happened each day in a journal before you go to bed.  Pat yourself on the back for a good study session.

Most of all remember that you are the same intelligent person you were when you entered the law school doors for the first time.  Believe in yourself.  You can do this.  (Amy Jarmon)

 

Notes from the LSAC Diversity Retention Conference

On April 8^th, 2015, law school students, administrators, faculty, academic support educators, and admissions officers along with members of the judiciary and leaders within the Law School Admissions Council congregated in a large hotel conference room within walking distance of the Las Vegas strip and a short bus ride from the UNLV William S. Boyd School of Law.  They had a common purpose: to discuss how to work together to better meet the needs of our diverse law students.  Dr. Terrell Strayhorn gave the keynote speech, an inspirational start to an energizing and thought-provoking three days.  Below are my notes from his keynote speech and some of the themes that I took back to Rhode Island with me from the conference.  I also have pasted some links below for those of you who wish to read more about the topics touched on in this blog.  I have a lot more to learn, but this conference was a wonderful starting point for me, and a much-appreciated opportunity to deepen my understanding of my own diverse students.  Much thanks to Kent Lollis, LSAC’s Executive Director of Diversity Initiatives, Rod Fong, Chair of the LSAC Diversity Retention Conference Planning Group, Professor Nancy Rappaport of UNLV, and many others for their hard work in providing this opportunity for all of us.

Dr. Terrell Strayhorn, a Professor of Higher Education at the Department of Educational Studies within Ohio State’s College of Education and Human Ecology, is also the Director of the Ohio State Center for Higher Education Enterprise (CHEE). 

https://chee.osu.edu/people/strayhorn-terrell.html

During his keynote address, Dr. Strayhorn spoke about the need for students of color to feel that they “belong” to a community, to feel included.  In his book, College Students Sense of Belonging, A Key to Educational Success for All Students, Dr. Strayhorn defines a “sense of belonging” as “a basic human need and motivation, sufficient to influence behavior. [It] refers to students’ perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group (e.g., campus community) or others on campus (e.g., faculty, peers).  It’s a cognitive evaluation that typically leads to an affective response or behavior.”  According to Dr. Strayhorn, a “sense of belonging” is “relational” in that “members matter to one another and to the group,” and that “each member benefits from the group” and the “group benefits from the contributions of each member.”

This sense of “belonging” is an important factor in a diverse student’s potential for success, more significant than her LSAT score. A “sense of belonging” arises from both “structural” and “curricular” diversity. “Structural” diversity refers to the number of diverse students who are in a class overall & within each individual classroom. Curricular diversity refers to bringing both diverse and non-diverse students together in a meaningful way to discuss their experiences and perspectives.    Cross-racial understanding comes from this curricular diversity.  Simply having a number of diverse students in the classroom does not, by itself, facilitate inclusion.  True inclusion involves interaction among students about their different perspectives and experiences. This “interactional diversity” is what impacts the student body. Many law faculty across the country, however, are unready to have these conversations. (See suggestions below)

If law schools do not bring students together to discuss their diverse experiences, cross-racial understanding and inclusion suffers because understanding and inclusion results from these interactions.  A lack of conversations in law school classrooms about diverse perspectives among students is a missed opportunity to provide for a deeper sense of belonging for students of color.  Students of color need to feel they belong to the community in which they learn. Curricular diversity engenders a sense of belonging, which, in turn, engenders self-efficacy among students of color.

For these conversations to facilitate understanding and inclusion there must be a sufficient number of students of color in the classroom for them to disagree with one another.  The risk of having these conversations with too few students of color in the classroom is that these students feel they have to be the spokespersons for their entire race.  In terms of structural diversity, law schools across the country still have a long way to go. 

Dr. Strayhorn, and, in fact, every member of the panel on that first day, spoke about the importance of effective pipelines that reach deep into the diverse student community as early as middle school or preschool.  In addition, he spoke about mentor programs for diverse students, and the need to enhance these programs by providing more oversight and training to the mentors about how to mentor a student. Mentors should not just meet a student for lunch to periodically “breathe on a student.”  Rather, he spoke about three steps to being an effective mentor:  1) believe in the students and set high expectations for the students; 2) build character and invest in the students by providing specific strategies, sharing perspectives, and teaching them tools to achieve; and 3) push them to accomplish more (he called it “intrusive exposure”).

Once students of color decide to attend law school, and must choose which school to attend, they typically will view the law school’s website, but do not typically speak with staff or faculty about the law school. Instead, they choose to speak with people outside the law school, particularly family and friends.  In fact, during his research, Dr. Strayhorn heard repeatedly from students of color that they chose to attend law school because they wanted to help their family by attaining a well-paying job to make money to give to their family. This family may include spouses and children, but also parents, brothers, sisters, and grandparents or others. In addition, students of color may feel responsible for financially supporting their families while in law school. They have an aversion to taking out debt.

Feelings of belonging also impacted students’ choice of law school:  Meaningful connections with law staff and faculty made a critical difference to students of color. Some sentiments that Dr. Strayhorn consistently heard when he asked students why they had chosen their law school was  “it was the only law school where the faculty made time to get to know me,” or the staff  had an “honest conversation with me about the strengths and challenges of each law school I had applied to.” They “cared about me.”  They “helped me with my application.” “Something about the school felt like a family.”  Very few students spoke of the law school’s ranking in U.S. News & World Report or the law school’s reputation.  Students also rarely spoke about the alumni placement data, bar passage rates, library holdings. 

Dr. Strayhorn’s final comments:  Minorities are severely underrepresented in the legal profession.  The legal profession should better reflect our society. A diverse workforce will make better decisions. Although some great pipeline programs exist, the critical problem facing law schools and diverse students is the lack of a preschool to undergraduate pipeline.  

Guest Blogger:

Kathryn Thompson, Director of Academic Success Program, Roger Williams Law School

 

 

ASSOCIATION OF ACADEMIC SUPPORT EDUCATORS

3^rd Annual AASE National Conference

May 26-28, 2015
 
The John Marshall Law School

Chicago, Illinois 

Conference Registration closes on May 8.

To register go to:

http://www.associationofacademicsupporteducators.org/conferencesevents.html

You can update your AASE membership at the time of registration. 

Make sure you make your hotel reservations by May 4 to obtain the conference rate at the Hilton Chicago:  https://resweb.passkey.com/go/AASE2015, or 1-877-865-5320 (ask for AASE room rate). 

If you stay at the conference hotel you will receive Garrett’s Popcorn in your room.  

Spring Semester Study Suggestions

Schools around the country have entered the exam zone. For the next 2-3 weeks campus are overrun with students walking shuffling around in clothing that has seen better days. They will be unkempt and a bit unclean. They will stay up all hours of the night, chugging energy drinks to keep going. All in the name of studying. This is what it takes to get an A. I say it is time for change. Don’t just follow the crowd. Be your own person and do your own thing: take a shower, go to bed at a decent hour, and still get an A. This is possible if you follow one simple rule: treat studying like a job. You don’t have to wear a suit but would it be so bad to wear clean clothes and not smell like stale sweat? I know it’s a radical concept but it’s worth considering.

First, make a schedule. Create a weekly and daily calendar where you plan out what you want to accomplish that day and that plan should be more than just, “study.” Break an overwhelming task into smaller, more specific chunks: complete 1/3 of outline, review notes for 15 minutes, answer and review one practice question. You also need to schedule time for life. Make an appointment with yourself to do laundry, make dinner, talk to mom. Scheduling these activities means you are more likely to do them. Being able to keep up with day to day tasks will make you feel better and more accomplished.

Second, protect your study time. Just because you spend 12 hours in the library doesn’t mean you actually studied 12 hours. The first step is the hardest but most important- go off the grid. Turn off the phone. Not on silent. Not on airplane mode. Turn. It. Off. It’s ok if you need to take baby steps: start with a 2-hour block without social media and texting. Both are times sucks and every time you go off-task, you lose time (Check out my October 1 post for more on multi-tasking). Devote a solid two hours to studying. You will be amazed at how much work you get done. It’s fine if you want to chat with friends or wander around the library but this is called a “study-break” and you don’t get one of these until you’ve studied.

If the idea of making and following a schedule, and not texting or tweeting for a whole two hours seems a bit daunting, try it out for a day and see how it goes. I doubt you’ll revert back to your old ways.  Not only will you do well on your exams but you’ll have clean laundry, too.

(ksk)

Mastering the Process of Multiple Choice Questions

When I meet with students to assess exam performance and the topic of multiple choice questions comes up, oftentimes the student says, “I thought I was good at multiple choice but apparently I’m not.” Although I don’t like that the student has given up on himself, I use this as an opportunity to work on multiple choice strategies.

The theme I use for teaching multiple choice is control: you need to stay in control of the question, not the other way around.

The first step is to read with a purpose. Read the call of the question for the expected outcome: “What is P’s best argument?” “If D wins, what is the basis?” “How should the judge rule?” This sets up the framework for the best answer choice. Next, read the fact pattern and identify the central issue. Then recall the relevant rule. Don’t look to the answer choices for help in figuring out the issue or the rule. Three are written to distract you away from this. Only look at the answer choices after you know what you are looking for. The best answer choice will address both the central issue and the correct rule. If the issue raised in the answer doesn’t match the issue raised in the question, it is not the best choice. If the legal basis for each answer choice isn’t relevant or completely correct, then it is not the best answer choice.

Just as writing an essay response is a process, so too is answering a multiple choice question. The difference is that with an essay your response must demonstrate the process and with multiple choice you demonstrate the process by choosing the best answer. Knowing the material is not enough to get a question correct. You have to work through practice questions and master the process in order to get the correct answer. Take the time, practice the process, and stay in control.

ksk

Kudos to those who organized the NY Area Academic Support Workshop

The NY Area Academic Support Workshop took place on April 17th at the New York Law School.  As usual for this event, ASP'ers attended from near and far and were not disappointed.  Kris Franklin, of NYLS, and Linda Feldman, of Brooklyn Law School put together a full day of presentations. 

Linda Feldman lead a discussion on working with students, once they have been identified and placed on Academic Supervision. 

Angela Baker and Alison Nissen, presented on the topic of Serving Today's Students. 

Martha Hochberger of NYLS gave attendees a new tool via her presentation on Charting the Way to Case Synthesis.

Debra Cohen of the David A. Clarke Law School, spoke of the transition from undergrad to law school via her presentation entitled Unlearning -- the Hardest Part of Law School.  Deb's presentation was a preview of her upcoming presentation at the Third Annual AASE Conference.

Coral M. Rivera Torres, of the Pontifical Catholic University of Puerto Rico School of Law, spoke on Integrating ASP Strategies for Exam Preparation - through practice and feedback for students.

After a lunch that involved networking and a presentation on bar exam topics by Mike Power of Kaplan, there were additional sessions.

Carmen Morales, of Fordham Law School, reported on the LSAC Diversity and Retention Conference, which was held in Las Vegas on April 8-10.  That conference addressed issues faced by under represented minorities in law schools - both as students and faculty members.   

Joseph Brennan, of the Charlotte School of Law, spoke on Practicing High Quality Critical Writing in Law School. 

Kris Kranklin, of NYLS, lead attendees in a "Questions Only" Negligence Exercise.  The exercise was a team affair, and we were given a fact pattern and charged with generating a list of relevant questions.  through this exercise, students come to understand what is important when working with a fact pattern.

Myra Orlen, of Western New England University School of Law, presented on the topic of Multitasking in the "New Normal": Managing an Ever-Increasing ASP Load."  This topic was addressed after participants had shared many wonderful and effective ways of working with under-performing law students.  As usual, participants at the Workshop offered support and good ideas.

 

(MGO) 

Law School Action Comic #13

(Alex Ruskell)

UC Irvine School of Law is seeking a Director of Academic Skills.

The University of California, Irvine School of Law invites applications for the position of director of the academic skills program. The successful candidate will develop, enhance, and implement a program to assist students in the transition to law school, to promote their successful completion of the J.D. program, and to prepare them to sit for the bar exam.

Application Procedure - All applicants should submit a cover letter describing teaching and research interests, an updated curriculum vitae, and list of 3-5 references using UC Irvine's on-line application system, RECRUIT, located at: https://recruit.ap.uci.edu/JPF02795

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

Job Opening: Texas A&M Academic Success

Texas A&M is hiring an Assistant Director of Academic Support.  The person hired will assist in developing and managing of all aspects of the First-Year, Peer Tutoring and Upper-Level Academic Support Program, in conjunction with the Faculty Director and the other Assistant Director of Academic Support. In addition, the Assistant Director contributes to developing and managing the “Preparing for Bar” Course, Bar Mentoring Program, Bar Scholarships, and other Bar Exam preparation materials and services.

Candidates must have a JD, and should have some experience in legal education.  Texas A&M University School of Law is located in vibrant downtown Fort Worth.  The Fort Worth/Dallas area, with a total population in excess of six million people, offers a low cost of living and a strong economy.

As an Equal Opportunity Employer, Texas A&M University welcomes applications from a broad spectrum of qualified individuals who will enhance the rich diversity of the law school’s academic community. Applicants can apply directly online at: https://jobpath.tamu.edu/postings/82340.  Please also send your résumé or cv directly to Professor James McGrath, Professor of Law and Director of Academic Support - [email protected].  Alternatively, résumés can be mailed to Professor McGrath at Texas A&M University School of Law, 1515 Commerce Street, Fort Worth, Texas 76102-6509.

Develop Tools for Dealing with Stress

Law school is tough but so is life. Now is the time to develop your toolbox for dealing with stress. You would not use a hammer to cut a piece of wood but you won’t be able to get that nail in if you don’t learn how to use a hammer effectively. The same thing goes for stress. If you don’t develop tools for dealing with stress now, chances are you won’t handle it well later in life. Avoid- you might be able to avoid stress if you plan ahead and take control of your surroundings. Leave 10 minutes early and avoid traffic, study in a quiet area of the library where you won’t be bothered by annoying people, or say no to leading that committee or planning that event. You can say yes to some things, but you don’t have to say yes to everything. Alter- you might not be able to avoid stress but you can change the situation. Manage your time and organize your day so that you stay on task, set limits for yourself whether it’s studying or social media. Cope- if you have no choice but to accept certain things then talk to someone. Your feelings are legitimate so even if the situation can’t change, talking about it will make it less frustrating. Believing that you can’t cope is itself a stressor so changing your expectations is very helpful. You may need to redefine success or adjust your standards, especially if perfection is your goal. Oftentimes something as simple as adopting a mantra (I can do it) can help you work through that feeling of helplessness. Stress is a part of life so what matters is how you deal with it. Start applying techniques now to balance the stressors. With a little practice you’ll not only know what tools you have but how to use them.

KSK

 

Feed Your Brain

It’s almost time for exams which means students across the country will put healthy lifestyles on hold in order to spend more time studying. Yes, studying is important but if you want your brain working at optimal capacity, then feed it right. Junk food isn’t good for your body or your brain. Fuel yourself with food that enhances your brain function, mood, and memory. Instead of reaching for chips, candy, or an energy drink, try one of these brain foods. Broccoli and other dark green leafy vegetables are a great source of vitamins and minerals known to enhance cognitive function and improve brainpower. Blueberries and strawberries are effective in improving short term memory. Peanut butter has fat but the good kind- it keeps the heart and brain healthy and functioning properly. Unlike grains like rice and pasta that cause energy levels to peak and crash, leaving your brain exhausted, whole grains provide a steady flow of energy. Dark chocolate in moderation improves blood flow to the brain which improves cognitive function. Not only will your brain thank you but when exams are over you’ll still be able to fit into your clothes.

KSK

Albany Law School seeks Director of Academic Support and Bar Success

DIRECTOR OF ACADEMIC SUPPORT AND BAR SUCCESS

 

Albany Law School seeks applicants to direct and expand its academic support and bar success programs.   The Director will administer and assess the existing academic success and bar success programs and recommend additions and modifications to the programs, focusing on initiatives to increase bar passage rates. The Director may have other responsibilities as assigned from time to time by the Dean and the Associate Dean for Academic Affairs.

 

Qualified candidates will have a J.D. with strong law school credentials and admission to the practice of law, preferably in New York. The position requires knowledge of legal theory, analysis and writing, and other skills necessary to succeed in law school and on the bar examination.  Preference will be given for experience in academic support and bar preparation programs, administrative and supervisory experience, law teaching experience, counseling and tutoring experience, knowledge of learning theory, understanding of disability and multicultural issues, and ability to build rapport with students having academic challenges.  This is a full-time, 12-month, long-term contract track position with the beginning rank of Assistant or Associate Professor of Academic Success.  The person who fills this position will be eligible for a five-year long-term contract after a probationary period of three (3) years. 

 

Albany Law School is the oldest, independent law school in North America with a long tradition of producing great leaders.  We are located in the heart of New York State’s capital since 1851, nestled between the Adirondack and Catskill Mountains.  Albany is within a three-hour drive of New York City, Boston and Montreal, and is served by excellent highway, air and rail transportation systems. The institution offers students an innovative, rigorous curriculum taught by a committed faculty. Several nationally recognized programs -- including the Government Law Center and the Albany Law Clinic and Justice Center -- provide unique opportunities for students and faculty. With 17 neighboring colleges and universities, including a campus shared by Albany Medical College, Albany College of Pharmacy and Sage College, the school benefits from several joint degree programs as well as other associations. Students and faculty also work closely with New York's highest court, federal courts and the state legislature, as well as a thriving tech-based economy.

 

Albany Law School offers competitive pay and an excellent benefits package.  Interested candidates should submit resume and letter of interest using the contact information below.  Deadline for receipt of applications is April 24, 2015.

 

Albany Law School

Attn:  Sherri Donnelly, Director of Human Resources

80 New Scotland Avenue

Albany, NY 12208-3494

Fax: (518) 445-3262

E-mail: [email protected]

Reminder: Third Annual Academic Support Conference

 

Registration is OPEN

for the

3^rd Annual AASE National Conference

May 26-28, 2015

The John Marshall Law School

Chicago, Illinois

 

Opening Plenary 

 

How Your Academic Support Program Can Help Mitigate the Effects of Stereotype Threat,

 

by Russell McClain,

Law School Assistant Professor and
Director, Academic Achievement Program

University of Maryland

Francis King Carey School of Law

 

To register for the conference go to:

http://www.associationofacademicsupporteducators.org/conferencesevents.html

You can update your AASE membership at the time of registration!

 

We have reserved a block of rooms at the Hilton Chicago, 720 South Michigan Ave., Chicago, IL 60605.  Conference attendees should make their reservations directly with the Hilton Chicago through this web link https://resweb.passkey.com/go/AASE2015, or by calling the toll-free number 1-877-865-5320 and referring to the room rate for AASE.  The conference rates are $169/night for run of the house or $189/night for a room with 2 double beds and 2 baths.  Reservations must be made by May 4, 2015 to take advantage of the rate.

 

The conference schedule is available at the conference web site.

 

The schedule is subject to change.

Latin to be added to 2016 MBE

In a surprise move, the National Conference of Bar Examiners has announced that Latin will be tested for the first time on the July 2016 MBE.  A couple of representative questions have been released, with correct answers but no explanations:

1.  Assiduus usus uni rei detius et ingenium et artem saepe vincit.

A.  Sane, paululum linguae latinae dico.

B.  Id legi modo hic modo illic.

C.  Vero, latine loqui non est difficilissimum.

D.  Heu, modo itera omnia quae mihi nunc nuper narravisti, sed nunc anglice.

 

2.  Quidquid excusatio prandium pro.

A.  Caveat emptor!

B.  Vini vidi vici.

C.  Vino veritas.

D.  Caveat depascor!

 

3.  Audaces fortuna iuvat.

A.  Adversus solem ne loquitor.

B.  Disputandi pruritus ecclesiarum scabies.

C.  Corpora lente augescent cito extinguuntur.

D.  Dura lex sed lex.

CORRECT:

1.  D

2.  C

3.  D

I'll be interested in learning how schools and their bar prep programs will react to this new development.  I'm sure students will be perfectly fine with it.  

(Alex Ruskell)