Monday, September 26, 2016
If you wish to register for the West Coast Consortium of Academic Support Professionals conference on Saturday, November 5th, the registration and information link is here. The agenda for the meeting is below.
WEST COAST CONSORTIUM OF ACADEMIC SUPPORT PROFESSIONALS
Fifth Annual Conference: Preparing Our Students for What’s Next
McGeorge School of Law, Sacramento, CA
Saturday, November 5, 2016
9:00-9:30: Breakfast & Welcome
Jay Mootz, Dean and Professor of Law
9:30-10:15: The MPT: A Tool for Preparing Students to Critically Self-Assess During Bar
DeShun Harris, Texas A&M University School of Law
This interactive presentation will focus on how the Multistate Performance Test can be used as a
mechanism for preparing students to critically self-assess during their bar preparation and the
presentation will engage in a discussion about other possible tools that may assist students in
developing their ability to self-assess.
10:25-11:10: Harnessing the Power of Self-Control to Create Better Learning Outcomes for
Kevin Sherrill, University of La Verne College of Law
Are there very simple strategies we could be using in law school classrooms to increase student
learning? Psychological scientists would say yes, and there is ample evidence to support such an
assertion. This presentation will examine some of these strategies organized in the process model of
11:20-12:20: Exam First Aid: Teaching a Multiple Choice Exam System
Jennifer Kamita and Chris Hawthorne, Loyola Law School Los Angeles
Jennifer Kamita and Chris Hawthorne, two of the authors of Exam First Aid: Multiple Choice, will explain
how to train your students in this innovative system and improve their multiple choice scores.
1:15-2:00: There’s No App for That: Teaching Students Synthesis in an Era of Information
Reichi Lee and Rana Boujaoude, Golden Gate University School of Law
In this presentation, participants will:
• Understand why students today are less equipped than they have ever been to perform at the
level that the study of law requires.
• Articulate a short list of core skills – with emphasis on synthesis – that all students need to
master in order to excel in law school, on the bar exam, and in the practice of law.
• Identify concrete ideas for incorporating the teaching of synthesis into the law school curriculum
that does not require major curriculum reform or additional resources.
2:10-2:55: Helping Students Add Value to the Team Through Learning Styles-Directed Tasks
Shane Dizon, California Western School of Law
This presentation will share my ongoing efforts to revise all small-group work modules in existing
academic support curriculum to suggest specific tasks to students based on learning styles. The
presentation will also detail how this learning styles-directed task builds successfully on early
introduction of learning styles to entering students, as opposed to the novel challenges of embedding of
such task divisions in upper-division/remediation courses or programming. Ultimately, this presentation
hopes to inspire others to actively incorporate learning style task suggestion into their own group work
modules in classes and programs (building greater engagement), and to cross-promote the importance
of value adding and active giving in a teamwork setting on future career success.
3:05-4:05: Putting Students at the Center of Academic Success Programming
Devin Kinyon and Liza-Jane Capatos, Santa Clara University School of Law
Over the past five years, we’ve made some big (and small) changes to our first-year academic success
programming at Santa Clara. All of those changes have been guided by the simple idea that we serve
students, and they should be at the center of everything we do. The changes have been helped by our
own experience as former peer academic success leaders.
This session will look at two big ideas we’ve implements in recent years: (1) We’ve changed the way we
hire, train, and work with our upper-division peer leaders, and have some ideas about how to make the
most of that role; and (2) we’ve shifted our communications focus to better reach students,
recalibrating our individual and large-format messaging so that it really “speaks” to them. Join us to
hear our ideas and share some of yours.
4:15-5:00: Engaging the Unengaged: Breathing Life into Lessons to Re-engage Students
Anne Wells, Loyola Law School Los Angeles
Over the course of a semester or the year, there are times when some students may disengage from a
class, whether from disappointing grades, anxiety, fatigue, burnout or even boredom. To re-engage
these students, sometimes all that is needed is something that reminds them that the law can be
interesting, engaging, relevant and even fun. This talk will present various ideas, exercises and
techniques for use in the classroom that students respond to and relate to, and, in the process, once
again become more positively and fully engaged in and excited about the material.
5:00: Conference Close