Law School Academic Support Blog

Time Management on Fact-Pattern Essay Exams

The professor's goals for fact-pattern essay exams are multiple. Within the larger goal of seeing whether students can apply law to new fact scenarios they have never seen, the professor is looking for several aspects:

• Can students spot issues - both the big issues and the sub-issues?
• Can students accurately state the law - and variations of the law such as common law, restatement, or specific codes?
• Can students analyze the arguments for the parties - "showing their work" rather than being conclusory?
• Where appropriate, can students use cases and policy to support the arguments?
• Can students do all of this in an organized manner with concise writing?
• Can students state a conclusion - even if it does not garner points or matter for the "it depends" nature of the question?
• Can students do all of this within the time given for the exam?

For many students, one of the biggest challenges of exam-taking is the time management throughout the exam. Some students finish exams early because they do not methodically work through the questions and miss points that could have been garnered. These students are often the ones that professors lament are conclusory. Other students have problems with completing the entire exam or with being rushed in completing the last few questions. These students are often the ones that professors lament went down rabbit trails.

There are few law school exams where students do not have to complete all of the questions on the exam to get maximum points. The occasional "complete three of the four questions" instruction would be the exception. We know that most law school exams, unlike the undergraduate versions that students have experienced, are written for the full time allotted for the exam. In fact, some professors on purpose write exams that cannot be completed within the time allotted "because I get such an easy grading curve that way."

So how can students get through an entire exam with the best chance of picking up maximum points across the exam? The strategy is to make a time chart for completing the entire exam. When does one make the time chart? As soon as the proctor says, "You may begin." Take a piece of scrap paper (provided in nearly every exam). Read the instructions and look at the point count or time allotment for each exam question. Then do some math for your time chart.

Let's assume that you have five fact-pattern essay questions to complete for the exam in four hours. The exam begins at 1 p.m. and ends at 5:00 p.m. Let's also assume that your professor indicates time to be used for each question. Two are indicated as 1-hour questions; two are 45-minute questions; one is a 30-minute question.

The rule of thumb for each of the questions is that you want to spend 1/3 of your time reading, analyzing, and organizing (RAO) your answer and spend 2/3 of your time writing (W) the answer. For the 1-hour questions, that means 20 minutes RAO and 40 minutes W. For the 45-minute questions, that means 15 minutes RAO and 30 minutes W. For the 30-minute question, that means 10 minutes RAO and 20 minutes W. Translating this information into a time chart would look as follows:

QUESTION NUMBER	RAO	W
1 (1 HOUR)	1:00 – 1:20 p.m.	1:20 – 2:00 p.m.
2 (1 HOUR)	2:00 – 2:20 p.m.	2:20 – 3:00 p.m.
3 (45 MINUTES)	3:00 – 3:15 p.m.	3:15 – 3:45 p.m.
4 (45 MINUTES)	3:45 – 4:00 p.m.	4:00 – 4:30 p.m.
5 (30 MINUTES)	4:30 – 4:40 p.m.	4:40 – 5:00 p.m.

By using the time chart, you can keep track of how you should move through the exam for each question. You are prompted to read more carefully, think through your analysis, and organize your answer to maximize points before writing your answer. You are less likely to forget a fact, miss a case to reference, or skip an element to analyze when you have structure before you write. Professors can find points more easily in an organized and thorough answer. Also, you know exactly when to move on to writing rather than rushing through or stalling on the RAO step.

Using a chart prompts you to write in a more lawyerly manner. You know the points you want to make because of your organization time, and you can more quickly turn those points into concise sentences and paragraphs. You know when to conclude and move on to the next question at the end of the W time so you will consistently work through the entire exam. You do not want to rush at the end or miss completing one or more questions because you did not watch your time.

If you realize a couple of minutes before your W time ends on a question that you will not have time to write everything you wanted in complete sentences or paragraphs, quickly outline the points you would include if you had more time. Some professors will give a few points to that outline; others will not. However, if you have extra time at the end of the exam, you can return to that question and flesh out the outline into sentences and paragraphs. You will not waste time trying to remember what you were thinking.

What if your professor assigns points rather than times to questions?  In some cases the points will translate easily into time because points equal obvious time blocks within the overall exam. For example, the same four-hour exam with 8 questions broken down into two 90-point questions and six 10-point questions would equal time (90 + 90 + 60 = 240 points = 240 minutes = 4 hours). Using the 1/3 to 2/3 rule of thumb, you would split time 30 minutes RAO - 60 minutes W for the first two questions and 3-4 minutes RAO and 6-7 minutes W for each of the remaining 6 questions depending on your preference for slightly more RAO time or slightly more W time.

Even when your professor does not make points or minutes obvious, you can still tell proportionately how to use the time given the points. Assume you have two 100 point questions, two 75 point questions, and one 40 point question to complete in the 4 hours. You have 240 minutes; you have 390 points. You can eyeball it, or use a formula: divide the points for the question by the total points for the exam and multiple that number times the total minutes for the exam. If you ball-parked the minutes for ease of math, you would spend 1 hour on each of 100-point questions for 2 hours of the exam time, 45 minutes on each 75-point question for 1 hour and a half  of the exam time, leaving 30 minutes on the 40-point question.

What if your professor gives no clue as to points or time? Do not leave your common sense at home. If the difficulty and length of the fact patterns/call of the questions are very similar, divide the time equally among the questions. If some fact patterns are long, some medium, and some short, then divide time proportionately among them.

Finally, what if you are the type of person who must leave time to go back over the exam "just in case you missed something" the first time through the exam. Okay, if you really, really feel compelled to do so . . . . Subtract the amount of review time you want to reserve from the total minutes for the exam. Then reduce the time per question proportionately. Then do a time chart for 1/3-2/3 based on that number of minutes left per question.

Do not let your math phobia paralyze you. If you practice time charting when you are doing longer practice questions before the exam, the method becomes second-nature. Some professors will announce during the week preceding exams how many questions there will be and the points/times allotted for those questions. If you know that information ahead, you can sort out the math before exam day. Then when the proctor says you may begin, you can replicate your time chart on scrap paper. (Amy Jarmon) 

 

 

Law School Action Comics

(Alex Ruskell)

Need-Based Travel Scholarships for AASE - Deadline May 6th

Good morning!

AASE is aware that law school travel budgets are dwindling.  In fact, some of you may not even have a travel budget at all.  The purpose of the AASE National Conference is to further the professional development of the academic support community.  To do this we need “you” at the conference.

In order to help subsidize some of the costs of attending the 4^th Annual National Conference in Long Island City, NY next month, AASE will be awarding need-based travel scholarships. More information about the scholarships is attached.

The deadline to apply has been extended to next Friday, May 6.

Best,

Haley

Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556

 

AASE NATIONAL CONFERENCE TRAVEL SCHOLARSHIPS

AASE is pleased to announce that we will be awarding a limited number of scholarships to attend the AASE National Conference on Tuesday, May 24, 2016 through Thursday, May 26, 2016, at The City University of New York (CUNY) School of Law, Long Island City, New York. Further information about the conference can be found at www.associationofacademicsupporteducators.org/conferencesevents.html.

AASE is aware that law school travel budgets are shrinking. In some cases, academic support professionals may not even have a travel budget at all. The purpose of the AASE National Conference is to further the professional development of the academic support community. To do this we need “you” at the conference.

To help subsidize some of the costs of attending the AASE National Conference, we will be awarding need-based travel scholarships. AASE members will be given preference when awarding travel scholarships. To become an AASE member, please go to www.associationofacademicsupportproessionals.org.

If you wish to apply for a travel scholarship, please submit the following information to [email protected] by May 6, 2016:
Name;
Position;
School Affiliation;
Email and phone number;
Describe your academic support responsibilities at your school;
State whether you are an AASE member;
Describe the circumstances evidencing a need for a travel scholarship;
State the amount of financial assistance being requested; and
Provide any additional information you feel is relevant to your application.

Academic Success Position at Creighton

Job Title:   Visiting or Resident Assistant, Associate, or Professor of Academic Success

Location:   Creighton University School of Law, Omaha, Nebraska

Position Type:   Non-Tenure Track, one or two-year contract, Full-time, 12 months (Exempt)

Opening Date:   April 27, 2016

Closing Date:   Open until filled

Creighton University School of Law seeks applications for a full-time (12 months), non-tenure track, contract position as Visiting or Resident Faculty beginning in the 2016-2017 academic year. The School of Law prefers a two-year contract for the successful candidate, but will consider a one-year contract that is renewable for one additional year. Physical presence in Omaha is required. The successful candidate will:

• Effectively create and manage academic support programs at the Law School;
• Design and implement strategies to successfully assist students’ learning, particularly
  at-risk or high-risk students;
• Coordinate and participate in individual and group academic advising;
• Design and implement strategies and enhancement programs to assist students with
  Bar examination readiness, counsel and coach students, and work with members of the administration and faculty to evaluate curriculum and academic standards to maximize Bar passage; and
• Create and teach academic support courses.

Skills/Qualifications:

The successful candidate must have a J.D. degree and a minimum of five years of full-time teaching experience at an American Bar Association accredited law school. The candidate should also demonstrate strong interpersonal skills; possess excellent oral and written communication skills; and have the ability to work collaboratively. Strong preference will be given to candidates with teaching experience or training in law school academic success.

Applications will be reviewed upon receipt and will be considered until the position is filled. Additional information about the School of Law is available at https://law.creighton.edu/.

To apply, please send a cover letter that addresses your background and experience, with emphasis on why you would be interested in the position and your teaching philosophy; curriculum vitae; the names of at least two references; and salary requirements to: http://careers.creighton.edu.

The School of Law serves the Creighton University mission in the Jesuit Catholic tradition of social justice, responsible leadership, and professional distinction.

Creighton University is an EEO/Title IX Employer, in compliance with the Federal Laws relating to discrimination in employment practices, and does not discriminate on the basis of race, age, sex, religion, national origin, marital status, sexual orientation, or handicap.

Report from the New York Academic Support Workshop

New York Academic Support Workshop

The April 15^th New York Academic Support Workshop organized by Linda Feldman and Kris Franklin was a resounding success.  The morning “Topic Session” focused on “Incorporating New (or Newer) Learning Theories into our Academic Support Work.”   Here are a few highlights:

Kris Franklin began her presentation on the point that ASP’ers need to be seen as the experts on learning in law schools.  ASP’ers are in positions to influence their institutions; Kris led the group in a discussion of how learning theories – old and new – can be used to enhance learning in law school.

Linda Feldman wrapped up the morning session with a demonstration of putting learning theories to work in the law school classroom.  Because students often lack personal context necessary to understand what they are reading in their casebooks, they may have difficulty reading and understanding cases.  Students often try to bridge the gap by looking to commercially prepared course supplements.  But those supplements do not fill the gap resulting from a lack of personal context.  One way to provide context might be first structuring a discussion that touches on the issues raised in any particular case with a discussion that places those issues in contexts familiar to the students.

The afternoon sessions were open topic sessions and covered a variety of areas of interest.  Again, here are a few highlights:

Scott Johns lead an interactive session on writing MEE answers.  Danielle Bifulci Kocal and Kerriann Stout spoke about introducing Mindfulness to students.  Rebecca Flanagan lead a discussion on pre-law competencies, drawing from the work that has been done in other fields of education, such as medicine.   

The Dog Ate My Homework - Really

It seems that the closer students get to crunch time and deadlines, the more problems, errors, and mishaps that occur. Here are some end-of-the semester laments students have told me over recent years:

• My laptop crashed, so I lost all of my briefs, class notes, and outlines.
• My laptop crashed during the exam, and IT could only retrieve part of the exam answers.
• My backpack was stolen with my completed assignment in it.
• I lost the thumb drive with my paper on it.
• We are puppy-sitting for my roommate's friend, and the puppy ate my outline.
• My three-year-old spilled my morning coffee over my final paper.
• The printer jammed and ate my paper.
• I was packing up my backpack to leave work and temporarily rested my research binder on top of the trash can. Then I left without it. The custodian threw the binder away.
• My neighborhood lost electricity during a storm, so I couldn't email my paper by the deadline.
• The copier store closed early, and I couldn't get my appellate brief bound.
• My professor didn't talk about those reading assignments in class, so I didn't study that material for the exam.
• I entered the appointment in my phone, but forgot to look at the calendar.
• The professor never reminded us about the required on-line workshop.
• I set my cell phone alarm for p.m. instead of a.m. by mistake and overslept.
• I didn't read the syllabus so I used the wrong format/missed the deadline/didn't know the assignment was graded.

Organization, planning, and time management are critical skills for lawyers. Setting earlier, artificial deadlines for tasks allows extra time in case of a mishap. Reading documents carefully and calendaring deadlines are essential steps. Computer back-up needs to be an automatic reflex. Care with details can save the day. We may not be able to avoid every mishap, but we can certainly narrow the odds with some thought. (Amy Jarmon)

Welcome to The Indigo Book

Hat tip to Louisa Heiny, S. J. Quinney College of Law, for the announcement that the new open source volume for legal citation has gone live. The link is here: The Indigo Book.

Association of Academic Support Educators - Mentors and Mentees

The newly formed AASE Mentoring and Continuity Committee provides new ASP members (one to three years) an opportunity to develop a professional relationship with an experienced ASP professional for an academic year. The Committee is currently looking for enthusiastic mentors for the 2016-2017 academic year. Some of the ways that mentors can assist new colleagues is to offer professional guidance and support, help develop an ASP or bar-related course, provide feedback on scholarly works, identify professional development opportunities, and assist the mentee with overall career growth.

In addition, during the annual AASE conference at CUNY in May 2016, the Committee will be matching interested ASP mentors with first time attendees. If you are willing to mentor a first-time attendee at the conference, please e-mail Elizabeth Bloom, Chair of the Mentoring and Continuity Committee at [email protected].

If you are a first-time ASP attendee, the registration form asks if you are interested in a having an assigned mentor. Please check the “yes” box, and we will happily match you with a seasoned ASP mentor for the entire conference.  Mentors will assist you with selecting appropriate sessions during the conference, introduce you to other ASP professionals, and answer questions that you might have about ASP in general.

We look forward to discussing the Mentoring and Continuity Committee’s future strategies at the May 2016 conference.

A Statistical Evaluation of Bar Exam Program Interventions

Scott Johns, Professor of the Practice and Director of the DU Bar Success Program, at University of Denver has written an article on bar exam program interventions which can be found here on SSRN: Empirical Refections: A Statistical Evaluation of Bar Exam Program Interventions. The abstract of the article is below:

Abstract:     

The bar exam seems like a formidable hurdle to many law students. Consistent with approaches at other law schools, the University of Denver Sturm College of Law instituted a Bar Passage Program, primarily aimed at academically struggling students, consisting of three core components – a second year legal analysis course, a final semester pre-bar legal analysis problem-solving course, and a post-graduate supplemental bar success workshop program. This article walks through the step-by-step processes of statistically evaluating such interventions and explores whether such interventions are statistically warranted, particularly for students that struggled academically in law school. Using data over the course of a three-year period, this article finds that active learning participation in the Bar Passage Program is beneficial to students, in particular, those who struggled academically in law school.

 

Director of Critical Skills and Academic Support Postion at Nova Southeastern

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Nova Southeastern University Position Description Employee Details Employee First Name:   Employee Last Name:   Position Information Position Title Director, Critical Skills and Academic Support Program   Position Number 992657   Job Category: Exempt   Job Group: 106-Academic-Related Dir/Mgr   Center/Department Shepard Broad College of Law   Job Grade/Level: 91   Type of Shift: Non-Faculty Full time   Benefits Eligible: Reg FT w/Benefits   Pay Basis: Annually   Reports to: (TITLE) Dean, Shepard Broad College of Law   Reports to: (POSITION NUMBER) Click here for instructions. 992879   Primary Purpose: Enter the PRIMARY PURPOSE of this position. The Director of Critical Skills and Academic Support administers and assesses the existing critical skills, academic support, and bar preparation programs, and executes strategies designed to strengthen academic success, focusing on initiatives to increase bar passage rates.   Essential Job Functions: Click here for instructions. 1. Administers all aspects of critical skills instruction, individual academic support services, and bar examination preparation for students and graduates, including teaching in and/or administering the relevant courses. 2. Develops programs, workshops and events that provide academic assistance for all students to improve foundational skills including logic, critical reading comprehension, essay writing, legal issue identification, and legal analysis skills. 3. Plans and organizes workshops designed to assist students as they develop and improve legal study and test-taking skills, bar application and admission process, and preparation to enter law practice. 4. Designs and implements assessment tools to identify "at-risk" students at each phase of their program participation to provide relevant remediation for each student to help improve retention and bar passage. 5. Designs and implements innovative academic and bar readiness programs. 6. Develops learning outcomes, exercises, and assessment tools designed to help students develop into self-regulated learners consistent with College of Law strategic goals, ABA accreditation, and SACS accreditation requirements. 7. Counsels and works with students in individual and small group sessions, and providing intensive support for graduates during the bar review period as they prepare for the bar exam. 8. Collaborates with commercial bar review programs, works with the alumni department on the alumni mentoring program, tracks at-risk students, develops assessment tools, and prepares bar exam statistics and reports. 9. Implements a program to track and report bar passage information and programming assessments with outcomes focused on improving existing programs. 10. Represents the College of Law at and participates in outside conferences and other events organized for and/or by bar preparation or academic support professionals. 11. Performs other duties as directed by the Dean.   Marginal Job Functions: 1. This position demands some work on evenings and weekends. 2. Ensures compliance with University policies and procedures, county, state, federal regulations and accreditation requirements.   Required Knowledge, Skills and Abilities: 1. Superior writing, analytical, interpersonal, organizational, managerial, and communication skills required to work with a diverse student body. 2. Knowledge of legal theory and analysis necessary to succeed in law school and on the bar examination. 3. Ability to handle sensitive and confidential information in a responsible manner. 4. Demonstrated ability to lead a team and manage programs effectively and efficiently. 5. Flexible and team-orientated.   Required Certifications/Licensures:   Required Education: Juris Doctorate   Major (if required):   Required Experience: Click here for instructions. 1. Minimum of three years education and law teaching experience, academic counseling, tutoring or experience in an academic success and bar preparation programs. 2. Demonstrated administrative and supervisory experience, and engaging presentation skills. 3. Experience with curriculum design, including an understanding of educational learning theory, best practices in teaching pedagogy, and individual learning styles. 4. Understanding of disability and multicultural issues, and ability to build rapport with students having academic challenges.   Preferred Qualifications: Click here for instructions. 1. Familiarity with outcomes based assessments. 2. Ability to think critically and innovatively about measuring student academic progress.   Is this a safety sensitive position (are applicants potentially subject to drug testing)? Safety Sensitive Policy. No   Does this position require a criminal background screening? Click here for instructions. No   BUDGET INFORMATION   Budget Year: FY17   Job Description Disclaimer These statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required.   Commitment Principles:   ADA Addendum Nova Southeastern University is in full compliance with the Americans with Disabilities Act (ADA) and does not discriminate with regard to applicants or employees with disabilities, and will make reasonable accommodation when necessary.   Date Signature of Employee Print Name Date Signature of Supervisor Print Name and Title

 

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Hotel Reservation Deadlines for AASE - 4/23 or 4/25 Depending on Hotel - Don't Miss Out!

REMINDER: REGISTER FOR THE CONFERENCE AND BOOK YOUR HOTEL ROOM!

4^th Annual AASE National Conference

CUNY School of Law

Long Island City, NY

 May 24-26, 2016

To register go to:

http://www.associationofacademicsupporteducators.org/2016-conference.html

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

We have reserved a block of rooms at Hotel Edison, 228 West 47^th Street, New York, NY 10036.  Conference attendees should make their reservations directly with the Hotel Edison by calling 1-212-840-5000 ext. 8010 and referring to the room rate for the AASE group.  The conference rates are $209/night for a signature queen or $229/night for a room with 2 double beds.  This hotel is located in the heart of Times Square and is only a 15 minute train ride away from CUNY School of Law. AASE will provide MetroCards. More details coming soon.

Reservations must be made by 4:00pm EST on Monday, April 25^th to take advantage of the rate.

 

We have also reserved a small block of rooms at the Wyndham Garden, 44-29 9^th Street, Long Island City, NY 11101. Conference attendees should make their reservations directly with the Wyndham Garden by calling 1-718-906-1900 and referring to the Association of Academic Support Educators group. The conference rate is $179/night for a king non-view room. This hotel is located in the same neighborhood as CUNY School of Law, but if you are looking for the “NYC experience” you are better off booking at the Hotel Edison.

Reservations must be made by this Saturday, April 23^rd to take advantage of the rate.

For more information about directions to the law school check this out:  http://www.law.cuny.edu/about/location/directions.html

Haley A. Meade ∙ Director of Skills Center ∙ CUNY School of Law ∙ 718.340.4556

Reminder: AASE Registration Is Open

4^th Annual AASE National Conference

May 24-26, 2016

CUNY School of Law

Long Island City, NY

To register go to:

http://www.associationofacademicsupporteducators.org/2016-conference.html

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

We have reserved a block of rooms at Hotel Edison, 228 West 47^th Street, New York, NY 10036.  Conference attendees should make their reservations directly with the Hotel Edison by calling 1-212-840-5000 ext. 8010 and referring to the room rate for the AASE group.  The conference rates are $209/night for a signature queen or $229/night for a room with 2 double beds.  Reservations must be made by 4:00pm EST on Monday, April 25^th to take advantage of the rate.

Please note:

This year’s conference will include a first day “pre-conference” session called Academic Support Essentials for the New Professional. It will be an intensive training for new professionals, which will cover basic topics such as learning theory, course design and teaching methods, as well as an introduction to the key scholarship and literature in our field. The 2-hour session is designed for newcomers to ASP, but all are welcome to attend. 

The conference schedule is below. The schedule is subject to change.

Day One: Tuesday, May 24

8:15 – 8:45 a.m.	Breakfast/ Pre- Conference Check-in
Pre-Conference Workshop  9:00 – 11: 00 a.m.	Academic Support Essentials for the New Professional  Various Presenters Will include basic topics such as learning theory, course design and teaching methods, as well as an introduction to the key scholarship and literature in our field.
11:00 -- 12:00 p.m.	General Conference Check-in
12:00  -- 1:00 p.m.	Lunch & Welcome by Dean Michelle Anderson
Plenary 1  1:00 – 2:15 p.m.	Expert Learning for Law Students 2.0 Michael Hunter Schwartz & Paula Manning
2:15 – 2:30 p.m.	Transition
Breakout Session 1 2:30 --3:00 p.m.	Taking a Socratic Timeout: Approaches to Motivating Underperforming, Upper Level Students  &  Using Counseling to Help Foster a Supportive Learning Environment Eurilynne Anise Williams		It Takes a Village:       Incorporating Doctrinal Faculty into Academic Support Programing to Meet the Needs of the New Normal in Law Students Danielle Kocal		The Seven Deadly Sins of Bar Prep Behavior Shane Dizon & Carly Sassi			Bar Exam Business Plans: Strategic Planning for Success on the Bar Exam   Sara Berman
3:00 – 3:15 p.m.	Transition
Break/ Coffee Talks 3:15 - 4:00 p.m.	Putting Highly Effective Learning Techniques to Work: Convincing Your Administration and Faculty James McGrath			Should academically underperforming law students be encouraged—rather than prohibited—from participating in legal externships?   Kirsha Weyandt Trychta			A Discussion About the New York State Bar Skills Requirement     Kris Franklin
4:00 – 4:15 p.m.	Transition
Speed Rounds 4:15 -- 5:00 p.m.	Free to Be You and Me: Helping Law Students Identify and Embrace Their Personal Learning Styles for Success in Law School and On the Bar Exam Antonia Miceli	What Your Students Want You to Know About Preparing Them for the Bar Exam   Kerriann Stout		Tracking for the MBE: How to Help Students Identify Problem Areas and Improve Melissa A. Gill		An Exercise Illustrating Use of Facts and Themes Phillip Kaplan			Increasing the Effectiveness of Law School Pedagogy by Incorporating  Mandatory Sustained Professional Development Seminars Marla L. Dickerson
5:00 p.m.	First Day Conference Close
5:15 p.m.	Themis Bar Review Reception

 

 

Day Two: Wednesday, May 25

8:45  – 9:30 a.m.	Breakfast
Breakout Session #1 (Diversity)   9:30  – 10:15 a.m.	Academic Support: Barriers and Pathways to Advising Twinette Johnson, J.D. and Goldie Pritchard, J.D., M.Ed.		Experiences of Academically Dismissed Minority Law Students: Stereotype Threat, Fight or Flight Coping Mechanism, Isolation and Feelings of Systemic Betrayal Erin Lain		Understanding Implicit Bias   Jack Manhire	Growing National Problem—Diversity and Inclusivity at our Law Schools: What Can We Do to Help Foster a Supportive Learning Environment for ALL of Our Students?   O.J. Salinas
10:15 – 10:30 a.m.	Transition
Breakout Session #2 (Diversity) 10:30 –11:00 a.m.	Mike is Right, It’s Andragogy! -- How Restorative Andragogy Can Enhance Equity and Inclusion in the Law School Classroom   Emily Scivoletto and Tony Tolbert		Undergraduate Academic Support’s Focus on Diversity: Learning from our Heritage   David Nadvorney		Less is More, But Doing Nothing is Worse: Including Faculty in the Diversity Dialogue   Betsy Brand Six	Discussion for Increased Diversity in the Bar Through Bar Passage Mentorship   Kandace Kukas
11:00 – 11:15 a.m.	Transition
11:15 – 11:45 a.m.	AASE Meeting: Committee Meetings/ Sign Up Advocacy Committee                                Assessment Committee Bar Exam Advocacy Committee              Diversity Committee Governance Committee                            Membership Committee Mentoring and Continuity Committee    Online Presence Committee Programming Committee                         Scholarship and Journal Committee Note: You may sign up for a committee during this time, by attending the meeting and notifying the current chair of your interest.
11:45 am -12:00 p.m.	Transition
Breakout Session #3 12:00 -- 12:30 p.m.	Filling the Gaping Hole: Reinforcing Academic Skills in the Second Year Reichi Lee	Improving Summer Start and ASP Orientation Programming Natt Gantt Gloria Whittico		Building a Foundation Together: Integrating ASP into the 1L Curriculum   Kimberly Kass & Bethany Lesniewski		Using Social Media to Motivate and Monitor Students for the Bar Exam Alex Schimel Teaching Bar Exam Study Skills to the Instant Gratification Generation   Cynara Hermes McQuillan
12:30 -- 1:30 p.m.	Lunch
Plenary 2  1:45 -- 2:45 p.m.	A Discussion with the National Conference of Bar Examiners Judith Gundersen, Director of Testing
Coffee Talk/ Break   3:00 -- 3:45 p.m.	Partnering with Bar Prep Companies: A Valuable Resource or the Outsourcing of ASP Services Herbert N. Ramy		TREATS affect performance: Six categories of intervention for at-risk law students Chelsea M. Baldwin		Preventing Burnout in Academic Support Professionals   Katherine M. Bender & Charlotte D. Taylor
3:45 – 4:00 p.m.	Transition
Breakout Session #4 4:00 – 4:45 p.m.	The Mindful Path to Success Courtney Lee		A Holistic and Integrated Approach to Bar Exam Success   Rena M. Lindevaldsen, Susan Patrick & Caleb Sweazey   Real and Perceived Differences Between the MBE and Practice Questions Laura DellAntonio & Maryann Herman		What Matters Is What You Can Measure: ABA Learning Outcomes and Academic Competencies Rebecca Flanagan & Dawn Kelleher
5:00 p.m.	Kaplan Reception
7:00 p.m.	Dine Around and Sight-seeing

 Day Three: Thursday, May 26

8:45 -- 9:30 a.m.	Breakfast
9:30 – 9:45 a.m.	Transition
Breakout Session#1 9:45 -- 10:30 am	Academic Success and Summary Judgment: Using Client-Based Strategies to Improve Analytical Skills   Alison M. Nissen and Nancy McCrea Iannone	Formative Assessment in a Box: Partnering with Doctrinal Faculty to Teach Substance and Skills   Elizabeth Bloom and Lisa Freudenheim, Getting the Biggest Bang for the Buck: Formative Assessment through Live-Critique Conferences Amanda L. Smith	Breaking It Down: Practicing Issue Spotting and Rule Application on Bar Exam Essays Allie Robbins & Florence Kerner
Plenary 3 10:45 -- 11:45 a.m.	Status of the Academy Panel Discussion Pavel Wonsowicz
11:45 a.m. – 12:00 p.m. p.m.	Transition
Breakout Session #2   12:00 – 12:45 p.m.	Bar Exam Boot Camp: Building Success on the Bar Exam   Jamie Kleppetsch	The 1L Project   Michael Flynn Using a Choose-Your-Own Adventure Model in Workshops & Courses Kathleen Bolus and Karen Harkins	Flip The Classroom, Flip The Curriculum   Chuck Splawn
12:45 --1:30 p.m.	Lunch
Breakout Session #3 1:45 --2:30 p.m.	Using Cognitive Science to Convince Students of the Importance of Outlining Louis Schulze	Integrating Assessments into the Curriculum using Bar Exam Question   Suzanne Darrow-Kleinhaus	Statistics 101, 201, and 301: Hard Data on Student Credentials and Bar Pass Cassie Christopher
2:45 --3:45 p.m.	AASE Meeting: Business meeting/install new officers
4:00 – 4:30 p.m.	Closing of Conference

University of Miami School of Law Lecturer in Academic Achievement Position

The University of Miami School of Law is seeking a new professor to join our academic support and bar preparation program.

We are looking for an experienced and enthusiastic candidate to help expand and improve our program. The ideal candidate will have experience with both bar preparation and academic support. This is a lecturer-in-law faculty position (non-tenure), with competitive salary, and great benefits.

View the complete job description here: http://um.hodesiq.com/job_detail.asp?JobID=5250527&user_id=&ViewAll

Position number #00000215. Please DO NOT APPLY THROUGH THE UM CAREER SITE. To apply, submit a cover letter, CV and references to:

Detra Davis Fleming

University of Miami School of Law

P.O. Box 248087

Coral Gables, FL 33124-8087

[email protected]

Please consider joining us in beautiful Miami! Feel free to call or email me with questions!

Best regards,

Alex Schimel and Joanne Harvest Koren

Action Video Games and Capability for a Suicide Attempt

The April edition of the Texas Tech Today newsletter had a brief article on research done by several Texas Tech Department of Psychological Services researchers on a possible link between action video games and capability for a suicide attempt. There are some caveats to the research, but it is interesting for those of us working with a generation of students who are active in the video-game culture. The link is here: Playing Action Video Games May Increase the Cability for a Suicide Attempt.

The Acronym Will Get You Every Time

Many readers no doubt noted the recent news that George Mason University would rename its law school in honor of Justice Antonin Scalia. Social media quickly led the way in comments about the acronym that would result from the Antonin Scalia School of Law. The Chronicle of Higher Education has put out the word that the law school's name will have a new twist and now become the Antonin Scalia Law School. Having once upon a time been saddled with the official title of Director of Academic Support Services by university bureaucrats, I can empathize. My university determined that the official title would never be used, and I became unofficially Director of Academic Support. (Amy Jarmon)

Does Meditation Have a Downside?

Mindfulness and the often-used meditation techniques that accompany it have become increasingly popular with the legal profession. Law schools, law firms, state bars, and legal associations have endorsed these aspects as helpful in dealing with the stress and anxiety that are prevalent in the legal environment. Many legal professionals have personally commented on the benefits that they have received through their embracing mindfulness. An interesting article in The Chronicle of Higher Education asks whether the popular use of meditation may cause us to overlook inequities or injustices. The link is here: The Dangers of McMindfulness.

Call for Learning Curve Submissions

Dear Friends,

As the academic year draws to a close, I would like to congratulate all of us who have completed another year of teaching and supporting our law students.  I am pleased to announce a call for submissions for the summer 2016 edition of The Learning Curve, the academic support newsletter for AALS.

We are witnessing an exciting time for law schools.  The legal profession is changing.  Technology is reshaping teaching and learning.  The law student market is becoming ever so more consumer-driven.  All of these shifts have implications on our teaching and the reshaping of programs for legal education at law schools nationwide.  We would love to hear from you and to help showcase the creative hard work of your teaching and support of our students.  Consider writing a short article for The Learning Curve to share your ideas on law teaching and support.

The Learning Curve is a newsletter reporting on issues and ideas for the Association of American Law Schools Section on Academic Support and the general law school academic support community.  It shares teaching ideas and early research projects by academic support professionals, bar support professionals, and the law teaching community at large.

Please send your submission to [email protected] by no later than May 15, 2016. Articles should be 500 to 2,000 words in length, with light references, if appropriate, and attached as a Word file.  Attached is our most current Winter 2016 issue for reference. We hope to hear from you!

Best,

Jeremiah Ho

Executive Editor

The Learning Curve

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Jeremiah A. Ho | 何嘉霖 | 助理教授http://ssrn.com/author=1345542Assistant Professor of LawUniversity of Massachusetts School of Law333 Faunce Corner RoadNorth Dartmouth, MA 02747508.985.1156 • [email protected]

Announcement of Election Information for AASE

Hello All,

On behalf of AASE, I would like to announce the nomination and election procedures for the Executive Board for the upcoming year.  Our bylaws mandate an electronic election completed by the first day of our national conference that is overseen by an election committee.  For those of you who are fans of reading bylaws, they are attached below.

So, in accordance with the bylaws, we have set up the following process.  Please go to the Membership page of the AASE website and follow the Nomination link which can be found here:  http://www.associationofacademicsupporteducators.org/membership.html.  To nominate someone, you must be an AASE Member. If you are unsure whether you are an AASE member, please contact us at [email protected].  You many nominate only one person for each position, but you can nominate the same person for more than one position. Self-nominations are allowed.

Nominations are due by April 22, 2016.  All nominees confirmed by the election committee (Jamie Kleppetsch, Paula Manning, and myself – the members of the Executive Board who are not eligible to run for an office) will be forwarded to the Executive Board by May 1, 2016.  We will then circulate an online ballot.  Voting will be open for one week leading up to the national conference and will close on May 24, 2016, the end of the first day of the national conference.

If you have any questions, please feel free to contact me, Jamie, or Paula. 

Thanks,

Pavel Wonsowicz

President, AASE

RELEVANT BYLAWS:

3. Elections.  Any member of the Association in good standing, except an Emeritus Member, is eligible for elected office.

(A)            Pursuant to Article VIII, the President of the Association shall each year appoint an Elections Committee. By April 1 of each year, the chair of the Elections Committee shall invite AASE members to nominate candidates for officer election.

(B) A nomination may be transmitted to the Elections Committee in any form, but, to be effective, it must be received by April 22.  The Elections Committee shall determine whether each nominated person is eligible.  The Elections Committee shall also contact each nominated person to determine whether each nominated person is willing to serve.

(C) By May 1 of each year, the Elections Committee shall forward to the Executive Committee a list of eligible persons who have been nominated and have confirmed their willingness to serve (the “nominees”) together with statements of interest submitted by the nominees.

(D) In accordance with Article IV(8), the Elections Committee shall schedule an electronic mail election to be completed no later than the first day of the annual meeting for that year.

(E) The Elections Committee, under the supervision of the President and the President Elect, shall oversee the counting of ballots and shall certify the results to the Secretary.  Nominees receiving the largest number of votes shall be deemed elected whether or not they receive a majority of the votes cast.  In the event of a tie vote, the Elections Committee shall schedule a runoff election between the nominees who received an equal number of votes on the first ballot. The Elections Committee shall provide seven days’ notice of any such runoff election.

Assistant Director of ASP at Akron Position

Assistant Director of Academic Success Programs

The University of Akron School of Law seeks to fill a full-time Assistant Director of Academic Success Programs position. The position is a salary position, paid on a monthly basis.  Akron Law is excited to expand its Academic Success Programs to support its traditionally strong performance on the bar examination, increasing student enrollment (first year enrollment increased close to 30% this year), and new international programs.  We are currently enjoying growing national recognition for particularly with respect to our bar examination preparation (top 25 ranking by National Jurist), training of prosecutors and public defenders (No. 7 ranking by National Jurist), intellectual property program (“A” grade by preLaw Magazine), and overall ranking (top 50 ranking from Above the Law).    

The person in this position will be responsible for providing support to law students by teaching, providing formative feedback, conducting workshops and supplying assistance with basic writing and analytical skills as needed.  This person will develop, schedule and administer academic success (including bar support) programming and courses, and teach, or assist in teaching, ASP courses (including Legal Reasoning and Advanced Legal Applications). 

Other responsibilities include:

• Assisting in recruiting, managing, developing, and training ASP Fellows, including helping them design effective skills-based tutoring sessions.
• Assisting in developing, scheduling and administering academic success programming and courses, including pre-matriculation and post-matriculation efforts.
• Maintaining and developing ASP resource holdings.
• Administering bar preparation support efforts, including participating in bar support efforts in Columbus twice a year.
• Assisting in entering attendance data in advising database.
• Other duties as assigned.

Required Qualifications:

Requires a Juris Doctorate Degree, Law License, and a minimum of two years of experience in bar preparation teaching, bar preparation grading, academic teaching, legal skills teaching or legal practice.   Ability to teach required.  Computer skills (including spreadsheet, word processing and database capabilities) required.

Preferred Qualifications:

Demonstrated record of effective self-starting and follow-through, demonstrated success in assisting student learning, ability to identify methods to enhance learning for multiple learning styles, ability to build rapport with all students( including at-risk students), and demonstrated ability to work well with a variety of constituencies preferred.  Ability to create, implement and evaluate academic support preferred.

For complete details and to apply please visit: http://www.uakron.edu/jobs. Job ID# 9473.

Evaluation of applicants will begin immediately.