Law School Academic Support Blog

Teaching Law: What's Justice Have to Do With Law (and Learning)?

Recently while teaching asylum law, we took some time in class to talk about justice.  How do we know what is the right thing to do?  What standard(s) should we use to decide whether a case result is just or not?  I was just about to recap our discussion when a student asked, poignantly, "What does Justice have to do with the Law?"

In brief, the student commented that very few classes ever even talk about justice, and, the student also asked me directly if I have ever even talked about justice as a litigator before the court.  Those were great questions.  And, the student got me thinking...deeply...because if what we are doing is not just, then we should be doing something else.  And, if we are not talking about justice, then, let's be frank, we are not engaging with our students in heart-felt learning because they came to law school - not to be mechanics robotically applying the law - but to make the world better, to make the world more just, in short, to restore and right and mend relationships.

As I reflected on my student's questions, I started to realize that implicit in much discourse concerning the outcome of cases are principles that manifest themselves in real impact on real people.  So, my first step was to refocus on teaching about the people (and not just the mechanical facts, issues, holdings, and rationales).  I try to find out what happened to the litigants.  I sometimes call the attorneys that litigated the case.  In short, I try to bring life to the cases that we read.  Second, I try to keep my eye out for opportunities to talk about whether the decisions in the cases that we study are just (and why or why not).  I try to make it explicit.  Third, as we talk about representing people, I bring up opportunities to appeal to courts by using principles of justice.  

So, that brings me back to learning.  It seems like many law students are just plain tired, primarily it seems to me, because we have taught them that the law is lifeless.  We've stripped the cases of all humanity.  We talk about cases as if they are just impersonal scripts, and, in the process, our students begin to feel like the lawyer's job is just to keep the machine going.  That they are a cog in a process that lacks life.  That law school is not a place to learn about how to make the world better but rather just a place that keeps the world going, faltering along, without improvement, growth, or hope.  Our students start to think that justice has very little to do with the law.  

Perhaps that is true.  But, it need not be so.  That's because in a common law system the law grows out of relationships and arguments presented by real people to real people to resolve real disputes based on real appeals to the heart.  So, as we teach our students, I need to help them empower themselves to speak boldly and think deeply about what the right thing to do is (and why).   And, when I do that, my students start to sit up straight, they take notice, they start pondering, thinking, and, of course, learning...because they realize that they do have something to say, something that is important, something that might actually someday make a powerful impact in the lives of others when incorporated into the common law.  In fact, our world needs their voices - all of their voices in order to realize justice for all.  

If you're looking for a place to learn how to incorporate justice into your teaching, here's a great source.  Professor Michael Sandel has a free web platform that focus on teaching justice with much of the discussion based on the law and litigation. And, in the process, you'll see a masterful teacher helping his students develop into learners.  http://justiceharvard.org/justicecourse/   (Scott Johns).

The Impact of Words

Yesterday, as I was leaving the supply room, heading towards the floor where my office is located, I overheard a conversation that stopped me in my tracks. I saw a student filling her water bottle as a professor approached her. The professor communicated how impressed she was with the student’s performance on an assignment, emphasized positive aspects of the assignment, touted the student’s abilities, and praised her for thinking outside the box. I was drawn to this exchange by an unmistakable display of enthusiasm which radiated on the student’s face. Although this student has excelled academically, she appeared excited, amazed, and touched by the professor’s positive words. The student indicated to the professor and me that this encounter made her day. As it is rare to witness positive affirmations in the law school environment, a few kind and genuine words can create a jolt of confidence that can carry students a long way.

Merriam-Webster defines affirmation as: “a positive assertion.” I understand that the word affirmation comes from the Latin “affirmare” which means “to make steady, strengthen.” Words are very powerful. When we verbally affirm another’s dreams and ambitions, we are instantly empowering them with a deep sense of reassurance that our wishful words will become reality. Law school can shake a student’s confidence regardless of how self-assured that student is. A law school community should always encourage and help strengthen students by reminding them of their aspirations and goals.

I find that affirmations are a way of helping students rewire their brains, thus creating a positive and supportive environment that helps with their overall well-being and academic improvement. I do not provide students with affirmations on a regular basis but whenever I do, I am genuine and strive to ensure I communicate positives that support and strengthen students when it appears they need it. Then I empower them to do what they need to do next. Some of the words I share include reminding students that they "possess the qualities necessary to be successful otherwise they would not be here at the law school"; they "have the ability to conquer challenges as their potential for success is infinite given the challenges they have already overcome to be here"; and "each obstacle in their way is carving their path towards greatness."  Words are powerful, have impact, and can strengthen students by helping them believe in their potential to manifest their dreams. (Goldie Pritchard)

Assistant Director Position at Mitchell Hamline

Mitchell Hamline School of Law was formed in December 2015 upon the combination of William Mitchell College of Law and Hamline University School of Law. It is an independent law school with a strong, visible, and enduring relationship with Hamline University. Mitchell Hamline embraces a mission of access to the legal profession by students from diverse backgrounds, and we offer the Juris Doctor degree in four programs: a full-time weekday program, a part-time evening program, a part-time weekend program, and in a unique hybrid online program.  

Reporting to the Dean of Academic Excellence, the Assistant Director will be responsible for directing the Law School’s programs and initiatives designed to enrich students’ learning experiences and help prepare students to pass the bar exam.  The Assistant Director will provide for the effective and comprehensive deliver of programs and initiatives designed to assist law students in the transition to law school, promote successful completion of their legal studies, and prepare students to pass the bar exam.  The Assistant Director will meet with and counsel students on their academic progress; develop and oversee the execution of individualized learning plans: teach classes and workshops; develop, implement and report on programs and initiatives;  provide one-on-one tutoring; recruit, train, and evaluate adjunct faculty and students involved in student-led programs; and participate in the development and implementation of events and programs that provide a comprehensive and meaningful academic experience for law students.  

Qualifications: J.D. from an ABA-accredited law school; admission to the bar; minimum of 1 year of legal practice or post-graduate clerkship; minimum 2 years teaching, advising, or mentoring students preferably in the area of bar preparation or academic support; strong legal writing, research, and analysis skills; ability to build rapport with students, faculty and staff; demonstrated ability to exercise sound, ethical, and professional judgment; and proficiency with Microsoft Office Suite and social learning platforms.  Some evening and weekend work necessary based on program and student needs.  

To apply please send cover letter and resume, salary requirements and three professional references by e-mail to [email protected]; by fax to (651) 290-8645; or by mail to Human Resources, Mitchell Hamline School of Law, 875 Summit Avenue, St. Paul, MN 55105.  

Members of under-represented groups are encouraged to apply.  AA/EOE.

A Top Ten Blog Post

Congratulations to Amy Jarmon for receiving a Top Ten Blog Post badge from the Texas State Bar's Texas Bar Today for her March 7th posting. The link to her post is here: A West Texas Perspective on What Matters.

Get the Popcorn Ready! Law-Related Movies

Hat tip to Aslihan Bulut, a Librarian at Harvard Law School, for sharing this wonderful resource on movies related to law and the legal profession. I met Aslihan at the the Global Legal Skills XII Conference in Monterrey, Mexico last week. The link to Ted Tjaden's Legal Research and Writing page and movie list is here: Law-Related Movies. The movies are listed in multiple ways to make the resource more useful: A-Z, substantive law, documentary, court martial related, prison related, etc. Other movie-related resources are also given on the same page. (Amy Jarmon)

Global Legal Skills Conference XII - A Recap

I had the privilege of presenting at the Global Legal Skills XII Conference in Monterrey, Mexico last week. It was a wonderful conference. Presenters and participants came from around the world to discuss issues in international legal education. This conference specifically addressed international L.L.M and exchange student populations as well as teaching, legal research and writing, and technology issues for global legal education. I met legal educators from Australia, Canada, Estonia, Italy, Mexico, Netherlands, Qatar, United Kingdom to just name a few of the countries represented. Law schools throughout the United States were represented at the conference in large numbers as well.

All of us work with international or L.L.M. students in our ASP and bar preparation work. We are familiar with their adjustments to U.S. legal education, their struggles, and their successes. It was a pleasure to spend a week with others who are dedicated to providing support to these students. The participants at the conference are as friendly and ready to share ideas and materials as our fellow ASP'ers here in the U.S.

Here is a very brief sample of a few ASPish presentation topics:

• Beyond IRAC: Introducing LLM Students to Problem Solving -  Lurene Cotento, John Marshall Law School, Chicago
• Teaching Common Law Skills to Civil Law Students - Amrita Bahri, ITAM, Mexico
• Teaching and Diversity: How MBTI Might Assist an Inclusive Approach to Individual Consultations, Chantal Morton, Melbourne Law School, Australia
• Put It To Practice: Role-Play Exercises in the International Graduate Classroom - Kathryn Edwards Piper and Sarah Kelly, St. Johns School of Law
• Facilitating Online, Peer Support Student Study Networks Using a Number of Social Media Solutions - Matthew Homewood, Nottingham Law School, UK
• LLM Orientation Design for Cohort-Building and Academic Success: Two Models - Miki Pike Hamstra and Cathy Beck, Indiana University Robert H. McKinney School of Law
• Using Film to Teach about Foreign Legal Systems - Lauren Fielder, University of Texas at Austin School of Law

The next Global Legal Skills Conference (XIII) will be held in Melbourne, Australia in December 2018. (Amy Jarmon)

 

 

A Simple Song

It's difficult to write simply.  Many students make the mistake of trying to "sound like a lawyer" when they write, when really the goal should be to sound like a newspaper.

To improve your writing, train yourself to cut.  James Joyce is considered one of the giants of English literature.  Years ago, I saw a draft of his novel, Ulysses, where he'd crossed out every word on the page except "eeled."

If you haven't done so already, make sure you do a lot of practice questions before exams (and actually write them out -- don't outline or bullet point).  When you go over your answers, see what can be cut.  For example:

Wordy Answer

The first issue that we must consider is whether Skippy can correctly argue that he has acquired title to the land through the doctrine of adverse possession.  In determining whether adverse possession can be applied, courts look to several factors.  Those factors are use that is open, continuous for the statutory period, exclusive, actual, and notorious.  If any of these elements are not met, adverse possession fails.  Skippy has several good arguments, although Slappy, the landowner, will argue that the land was not gained through adverse possession.  First, Skippy's use was open in that ....

Direct Answer

Skippy

A person gains title to land through adverse possession if he or she engages in use that is open, continuous, exclusive, actual, and notorious for the statutory period.  Here, Skippy's use was open because Slappy would have seen the well if he went onto the land to look; it was continuous because ....

Practice cutting by taking a pen and marking out the extraneous stuff until you can cut in your head as you write.

Cutting is a skill that will serve you well in practice, teaching, or whatever it is you decide to do with your law degree.  Be direct.  Be simple.  Avoid Latin.  Only use a word like antidisestablishmentarianism if you're drunk.  Think Hemingway, not Faulkner.  Punk rock, not Prog rock.  Rothko, not Bosch.  Your clients, employees, graders, or students will thank you.

The Shins -- Simple Song

Lost In Space: Try Case Charting to See Cases Fit Together to Form a Beautiful Constellation of Stars!

I grew up with a now-ancient children's TV show called "Lost in Space," in which a family of rocketeers meandered across the universe trying to find their way back home to Earth.  What's interesting to me is that they never seemed to look at the big picture, i.e., to consider a map of the stars in the universe, to try to navigate their way home.

Well, at this time of the semester, I often feel lost in space too (or rather..."lost in cases" without any sense of where I am headed or even where I have been!).  But, there's a cure and it is really quite a snap.  In brief, the key to no longer being "lost in cases" is to create a chart - a visually portrait - of the cases for each class.  And, it's not too late at all because you can start with your case reading for your very next class.  And, there's more great news.  It's a breeze to create!

So, here are the nuts and bolts for a "Case Chart" to help you (and me) make sense of the big picture of the cases:

First, I make a chart with columns for each of the cases that I am reading in preparation for a particular class (say Torts).  If I have just two cases, it will have columns as illustrated below.  But, if I have three or four cases, I'll just add more columns for each of the additional cases.

Second, I peek at the casebook table of contents or my class syllabus to identify the major concept that the cases illustrate.  In the lefthand column, I annotate that concept to help me see the big picture as to why I've been assigned to read these particular cases for this particular class.

Third, after reading each case, I just jot down a few "sound bites" or phrases for each of the identified items (material factoids, issue, rule, analysis, conclusion, and my insights).  I try to keep the facts super-short (to just a few "red hot" key facts that will help me remember the cases).  And, I use the word "because" in the analysis section to help me explain the court's application of the rules to the facts.  But, the most important items are the comments that you and I make in the bottom row of the case chart.  That helps me see how the cases fit together to explain or create a legal principle.

Major Casebook Concept	Case No. 1 (Court and Date)	Case No. 2 (Court and Date)
Material Factoids
Issue
Rule
Analysis
Conclusion
My Insights

 

In sum, using a "Case Chart," I've created a nice tidy "map" that helps me navigate the celestial space of my own universe of case preparation and reading for cases.  Each case is like a "star" that I personally experienced.  Now, it's got a home in my chart.  And, because I can see that case's relationship with the other cases that I am reading for that particular class concept, I can start to see how the cases fit together to form a constellation that takes on the shape of a particular legal principle.  In short, I'm no longer just a meandering rocketeer.  I'm now on a mindful journey of learning...within the stellar universe of the law.  (Scott Johns)

 

It Takes a Village

“It takes a village” or “it takes a village to raise a child” are sayings that we often hear. The origins of these sayings are unclear and there is much dispute about the origins. It is primarily thought that these sayings originate from an African proverb which states: “it takes a village to raise a child.” Some also believe the saying has Native American roots. Here, my discussion is centered on the relevance of these sayings in relation to the work of Academic Support professionals. In this context, I am highlighting the collective social responsibility our law school community shares for one another and particularly for the students we serve. We all have a concern for the morale and overall well-being of the community.

In our law school communities, there are individuals, visible and invisible, who contribute to the daily and overall functioning of our institutions. These individuals can, and often do, have a profound impact on students, providing them with support in a variety of ways. The individuals I am referring to are the administrative assistants, custodial and janitorial staff, librarians, teaching assistants, and general clerical or other support staff. These individuals interact with students in different ways than students do with faculty and administrators, probably because students view them as “regular and average” individuals rather than individuals in positions of authority. I have found that students often share more personal information with these individuals because they have regular interactions with them. As students typically stick to study spaces, they are more likely to run into a teaching assistant or a custodian. Also, students might communicate their stresses and fears as they drop-off or pick-up materials from administrative assistants. The best aspect of these interactions is that most of these visible and invisible individuals are familiar with campus and community resources because they are a part of both of those communities. Through their relationships with communities, they are often able to provide students with moral support, words of encouragement, and a piece of familial nurturing, something rarely found in the law school environment and something certain ethnic and cultural groups desire.

Why then are these individuals mentioned above an asset to Academic Support professionals? They are an asset because they not only provide valuable insights into the habits, culture, and concerns of students, but also alert Academic Support professionals to things they might want to implement. By interacting with the lady at the welcome desk, I was urged to become a notary to provide a free service to students who could not afford to pay to have bar application documents notarized. By speaking with a custodian, I learned about a student who slept on campus during the final exam period for fear of missing early morning exams, thus enabling us to find alternate options for the student. By overhearing a conversation between a student and a teaching assistant, I learned that some students were unable to afford food therefore a colleague and I jointly developed creative ways to inform students about the food bank on campus.

The best part of all of this is that interactions are mutually beneficial: students find the support they need and the visible and invisible members of our community share the enthusiasm of having students who look like them or hail from similar backgrounds attend a professional school and work towards becoming a lawyer.

It is noteworthy to mention here that regardless of a law student’s family name or place of origin, career growth or development, each student's academic success and degree completion metaphorically "belongs to the entire law school community." And for those of us who grew up in rural areas in Africa or as members of certain ethnic and cultural groups, ingrained in our experiences is the idea that we all share in our successes, achievements, and challenges. (Goldie Pritchard)

Director of Bar Support at Minnesota Law

The full position description is here: Download Director of Bar Support.

Berkeley Director of L.L.M. Writing and Academic Support

Berkeley Law is seeking a Director of LL.M. Writing and Academic Support.

The Director will be responsible for developing the curriculum for Berkeley Law's LL.M. legal research and writing (LRW) programs, for teaching two sections of LRW and a two-unit course of general interest to LL.M.s, and for developing and administering an academic support program for LL.M. students.

The position is anticipated to begin May 15, 2017, and is open until filled. The position is half-time with benefits. For details on the position, including required qualifications and application materials, and information about how to apply, please visit https://aprecruit.berkeley.edu/apply/JPF01311.
If you have questions about the position, please contact [email protected].

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct.

Study Supports Memory Palaces

There's a new study out that once again supports the effectiveness of creating a memory palace when one is trying to memorize a large amount of information:  Memory Palaces.

I'm a big fan of the practice because 1) it works and 2) it's kind of fun.

This spring, the students are facing a lot of open book exams, so there's been the usual need to remind all of them that "open book"  does not mean they don't have to memorize.

Although, as pointed out by Johnny Thunders, memory does have its downside:

Johnny Thunders -- You Can't Put Your Arms Around a Memory

(Alex Ruskell)

 

Doing IS Learning!

In a commentary entitled "Doing is the Key to Learning," physicist Frank Wilczek reflects on learning, writing that "[t]he fear of making mistakes is a great barrier to creativity.  But if you're ready to learn from them, mistakes can be your friends.  As I have often advised students, 'If you don't make mistakes, you're not working on hard enough problems--and that's a big mistake.'"  "Wilczek's Universe," Wall Street Journal, January 21, 2017, p. C4.

You see, sometimes we are too afraid to learn...because...we are too afraid to make mistakes.

But, there is NO learning without mistakes.  That's particularly true at this stage of the semester when final exams still seem so far away.   So, rather than trying practice problems or meeting with others to discuss hypotheticals, we avoid practicing exam hypotheticals because we often don't feel like we are ready to practice...because we don't feel like we know enough yet to take a try at problem-solving.

That's the BIGGEST mistake of all because learning is hard.  Practice is hard.  It involves trial and error (and even lots of trials and lots of errors!).  In the process, we find out what we know (and what we don't really know). It involves making lots of mistakes before we start seeing any great successes at all in our problem-solving abilities.  And, let's be frank:  That is just downright humbling.  It's frustrating.  It's embarrassing.  So, we avoid practicing because we want to avoid making mistakes.

So, here's the key:

To REALLY learn, embrace mistakes as golden opportunities for growth.  Grab hold of them.  Relish in them.  Bask in your mistakes because without mistakes you really aren't learning...for it is in the process of making mistakes that you are teaching yourself things that you could have never learned through reading, or taking copious notes, or watching others solve legal problems.  In short, the key to learning in law school "is all in the doing" of law school. So, be bold, take a risk, hang it all out by being a law school problem-solver "doer!"  Oh, and don't forget, your professors became experts at problem-solving...because THEY MADE THE SAME MISTAKES THAT YOU WILL MAKE TOO.  (Scott Johns)

Gearing Up for Bar Prep Season

Students have returned from Spring Break and many third year law students (3Ls) are realizing that the end is in sight. In the near future, classes will end, 3Ls will sit for their last set of law school exams, participate in the commencement ceremony, and sit for the bar exam. Some are so fearful of the anxiety associated with preparing for and taking the bar exam that they choose to avoid thinking about the bar exam. Others are so excited about completing their law school careers that the bar exam appears to be a very distant occurrence.

The past few days have been devoted to discussions of graduation and the bar exam with students who procrastinate, including some who have already missed initial application deadlines (in spite of repeated reminders) and as a result may be required to pay additional fees. Others have failed to sign-up for a bar review program, or have suddenly realized that they have insufficient savings to cover their living expenses during bar exam preparation.

As we face the second half of the semester, a student shared an interesting video with me (see video below). In this video, Samuel M. Chang, the outgoing 14th Circuit Governor for the ABA Law Student Division shared his perspective at an informational hearing of the California State Assembly Judiciary Committee last month. Chang spoke during a panel titled: “Possible Impacts of the Decline in Bar Passage Rates Upon Consumers and Different Sectors of the Legal Community: How Might the Decline of Bar Exam Passage Rates Impact Law Students, Legal Aid providers, Consumers and the Public Interest.” It is powerful to hear from students themselves about their personal experiences and those of their peers. Although the video focuses on law students in California, its content is also relevant to some law students in various jurisdictions with whom we interact and who are unsuccessful on the bar exam. Please find the link here to the transcript of his remarks. (Goldie Pritchard)

 

 

Working Hard: Do Academic Standards Still Apply?

The Inside Higher Ed daily news update last week had a post that I thought might interest our readers: Trigger Warning: Academic Standards Apply. The author looks at the therapeutic and consumer models of higher education in response to a student's comment that academic standards cause stress and anxiety for students. The post resonated with me not only because of my observations about student perspectives on work, but also because of the observations made by Alex Ruskell, one of our Contributing Editors, in his post on March 3rd: Work Is a Four-Letter Word. (Amy Jarmon)

Another Top Ten Blog Post

Congratulations to Scott Johns, our Contributing Editor, for recognition by Texas Bar Today of the Texas State Bar for his top ten blog post! In case you missed his February 23rd post, A Matter of The Heart: Moving Forward in the Midst of the Bar Exam Wait, you can read it here: here.

Director of Academic Success/Asst. Professor Position at UNLV

*Revised* Director of the Academic Success Program, Assistant Professor in Residence [17131]

Institution:

University of Nevada Las Vegas

 

Location:

Las Vegas, NV

 

Category:

• Faculty - Law and Legal Studies
• Admin - Admissions and Enrollment

 

Posted:

02/16/2017

 

Application Due:

Open Until Filled

 

Type:

Full Time

 

Announcement Number:

17131

POSITION TITLE
The William S. Boyd School of Law at the University of Nevada, Las Vegas invites applications for Director of the Academic Success Program, Assistant Professor in Residence (Search Number 17131).

PROFILE of the UNIVERSITY
UNLV is a doctoral-degree-granting institution of approximately 29,000 students and more than 3,000 faculty and staff that is classified by the Carnegie Foundation for the Advancement of Teaching as a research university with high research activity. UNLV offers a broad range of respected academic programs and is on a path to join the top tier of national public research universities. The university is committed to recruiting and retaining top students and faculty, educating the region's diversifying population and workforce, driving economic activity through increased research and community partnerships, and creating an academic health center for Southern Nevada that includes the launch of a new UNLV School of Medicine. UNLV is located on a 332-acre main campus and two satellite campuses in Southern Nevada. For more information, visit us on line at: http://www.unlv.edu

ROLE of the POSITION
The Director is responsible for all Academic Success Program (ASP) programming and initiatives in support of Boyd's 400 full-time, part-time day, and part-time evening students. The Director works closely with law faculty and administration to develop and implement programs to support student achievement in law school and to help students pass the bar exam and succeed in their professional lives. The Director interacts with students in formal and informal classes, conducting workshops and outreach on essential law school skills and bar exam preparation, and meets individually with students seeking to improve their academic performance and to develop strategies for bar exam study and success. The Director is expected to identify students who are likely to benefit from ASP resources and encourage their participation in ASP programming. The Director plays a prominent role in new student orientation, introducing students to legal reasoning and analysis, task and time management, and the services provided by ASP.

The Director is expected to be familiar with national bar exam standards and trends in bar exam assessment. He or she serves as the law school's authority on the Nevada bar examination, its content, and trends in that content. He or she works directly with students individually and in groups on bar preparation and with the law school faculty and administration on analysis of bar examination results and strategies for maximizing bar passage for Boyd graduates.

The Director supervises an Assistant Director and upper-class student mentors and directs their deployment in meeting ASP objectives. The faculty expects that the Director will be a resource for its members to increase teaching effectiveness. Given the nature of the position's responsibilities and the composition of the student body, the Director will be required to work evening and weekend hours as necessary.

This is an academic faculty position that offers opportunity for employment security through a long-term contract, as well as the potential for doctrinal course teaching assignment.

The Boyd School of Law, the only law school in Nevada, is a diverse community of faculty, students, and staff who work together collegially and respectfully to maximize the potential of its students and to help the law school fulfill its aspirations. We welcome applications from those who wish to participate in this sort of community, and we strongly encourage women and people of color to apply. For more information on the Boyd School of Law, see our website www.law.unlv.edu. Please contact Associate Dean Frank D. Durand at (702) 895-1240 if you have questions about the position.

QUALIFICATIONS
A J.D. from an ABA-accredited law school is required, together with membership in a state bar and successful completion of a state bar examination. The successful candidate will have significant law school professional experience, preferably in the context of a law school academic success program, a record of strong academic performance in law school, and experience in teaching or instruction. Also required are excellent project management skills, strong organizational skills with attention to detail, the ability to carry out responsibilities with a minimum of supervision, excellent oral and written communication and interpersonal skills, and a strong service commitment.

APPLICATION DETAILS
Submit a letter of interest, a detailed resume listing qualifications and experience, and the names, addresses, and telephone numbers of at least three professional references who may be contacted. Applicants should fully describe their qualifications and experience, with specific reference to each of the minimum and preferred qualifications because this is the information on which the initial review of materials will be based.

Although this position will remain open until filled, review of candidates' materials will begin on March 1, 2017. Materials should be addressed to Associate Dean Frank D. Durand, Search Committee Chair, and are to be submitted via on-line application at https://hrsearch.unlv.edu. For assistance with UNLV's on-line applicant portal, contact UNLV Employment Services at (702) 895-3504 or [email protected].

 

Application Information

Contact:

Human Resources
University of Nevada Las Vegas

 

Online App. Form:

https://hrsearch.unlv.edu

 

UNLV is an Equal Opportunity / Affirmative Action educator and employer committed to achieving excellence through diversity. All qualified applicants will receive consideration for employment without regard to, among other things, race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability, sexual orientation, genetic information, gender identity, gender expression, or any other factor protected by anti-discrimination laws. The University of Nevada, Las Vegas employs only United States citizens and non-citizens lawfully authorized to work in the United States. Women, under-represented groups, individuals with disabilities, and veterans are encouraged to apply.

 

Director of Academic Support and Bar Preparation Position at U of South Dakota

Position Description – Academic Support and Bar Preparation

Title: Director of Academic Support and Bar Preparation

Job Description:

The University of South Dakota School of Law anticipates an opening for a Director of Academic Support and Bar Preparation. This is a brand new position at the law school, and the new Director will have an exciting opportunity to play a substantial role in designing the program. This will be a twelve-month appointment, and the Director will hold the faculty title of Instructor, Lecturer, or Senior Lecturer, dependent on qualifications. In addition, the successful candidate will report directly to the Associate Dean of Academic Affairs.  The duties of the Director will include: (1) developing and implementing academic support programming for first and second year students, particularly at-risk students; (2) developing and implementing bar exam preparation programming for third year students; (3) working in collaboration with faculty and staff; (4) collecting data related to academic success and bar passage rates; (5) drafting reports, as necessary, regarding student performance; (6) counseling students regarding academic performance; (7) advising and assisting students in the bar application process; (8) providing assistance for repeat bar-examinees; and (9) performing other duties as assigned.

Required Qualifications: The successful candidate must have a JD and be admitted to a Bar in a US jurisdiction. He or she must also have excellent written and oral communication skills. The successful candidate should also have strong interpersonal skills and the ability to work in a collaborative environment.

Preferred Qualifications: (1) The ideal candidate would have at least one year of teaching experience acquired in an academic support program at an ABA-accredited school. (2) Prior experience in educational analytics or a BS or MS in education is valuable, though none of those qualifications is required. (3) One year of experience in the private or governmental practice of law is preferred.

Vermillion is a small, charming community in southeast South Dakota that can boast a low cost of living, a friendly atmosphere, proximity to natural beauty, and a safe environment. In addition, we are located only one hour away from Sioux Falls, which is the largest metropolitan area in the state, and are only two hours away from Omaha, Nebraska. Finally, we are the flagship institution in the state of South Dakota, as well as the only law school serving the state.  

Diversity and inclusiveness are values that are embraced and practiced at the University of South Dakota.  Candidates who support these values are encouraged to apply.  EEO/AA.

Applications must be submitted through the Board of Regents electronic employment site: https://yourfuture.sdbor.edu/applicants/Central?quickFind=60864  . For application assistance or accommodation, call 605-677-5671. Include on the website: application letter, vita, and names and addresses of three current references.  Inquiries about the position or the use of the website may be directed to: Tiffany C. Graham, Associate Dean of Academic Affairs, University of South Dakota School of Law, 414 East Clark Street, Vermillion, SD 57069; email [email protected]; or telephone 605-677-5393. Review of applications begins 3/21/2017 and the position is open until filled.

Success: It's a Matter of Perspective!

It's the middle of the academic semester for most of us.  

That often means midterm exams or filling out bar exam applications or working on that summer job hunt.  In the midst of so much to do with so much competition for achieving success, it's easy to feel out of place.  To be overwhelmed.  To sense that I don't really belong in law school or that I can't succeed.

When that sort of self-doubt starts in, it's time to step back and gain perspective about who you are, your strengths, your character, and your purpose.  You see, too often I am comparing myself against the wrong benchmark (others!), and, in doing so, I'm trying to be someone who I am not.  And, that's mighty stressful because it is awful hard (i.e., impossible) to be someone else!  So, instead of trying to measure success based on what others are doing, step back and get some perspective about who you are.

Not quite sure about how to get some perspective?

Well, there's a great video clip that illustrates the point quite well.  It involves a boy struggling to hit a baseball.  When it seems that all is lost, that he just can't manage to connect the baseball bat to the ball, he takes a pause...and...in that moment of pause...he realizes something brilliantly radiant about what he is good at. So, if you happen to feel like you are not quite hitting the mark in law school, take a moment to enjoy this short video clip. I promise, it will warm your heart and bring a smile to your face. And, in the process of taking a pause, you'll be reminded of a great truth -- that success is a matter of perspective (and not at all a matter of competition).  http://www.values.com/optimism

(Scott Johns).

Spring Break Shenanigans

It is spring break at my law school and it is very quiet. Most of the students have left for the break but a few remain. Some students are anticipating getting ahead in their academic work, working on legal writing assignments, or hoping to improve overall academic performance by starting to prepare for exams early. Other students continue to maintain their individual meetings with my office so I continue to interact with students. Although it is spring break, I find myself with much to do such as: (1) planning for the remainder of the semester, (2) planning for a part of the summer, (3) checking-in with students who recently sat for the bar exam, and also (4) getting some rest.  Additionally, I try to take a day or two off from work to laze around or simply take care of household responsibilities because I know that I will have to wait until July for the next lull.

Spring break is typically a time when I am able to make “small talk” with my colleagues when I take breaks away from my desk. It is also a time when I can leave the building for lunch because attempting to leave the building when school is in session is a challenge due to back to back meetings throughout the day. Even when I am able to leave the building for lunch, I encounter difficulties finding a parking space upon my return because parking is also a challenge. Today, in recognition of International Women’s Day, I had lunch with a female colleague I have been trying to meet-up with for several months. Happy International Women’s Day to all Academic Support Professionals who self-identify as female! (Goldie Pritchard)