Law School Academic Support Blog

Curious George, Filmmaker Ema Ryan Yamazkai, and Overcoming the Odds!

There's a new documentary film out, telling the story of the co-authors of the Curious George adventure stories as they fled Paris for their lives with bicycles the couple hand-built from spare parts just 48 hours prior to the invasion of Hitler's troops.  http://curiousgeorgedocumentary.com.  

You see, the authors Margaret and Hans Reys were German Jews. Traveling south to neutral Portugal and "sleeping in barns and eating on the kindness of strangers" along the way, the couple eventually made their way to New York City.  According to columnist Sarah Hess, who writes an article about the famous authors and the young filmmaker responsible for bringing to documentary life the incredible story of the Reys, the authors were, in part, imbuing Curious George with their own life experiences in learning to overcoming adversity by constantly maintaining a sense of curiosity and optimism despite the tremendous odds against them.  Sarah Hass, "This is George," The Boulder Weekly, pp. 26-29 (Nov. 2017).

In Sarah Hass's article about the new documentary file, we read about how the film came to fruition through the efforts of an aspiring young filmmaker Ema Ryan Yamazki.  Yamazaki grew up in Japan reading the Adventures of Curious George.  She loved the stories. Because of the international fame and relevance to children across the world, Yamazaki couldn't believe that no one had yet to tell the "story-behind-the-story" of the Rey's.  Id. at 28-29. But, that almost stopped her from telling the story.  

You see, Curious George was famously successful; Yamazaki - in her own words - was just a 24-year old filmmaker and director.  In particular, as related to us by Sarah Hass, Hass explains that "deep down Yamazaki wondered if she was really the right one to tell the Rey's story.  Shouldn't a more experienced director take on such an iconic tale? 'But, you know what I realized?' she ask[ed] rhetorically.  'If I had waited to start until I knew what I was doing, or until I knew I was the right person to do it, I still wouldn't have started."  Id. at 29. (emphasis added).

So, Yamazaki went forward despite her lack of confidence in herself, "rely[ing] on borrowed equipment" and lots of IOU's to "pull it off," producing a documentary movie that would not have come to fruition without Yamazki overcoming her own lack of confidence in being a great story teller.  Id. at 29. 

With final exams just having started (or starting soon), many of us feel so inadequate, so inexperienced, so unfit to even begin to prepare for exams. Yes, we'll try our best to create often-times massive outlines, which turnout to be nothing more than our notes re-typed and re-formatted.  But, it's not massive outlines or commercial flashcards that lead to success on our final exams.  Rather, it's following in the footsteps of filmmaker Yamazaki and getting straight to the heart of the issue by step-by-step producing the final product - a film that captures what Yamazki learned and experienced in her curious explorations of the life stories of the Rey's in their own true adventures in overcoming adversity to achieve success.  

As law students, most often we do not feel that we know enough to start actually tackling practicing exams.  But, we are not tested on the quality of our study tools or how much law we memorized from flashcards. Rather, we are evaluated based on our abilities to communicate, probe, and plumb problem-solving scenarios, mostly often in hypothetical fact patterns based on what we have studied and pondered throughout the academic term. That means that - like Yamazaki - we need to overcome our lack of confidence and just start struggling forward with tackling lots of practice final exams.  

Be adventures.  Be curious.  Be bold.   Yes, that means that, like Curious George, you will find yourself making lots of mistakes, but it's in the making and learning from our mistakes in practice problems that we learn to solve the problems that we will face on our final exams.  So, tell your own story of adventures this fall as you prepare for your final exams.  And, best of luck! (Scott Johns).

P.S. The best sources for practice exams are your professors' previous exams. But, if not available, feel free to use some handy, albeit relatively short, past bar exams problems, available at the following link and sorted by subject matter:  http://www.law.du.edu/oldcoloradoexams

Signs That Exams Are Upon Us

There are a few things that happen almost every semester to indicate that the semester is wrapping up.  Of course, I am not going to list each and every event here but I will highlight five things that seem to come up each and every time.

I Become A Celebrity

My office is a popular place in the building a week to a week and a half prior to exams. 1Ls whom I have never seen before show up. The common question I hear is: “what exactly do you do, I know you help students and I need help.” Upper-level students have a better grasp of what they need which can include anything from a pep talk, time and study management tools, venting sessions, and help finding resources for essay and multiple choice practice. I usually never know who to expect or what they might need. I also have students who are simply seeking opportunities to procrastinate and I am quick to redirect these individuals and remind them of what they need to accomplish.

TA Study Sessions Are Full

At this time, teaching assistant study sessions are wrapping up and students who have not attended these sessions all semester long, show-up. They hope to acquire whatever knowledge they believe will provide them with an extra edge in the final days leading up to the exams. The final sessions are usually the most well-attended sessions of the semester. The teaching assistants have some great last minute exam preparation advice so I am glad students show-up.

Canceled Meetings/No Shows

An upsurge in canceled meetings or no-shows occurs around this time. Students try to avoid me when they know they did not show for a scheduled meeting. It is particularly interesting when students who have been very consistent in attendance start to disappear. I try to give students permission and a way out; I understand that they are studying and trying to finish up the semester strong.

Upper-Level Students Are Focused

Those who slacked off throughout the semester are buckling down to get the work done. They have strategic plans charting how they will prepare for each exam and are implementing each plan. Some students are upset about the time they wasted by not engaging with the substantive material earlier in the semester but many were busy focusing on other things. I hear students say: “don’t worry, I will get it done and be ready for exams.” Students say this because they know I will express my concerns and ask them if they have thought about this or that as they prepare for exams.

Students Are In The Library

Each time I enter the library, there appear to be more and more students present in that space. I see students crowded around a table in their most comfortable gear, studying for exams. It is survival mode and stress is mounting. Moreover, some students are in the library environment to be motivated by others but others are simply there to feel like they are doing something when in fact they are not. (Goldie Pritchard)

Two Time Management Techniques: Eisenhower Matrix & Pomodoro

As you study for final exams, it is essential to develop a time management strategy that will help you minimize interruptions and maximize focus. Here are two popular methods: the Eisenhower Matrix and the Pomodoro Technique.

The Eisenhower Matrix stems from a quote attributed to Dwight D. Eisenhower: "I have two kinds of problems, the urgent and the important. The urgent are not important, and the important are never urgent."  Using the Eisenhower decision principle, tasks are evaluated using the criteria important/unimportant and urgent/not urgent, and then placed in according quadrants:

1. Important/Urgent quadrant are done immediately and personally, e.g. crises, deadlines, problems.
2. Important/Not Urgent quadrant get an end date and are done personally, e.g. relationships, planning, recreation.
3. Unimportant/Urgent quadrant are delegated, e.g. interruptions, meetings, activities.
4. Unimportant/Not Urgent quadrant are dropped, e.g. time wasters, pleasant activities, trivia.

During exam periods, you should only allow “Level 1” tasks to interrupt designated study time.

If Eisenhower’s Matrix isn’t your thing, consider Pomodoro.  Pomodoro requires you to identify the “topmost task” on your to do list.  After identifying the task, set a timer for 25 minutes and work until the timer (a.k.a. “Pomodoro”) rings.  Take a short break of 3-5 minutes and then get back to working, until the task is finished.  After every four Pomodoros take a longer break of 15–30 minutes.  For all the details, Download Pomodoro Cheat Sheet.  (Kirsha Trychta)

 

Two Positions at TSU Thurgood Marshall School of Law

TSU Thurgood Marshall School of Law: Assistant Dean, Academic Support and Bar Readiness: https://jobs.tsu.edu/postings/2417

The Assistant Dean for Academic Support & Bar Readiness (ADASBR) performs a variety of functions at the Thurgood Marshall School of Law, Office of Academic Affairs, to support the teaching and learning goals of the Law School. The ADASBR has both administrative and teaching responsibility for academic support and the bar examination services program; and for teaching or assisting in the teaching of one- two bar courses per year at the Law School.

Works with other law school units, to design and implement strategies to successfully assist students’ learning. Identifies specific learning outcomes, and assists high risk students to improve learning skills. Designs and implements strategies to assist students with preparation for the bar examination, including working with members of the administration and faculty to evaluate curriculum and academic standards to maximize bar passage. Participates in the planning and development of Bar exam passage and enhancement programs, including bar examination counseling and coaching of students during their enrollment and as they prepare to take the bar examination. Along with other members of the administration, evaluates and creates reports on statistical data regarding students’ academic performance, course enrollment, entrance scores and bar passage results. Works with the Center for Pedagogy and Law School Assessment Department to develop and track matrix to determine effectiveness of programs and initiatives. Effective management of (3) academic support instructors, (1) administrative assistant and existing academic support programs: course teaching, bar coaching and other programs that relate to the cohort at the Law School. Coordinates the hiring of student teaching and writing assistants who provide academic support. Assists in designing and implementing the academic support component of the orientation programs. Work with Students’ Affairs in overseeing the institution’s policies for providing reasonable accommodation for academic support students with disabilities to ensure compliance with the ADA and section 504 of the Rehabilitation Act. Performs other job-related duties as required.  

Assistant Dean, Academic Support and Bar Readiness

Position Information: https://jobs.tsu.edu/postings/2417

Posting Number	TSU201891
Official TSU Title	Assistant Dean, Academic Support and Bar Readiness
Grant Title	N/A
Job Description Summary / TWC Summary	The Assistant Dean for Academic Support & Bar Readiness (ADASBR) performs a variety of functions at the Thurgood Marshall School of Law, Office of Academic Affairs, to support the teaching and learning goals of the Law School. The ADASBR has both administrative and teaching responsibility for academic support and the bar examination services program; and for teaching or assisting in the teaching of one- two bar courses per year at the Law School.
Essential Duties Summary	Works with other law school units, to design and implement strategies to successfully assist students’ learning. Identifies specific learning outcomes, and assists high risk students to improve learning skills. Designs and implements strategies to assist students with preparation for the bar examination, including working with members of the administration and faculty to evaluate curriculum and academic standards to maximize bar passage. Participates in the planning and development of Bar exam passage and enhancement programs, including bar examination counseling and coaching of students during their enrollment and as they prepare to take the bar examination. Along with other members of the administration, evaluates and creates reports on statistical data regarding students’ academic performance, course enrollment, entrance scores and bar passage results. Works with the Center for Pedagogy and Law School Assessment Department to develop and track matrix to determine effectiveness of programs and initiatives. Effective management of (3) academic support instructors, (1) administrative assistant and existing academic support programs: course teaching, bar coaching and other programs that relate to the cohort at the Law School. Coordinates the hiring of student teaching and writing assistants who provide academic support. Assists in designing and implementing the academic support component of the orientation programs. Work with Students’ Affairs in overseeing the institution’s policies for providing reasonable accommodation for academic support students with disabilities to ensure compliance with the ADA and section 504 of the Rehabilitation Act. Performs other job related duties as required.
% FTE	100%
Hiring Range	Commensurate with experience.
Education	Juris Doctorate degree from an ABA accredited law school. Undergraduate or Master’s degree majoring in education or related field preferred.
Required Licensing/Certification	Admission to practice in a state in the United States.
Knowledge, Skills, and Abilities	Requires excellent oral, written, interpersonal and organizational skills. Must also have the ability to use personal computers and Microsoft Office software such as Word, Excel, Power Point and Access. Familiarity with Banner, Blackboard, Tegrity and Scantron suites helpful.
Work Experience	At least three years of related experience preferred.
Leadership/Supervisory Responsibilities	Supervises a section within the department or a small department of direct reports. Includes some human resources responsibilities for direct reports. Confers with manager or director about human resources and operational issues. If no supervisory responsibilities, serves as single incumbent for critical function. Supervises the work of assigned program instructors and staff.
Work Complexity/Budget Authority	Tasks are multiple and diverse with some interrelationship across processes. Handles some unrelated functions. Work requires the direct application of a variety of procedures, policies and/or precedents. May monitor budget activities but no responsibility for budget and expenditure authority.
Independent Judgment/Decision Making/Problem Solving Skills	Develops strategic direction, goals, plans and policies for an area of responsibility. Sets broad objectives and is accountable for overall results in respective area of responsibility. Authority to make independent decisions on matters of significance. Requires high degree of independent judgment and problem solving of complex problems.
Personal/Organizational Contacts	Contact with peers at other law schools. Contact and interaction with faculty and others in leadership roles at the school of law related to developing the academic program. Typically handles highly sensitive and/or confidential information.
Customer Service Relationships	Anticipates customer needs and regularly motivates or influences others to deliver customer service excellence. May troubleshoot highly sensitive or confidential issues. Personally ensures problem resolution. Identifies barriers to effective customer service and participates in setting customer service standards. Participates in establishes a customer feedback system for academic support and holds self accountable for customer service excellence within the department or program.
Working/Environmental Conditions	Work is performed within routine office environment with no exposure to hazardous or unpleasant conditions. Physical demands are usually limited to sitting or standing in one location much of the time. Some stooping, lifting or carrying objects of light weight may be required.

Posting Detail Information

UA EEO Statement	It is the policy of Texas Southern University to provide a work environment that is free from discrimination for all persons regardless of race, color, religion, sex, age, national origin, individuals with disability, sexual orientation, or protected veteran status in its programs, activities, admissions or employment policies. This policy of equal opportunity is strictly observed in all University employment-related activities such as advertising, recruiting, interviewing, testing, employment training, compensation, promotion, termination, and employment benefits. This policy expressly prohibits harassment and discrimination in employment based on race, color, religion, gender, gender identity, genetic history, national origin, individuals with disability, age, citizenship status, or protected veteran status. This policy shall be adhered to in accordance with the provisions of all applicable federal, state and local laws, including, but not limited to, Title VII of the Civil Rights Act. Manual of Administrative Policies and Procedures
Close Date
Open Until Filled (overrides close field)	Yes
Special Instructions to Applicants	Open to all applicants.

Posting Supplemental Questions

Required fields are indicated with an asterisk (*).

1. *Do you have a Juris Doctorate degree from an ABA accredited law school? (Undergraduate or Master’s degree majoring in education or related field preferred).

• Yes
• No

2. *Are you admission to practice in a state in the United States?

• Yes
• No

3. *Do you have three years of related experience?

• Yes
• No

Applicant Documents

Required Documents

1. Resume
2. Cover Letter/Letter of Application

*****

TSU Thurgood Marshall School of Law: Assistant Director, Academic Support and Bar Readiness: https://jobs.tsu.edu/postings/2412

Under the supervision of the Assistant Dean for Academic Support and Bar Readiness, the Assistant Director of Academic Support at Thurgood Marshall School of Law will assist with the coordination and execution of strategies designed to strengthen academic support services and improve student outcomes.

In collaboration with the department head, teaches and manages one or more bar elective courses per semester in accordance with the Faculty Manual. Offers skills-based instruction in to law students in a variety of areas. Works one-on-one with students needing academic assistance. Coordinates academic tutorials. Provides administrative supervision for student tutors. Evaluates student-lead tutorial sessions. Manages student assistant time sheets and tracks time and effort forms. Performs statistical reporting on attendance and outcomes as requested. Assists with the planning of 1L Skills Academy content based on current faculty syllabi. Collaborates with faculty to identify areas where academic remediation is needed and creates an effective outreach program to service students most in need. Performs statistical reporting on attendance and outcomes as requested. Delivers academic and degree plan advising to students; responds promptly to student requests. Is accessible to students during Law School operational hours and as needed evenings, weekends and summers. Provides, administers and grades practice exams and maintains records of student performance. Facilitates skills and/or bar readiness workshops as directed. Performs statistical reporting on participation and performance indicators as requested. Assists with the planning and implementation of the 1L Orientation. Maintains department calendar and effectively communicates department events to students using electronic, social and print media. Submits and monitors funding requests for Academic Support events. Identifies at-risk students to the Assistant Dean. Monitors student academic performance and recommends new or additional learning interventions tailored to student performance. Performs other duties as required.

Assistant Director Academic Support – Law School

Position Details: https://jobs.tsu.edu/postings/2412

Position Information

Posting Number	TSU201890
Official TSU Title	Assistant Director Academic Support – Law School
Grant Title	Assistant Director Academic Support – Law School
Job Description Summary / TWC Summary	Under the supervision of the Assistant Dean for Academic Support and Bar Readiness, the Assistant Director of Academic Support at Thurgood Marshall School of Law will assist with the coordination and execution of strategies designed to strengthen academic support services and improve student outcomes.
Essential Duties Summary	In collaboration with the department head, teaches and manages one or more bar elective courses per semester in accordance with the Faculty Manual. Offers skills-based instruction in to law students in a variety of areas. Works one-on-one with students needing academic assistance. Coordinates academic tutorials. Provides administrative supervision for student tutors. Evaluates student-lead tutorial sessions. Manages student assistant time sheets and tracks time and effort forms. Performs statistical reporting on attendance and outcomes as requested. Assists with the planning of 1L Skills Academy content based on current faculty syllabi. Collaborates with faculty to identify areas where academic remediation is needed and creates an effective outreach program to service students most in need. Performs statistical reporting on attendance and outcomes as requested. Delivers academic and degree plan advising to students; responds promptly to student requests. Is accessible to students during Law School operational hours and as needed evenings, weekends and summers. Provides, administers and grades practice exams and maintains records of student performance. Facilitates skills and/or bar readiness workshops as directed. Performs statistical reporting on participation and performance indicators as requested. Assists with the planning and implementation of the 1L Orientation. Maintains department calendar and effectively communicates department events to students using electronic, social and print media. Submits and monitors funding requests for Academic Support events. Identifies at-risk students to the Assistant Dean. Monitors student academic performance and recommends new or additional learning interventions tailored to student performance. Performs other duties as required.
% FTE	100%
Hiring Range	Commensurate with experience.
Education	Juris Doctor from an ABA approved law school with track record of academic achievement.
Required Licensing/Certification	N/A
Knowledge, Skills, and Abilities	1.Sufficiently knowledgeable in one or more MBE subject, as evidenced by academic performance, AmJur or Cali Awards. 2.Demonstrated ability to work with diverse student body. 3.Strong oral presentation skills and ability to remediate complex legal rules.  4.Ability to manage multiple tasks, meet deadlines and work collaboratively with existing team. 5.Excellent written communication and legal writing skills. 6.Professional appearance and demeanor.
Work Experience	Requires three (3) years of related experience. Requires a working knowledge of standard practices and procedures.
Leadership/Supervisory Responsibilities	Provides first-line management to department. Allocates resources according to priorities and within budget parameters. Has HR responsibilities for direct reports. Consults with Director on operational issues (including fiscal matters).
Work Complexity/Budget Authority	Tasks are multiple and focus more on single processes. Work is sometimes standardized and sometimes varied. There is no responsibility for budget, revenues and/or expenditures.
Independent Judgment/Decision Making/Problem Solving Skills	Performs tasks and duties under general supervision, using established procedures and innovation. Chooses from limited alternatives to resolve problems. Occasional independent judgment is required to complete work assignments. Often makes recommendations to work procedures, policies and practices. Refers unusual problems to supervisor.
Personal/Organizational Contacts	Some contact with others, including students, general public, visitors and University personnel. Purpose of contacts is to provide explanation or interpretation of information. May handle confidential information and some complex matters.
Customer Service Relationships	Requires moderate interpersonal and communication skills to ensure that customer requests or needs are met. Acknowledges and clarifies customer inquiries, requests, or complaints to ensure that needs are identified, documented and addressed.
Working/Environmental Conditions	Work is performed within routine office environment with no exposure to hazardous or unpleasant conditions. Physical demands are usually limited to sitting or standing in one location much of the time. Some stooping, lifting or carrying objects of light weight may be required. Work may require extensive travel.
Desired start date
Position End Date (if temporary)

Posting Detail Information

UA EEO Statement	It is the policy of Texas Southern University to provide a work environment that is free from discrimination for all persons regardless of race, color, religion, sex, age, national origin, individuals with disability, sexual orientation, or protected veteran status in its programs, activities, admissions or employment policies. This policy of equal opportunity is strictly observed in all University employment-related activities such as advertising, recruiting, interviewing, testing, employment training, compensation, promotion, termination, and employment benefits. This policy expressly prohibits harassment and discrimination in employment based on race, color, religion, gender, gender identity, genetic history, national origin, individuals with disability, age, citizenship status, or protected veteran status. This policy shall be adhered to in accordance with the provisions of all applicable federal, state and local laws, including, but not limited to, Title VII of the Civil Rights Act. Manual of Administrative Policies and Procedures
Close Date
Open Until Filled (overrides close field)	Yes
Special Instructions to Applicants	Open to all applicants.

Posting Supplemental Questions

Required fields are indicated with an asterisk (*).

1. * Do you have a Juris Doctor from an ABA approved law school with track record of academic achievement?

• Yes
• No

2. * Do you have three years of related experience?

• Yes
• No

Applicant Documents

Required Documents

1. Resume
2. Cover Letter/Letter of Application

Optional Documents

1. Unofficial Transcripts
2. Other Document
3. Reference Letter 1
4. Reference Letter 2
5. Reference Letter 3

Giving Thanks: Good for the Body, Heart, and Mind!

As highlighted in a recent article by Jerry Cianciolo, taking on an appreciative disposition reaps great benefits in terms of our health, our emotional state, and our mind too.  https://www.wsj.com/articles/a-substitute-for-complaint-free-wednesday-1511216941. 

Citing to a Harvard article from 2015, Mr. Cianciolo relates that complimenting others leads to "positive changes in [our own] physiology, creative problem solving, performance under pressure, and social relationships.” Let’s be real. That’s something we could all use in law school. 

And yet (and not surprisingly), the opposite brings downsides.  According to Stanford neurologist Robert Sapolosky, complaining and worrying leads to such negative health implications as adult onset diabetes and high blood pressure. 

But I have to be honest.  I’m a big-time worrier.  To be frank, it seems like the stresses of law school life only serve to accentuate my worries.  Perhaps you’re like me.  If so, I have great news.

Our viewpoint is a matter of our choice.  We can decide whether to worry or wonder, to complain or compliment, to lament or thank. 

So, in the midst of this thanksgiving season, please join with me in choosing to spread some sunshine towards others, perhaps with a gentle smile of warmth to someone in law school that seems all alone, or a kind word to a friend that is having a difficult time of it preparing for final exams, or a generous spirit to someone who is down and out as we commute to campus.  And, in the process of choosing to live out a thankful attitude in our words and deeds, our own hearts will radiate with warmth and gratitude. That’s something to be mighty thankful for throughout this season of law school as we turn the corner from our law school classrooms to preparing for final exams. And, it just might help with our problem-solving too! (Scott Johns).

Happy Thanksgiving!

All of us at the Law School Academic Support Blog wish you and your families a pleasant and restful Thanksgiving holiday. May you all enjoy lots of good food and fellowship with friends and family.

When The Students Are Away…

Monday officially marked the first day of the fall break for our students. This technically means that students have left the building until next week. First year law students who heeded warnings and upper level students who viewed the break as an opportunity to get ahead academically occupy study rooms in the library and classrooms throughout the building. A student or two might stop by my office or honor a scheduled meeting but this is also my opportunity to maximize my student-free time. While the students are away, I have much to accomplish but can also practice some self-care.

This is the first period of time since the semester began that I can sit, think, and complete a task without multiple interruptions. This is the perfect time to tackle some big projects and tasks that require minimal interruptions or multitasking. Below are just a few things I accomplished during this short week:

(1) Met and worked with a handful of students

(2) Met and discussed a January project with my supervisor

(3) Met with a colleague to discuss another January project

(4) Purged a number of papers

(5) Worked on mock exams

(6) Left the building for lunch

(7) Walked outside for some fresh air

(8) Took a personal day off from work

I hope that as Academic Support Professionals, we can all take a deep breath, rejuvenate, spend some time with family and friends, and come back energized to help students finish the semester strong. (Goldie Pritchard)

Serve Up a Holiday-Themed Scavenger Hunt

It’s often difficult to keep law students engaged around the holidays when they’re anxious to spend time with friends and family. Below are a few fun ways to promote student engagement by integrating the holidays into your classes.

If you find yourself over-stuffed this week, I do not recommend trying to sue “Thanksgiving, Pilgrims, Mayflower Movers, Pilgrim Pride, Turkey Hill, Black Friday, Corn on the Cob, [or the] Cleveland Indians.” Riches v. Thanksgiving, 2007 WL 4591385 (N.D. Cal 2007). A prisoner who was “offended” by the Thanksgiving holiday tried to do just that, but the court dismissed his claim finding that “[t]o the extent any of these defendants are actual entities that may be sued, they are private organizations that do not act under color of state law, an essential element of a § 1983 action.” And if you want a second helping of prisoner litigation, dish out Professor Abigail Perdue’s suggestion: Karmasu v. Hughes, 654 N.E.2d 179 (Ohio App. 1995) (concerning a prisoner who sued the prison dietician for serving turkey stuffing for Thanksgiving).

In December, consider a Christmas tree or menorah themed case. There are over two thousand cases involving Christmas trees with issues ranging from freedom of religion to the Fair Labor Standards Act in agricultural production. See Mather v. Village of Mundelein, 864 F.2d 1291 (7th Cir. 1989) and U.S. Dept. of Labor v. N.C. Growers Assn., Inc., 377 F.3d 345 (4th Cir. 2004), respectively. For a more technical exploration of the holiday, turn to the U.S. Court of International Trade, which explored whether “14-foot long lengths of wire set with 10 light bulbs … in the form of such objects as fruits, vegetables, hearts, rearing horses, guitars and American flags” should be classified as “lighting sets of a kind used for Christmas trees” or “other electric lamps” within a tariff statute. Primal Lite, Inc. v. U.S., 15 F. Supp. 2d 915 (Ct. Intl. Trade 1998).

Pavlicic v. Vogtsberger (or any of the cases it cites) is an ideal choice around Valentine’s Day for both romantics and cynics alike because the case addresses “the recovery of gifts which [a man] presented to [a woman] in anticipation of a marriage which never saw the bridal veil.” 136 A.2d 127, 128 (Pa. 1957).

Meanwhile, in the spring, opt for an Easter Bunny themed case. If the case need not be published, then I recommend Rogers v. Walgreens, 2017 WL 3263783, where a woman was so startled by a Walgreens’ employee dressed as the Easter Bunny that she fell and injured herself. But if you require a published source, consider People v. Gaither, 173 Cal. App. 2d 662 (1959), which found the defendant guilty of poisoning his ex-wife’s family with chocolate Easter Bunny candies laced with enough arsenic to kill 75 people.

After you select your case, make sure it is sufficiently de-identified for the research exercise.  Here’s a quick “how to”:

1. Download the opinion from Westlaw or Lexis as a Microsoft Word document.
2. Delete as much of the identifying information as possible, including the case caption, syllabus, headnotes, and the judge’s name.
3. Omit any concurring or dissenting opinions, for brevity, if desired.
4. Substitute any extraordinarily unusual words in the opinion with more commonplace synonyms. Savvy students will simply search for the strange term instead of identifying the actual legal issue.
5. Use the “find and replace” feature on Word to quickly substitute the parties’ last names with their first names or other designations such as buyer and seller or plaintiff and defendant.
6. Try to locate the case yourself using traditional Westlaw and Lexis searches. Make sure that the case is findable but does not necessarily immediately reveal itself.
7. Confirm that the case does not come up in the first few pages of Google search results.

Once the opinion is sufficiently scrubbed, announce the rules of the game and get researching!

For more information on fun holiday-themed research exercises, see the Winter 2016 edition of “The Learning Curve,” a publication of the AALS Section on Academic Support, which is available online at the Law School Academic Success Project.

This post originally appeared on the "Teach Law Better" blog on November 20, 2017.  (Kirsha Trychta)

Reminder: Deadline for Learning Curve Submissions is December 1

Good afternoon,

This is a gentle reminder that our December 1 deadline for article submissions is approaching. For our upcoming Winter issue, we are particularly interested in submissions surrounding the issue’s themes of academic advising, counseling, and troubleshooting performance issues our students' experience. Are you doing something innovative outside of the classroom that helps motivate a new generation of law students? Do you have classroom exercises that promote the positive effects of supportive peer groups? Do you use technology to facilitate difficult conversations with students who are performing at a level they find unacceptable?

Please ensure that your articles are applicable to our wide readership. Principles that apply broadly — i.e., to all teaching or support program environments — are especially welcome. While we always want to be supportive of your work, we discourage articles that focus solely on advertising for an individual school’s program.

Please send your article submission to [email protected] by December 1, 2017. (Please do not send inquiries to the Gmail account, as it is not regularly monitored.) Attach your submission to your message as a Word file. Please do not send a hard-copy manuscript or paste a manuscript into the body of an email message.

Articles should be 500 to 2,000 words in length, with light references, if appropriate. Please include any references in a references list at the end of your manuscript, not in footnotes. 

We look forward to reading your work and learning from you!

Regards,

The Editors

Chelsea Baldwin, Executive Editor

DeShun Harris, Associate Editor

Christina Chong, Technology Editor

Save the Date for the AASE Conference in May

The dates for the sixth annual Association of Academic Support Educators conference are May 22-26, 2018. The conference is in St. Louis, Missouri with Saint Louis University School of Law as the host school. If you are new to the ASP/bar prep community, you will find this conference very helpful. Experienced ASP'ers always look forward to the sessions. Hope to see you there!

Count Your Blessings

It is a stressful time of the semester for many law students. Even if they have kept up with tasks, there is more to do. And if they are feeling behind, it can seem overwhelming.

As we draw closer to Thanksgiving, it is a good time to count one's blessings to put the stress into perspective.

Consider these law school and legal profession blessings:

• Being in law school and preparing to enter the legal profession are privileges that few people have.
• Being a lawyer will allow you to impact positively many clients and your community throughout your working career.
• Law school introduces you to people who will be life-long friends and colleagues.
• Learning the law challenges your status quo each day and forces you to use your intellect in new ways.
• Learning the law provides you with knowledge and insights that impact many aspects of your daily life: signing a lease, buying a house, filing your taxes, evaluating TV news stories, financing a car, writing a will.
• Law skill will advance your critical reading, critical writing, and critical thinking skills beyond what you envisioned before attending.
• Learning the law is valuable for many areas of employment whether you choose to practice or use your legal knowledge in industry, government, health care, or a myriad of other career paths.

Now consider all of the non-law-school blessings we have compared to so many other people in our world:

• Freedoms provided by living in the USA
• Family and friends
• Shelter, food, and clothing
• Safety and security
• Financial means

If your perspective becomes too narrow with upcoming exams on the horizon, just step back and broaden your perspective. Remind yourself that you are blessed in many ways. (Amy Jarmon)

Assistant Director of Academic Excellence Position at American

Position Title: Assistant Director of Academic Excellence (13862)
Position Number:
13862
Open Date:
11/9/2017
Department:
Washington College of Law
Close Date:
Salary Range:
$60,000 - $65,000
Band:
Sr Coordinator/Sr Analyst B
Work Hours per Week:
35-Exempt
Position Type:
Full-time Staff

Description:
The Assistant Director of Academic Excellence will promote the academic excellence of American University Washington College of Law students, from matriculation through graduation. The Assistant Director will direct and implement 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 design, implement, and evaluate comprehensive workshops for all law students on topics related to academic and bar exam success. The incumbent will meet with and counsel students on their academic progress; develop and oversee the execution of individualized learning plans; plan, conceptualize and teach workshops to faculty, staff, and students about best practices for bar exam preparation; and develop and implement events, programs, and initiatives that provide a comprehensive and meaningful academic experience for law students. Reporting to the Director of Academic Excellence, the incumbent will have a central role in the law school in incorporating best practices in preparing students for academic and bar exam success. The Assistant Director will supervise and train all Academic Excellence Dean’s Fellows.

Educational Requirements:
J.D. from an ABA-accredited law school

Minimum Requirements:
• Admission to the bar
• Four (4) years’ experience advising or mentoring law students and/or law graduates 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
• Proficiency with Microsoft Office Suite and social learning platforms

Preferred Requirements:
• At least 1 year of legal practice or post-graduate clerkship

Additional Information:
Some evening and weekend work is necessary based on program and student needs.

Hiring offers for this position are contingent on the successful completion of a background check.

American University is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations. The university does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual’s genetic information or any other bases under federal or local laws (collectively "Protected Bases") in its programs and activities.

To Apply Please Visit: https://jobs.american.edu/JobPosting.aspx?JPID=6971

Pause For Your Mental Sanity

Fall semester break (Thanksgiving Break) is approaching and there are many signs that students need a break to refocus, rest, and put a dent in tasks they have either avoided or simply had insufficient time to tackle. First year law students, in particular, have been spread very thin trying to learn new skills, balance multiple tasks, and learn new information. Simply put, they are pushed to the brink of their perceived capabilities. These activities are all potential sources of stress that may negatively impact one’s body and mind even when you are aware that you need to slow down. Students forget about focusing on what is most important to them when everything within them says that they cannot complete this or that assignment. Productivity starts to plummet, sleep schedules are off, healthy eating habits are replaced with unhealthy ones, gradual withdraw from social life takes place, frequent panic attacks occur, and some students no longer enjoy things they once enjoyed. In essence, students no longer feel good about themselves.

Merriam-Webster Dictionary defines “mental health” as:

“the condition of being sound mentally and emotionally that is characterized by the absence of mental illness and by adequate adjustment especially as reflected in feeling comfortable about oneself, positive feelings about others, and the ability to meet the demands of daily life; also: the general condition of one’s mental and emotional state.”

Our students should aspire to have good mental health; always be aware of how they feel and how they manage their feelings. There are several resources at counseling centers and student affairs offices on various campuses on this topic that I am only mildly addressing.

Our students have a week off before they return to wrap-up the semester and take final exams. Of course, I relentlessly encourage students to maximize the time they have over break. Use this time wisely and effectively but also get some rest. I encourage students to develop a realistic and productive study plan in order to set themselves up for success by implementing the plan. I also encourage students to develop an additional plan for rest and recuperation, emphasizing it is very easy for time off to develop into all play and rest and no work, nevertheless, it is important to plan and limit their rest time.

A top priority on the list is to get some true rest and some valuable sleep of at least eight hours each and every day. I also encourage students to have a day when they do absolutely nothing but what they want to do and engage in at least one activity that makes them happy. Their goal is to be re-energized and in the best, mental and emotional state to wrap-up the last few weeks of the semester.

This is not to say that no time is spent on maximizing study time but I would let you refer to my colleague’s entry here which addresses exam preparation in detail. Happy restful yet productive break to all students. (Goldie Pritchard)

 

Plotting Your Final Exam Study Time

Last week Professor Jarmon offered her tips on how to “Find[] Time for Exam Study.” This week I’d like to share my strategy for managing that (perhaps, newly found) time, especially between now and the end of the exam period.

Step One: Put all of your final exams and legal writing deadlines on a one-page calendar, so that you can see everything at the same time. Microsoft Word has tons a free calendar templates available for download. For example, here is what our first-year, fall semester exam schedule looks like:

If you prefer to edit my calendar instead of creating your own, then Download Fall Exams 2017 Calendar here.

Step Two: Make a list of all the major topics that were discussed in each of your courses this semester. The Table of Contents to your casebook will help guide you through this step. If you don’t want to mark-up your textbook (or it’s already heavily marked up), consider downloading a printable version of the Table of Contents from the publisher’s website or online casebook companion.  For this step, focus only on the big picture, not on all the subtopics and individual cases contained within each major topic.  For example, this semester we covered three chapters—general principles, homicide, and property offenses—in my criminal law course, so a student’s Table of Contents may look like this:

 

Step Three: Think about how long it will take you to learn each one of these major topics. Questions to ask yourself, include: Do you still need to outline, draft rule blocks, or make flashcards for that topic? Did you understand that topic when it was covered in class or were you confused then? Do you already have, or know where to easily find, practice hypotheticals for that topic? You will also want to think about how much time you’ll need to engage in active studying techniques—such as using flashcards or writing out practice essay responses—after you have gathered and refined your notes. Once you’ve reflected on the amount of work you have left to do, write that time allotment down. When in doubt, estimate on the high side; it’s better to have extra time than to run short of study time. And, if you prefer to be overly cautions, also schedule in some wiggle room just in case. For example:

If you like my chart, then feel free to Download List of Topics to Master, an editable version, here.  Repeat step three for all of your subjects.

Step Four: Assign specific days and times to each chunk of material, keeping in mind your final exam schedule. For example, if it’s going to take you a total of 32 hours to review criminal law, and the criminal law exam is on Friday, December 1, then you have to spread out those 32 hours between now and November 30. Repeat this same process for each of your exams, bearing in mind that you can’t double-up any timeslots (you can only study one thing at a time, after all) and will still need to sleep, eat, and exercise.  This is the hardest step, because you have to combine the calendar from Step One with the chart in Step Three, into a single, useable study schedule.  As you combine all the information, you may realize that you don't have as much time to study as you had hoped.  If you find yourself in this category, you'll have to start Step Three over, this time making tougher choices about where you'll spend your time and prioritizing certain topics over others.

Step Five: Stick to the plan! If you find that you’ve only allotted 30 minutes to focus on embezzlement, but that after a half-hour of reviewing your notes, you still don’t understand it, you need to move on. Don’t get caught spinning your wheels on any one particular topic. If you have some extra time later, either because another topic didn’t take as long as you expected or because you smartly scheduled in some wiggle room in Step Three above, then revisit the troubling topic again. 

Good luck!  (Kirsha Trychta)

 

Call for Presentation Proposals for 2018 AASE Conference

2018 Annual Conference
May 22 – 24: St. Louis, MO
St. Louis University School of Law
Call for Proposals

Introduction
The 2018 Conference of the Association of Academic Support Educators will bring together colleagues interested in legal education and academic support. In this collegial and collaborative environment, colleagues will have a chance to meet, reconnect, and share ideas about pedagogy, scholarship, and professional growth.

In order to present at the conference, you need to be a current AASE member and current with your annual dues at the time of the submission. If you are not an AASE member, you must submit an application to verify membership eligibility and pay your annual dues before submitting your proposal.

The program committee welcomes proposals on any subject relating to legal education and academic support.

Please craft your proposal carefully using the required online form. The program committee will only look at proposals submitted through this online form. Please copy and paste the following link into your browser to access the required online form and follow the instructions to submit a proposal: https://docs.google.com/forms/d/e/1FAIpQLSf4Aj5KzEZwfmktAya8DxQKENJ1okuasGMImWWZk4Drpk1Izw/viewform?usp=sf_link.

A “Sample Proposal” is available at the end of this document and it contains more detailed explanations and sample answers of the questions you will see in the required online form. The program committee will look for proposals that describe the presentation and its goals in detail. Our assumption is that a clear and detailed proposal today will lead to a stronger presentation at the conference. Please review the Sample Proposal before submitting the required online form.

Presentation Topics
The committee seeks various presentations and topics, including but not limited to presentations
that address:
• diversity and inclusion (particularly programs that focus on sustaining women and minorities in legal careers);
• teaching ideas for new and veteran teachers;
• scholarship;
• research;
• professional growth;
• assessment;
• hot topics in legal education;
• creativity in law teaching and learning;
• teaching methods;
• analytical and academic competencies necessary for success in law school, on the bar, and in practice;
• counseling;
• educational psychology;
• assisting students with learning disabilities;
• the role and status of Academic Support Professionals in the legal academy; and
• intersections between academic support, legal writing and doctrinal teaching.

Presentation Format
Presentations may be in any form the presenter finds effective. Although the committee does seek to accommodate all presenters with their selection for presentation format and timing, the committee may occasionally ask presenters to change the format or timing of a presentation to fit the needs of a comprehensive and diverse program.
The following is a description of the different types of presentations:

Interactive Workshop
An interactive workshop is a presentation with audience participation throughout. A proposal for an interactive workshop should discuss what you plan to do to make the presentation interactive.

Examples include: pair and share, break-out group discussions, use of demonstrative aids that involve the audience, or other audience participation. Note that providing handouts, although very beneficial for attendees, does not on its own make the presentation interactive.
If you submit a proposal with more than one presenter for your session, your proposal should include the name, e-mail address, and school for each presenter. In determining how many presenters to include in your proposal, please make sure that each person will have sufficient time to fully discuss his or her topic. Because most presentations will last only 45 minutes, we recommend no more than 2 to 3 presenters.

Lesson in a Box
A lesson in a box presentation is a session devoted to the presentation of a lesson on a single topic. Such sessions should include all of the information and materials necessary for attendees to leave the session prepared to deliver the lesson on their own.

Moderated Group Discussion
Moderated Group Discussions are more informal presentations that feature group conversations and interaction. The committee encourages presentations that will foster dialogue among conference attendees. These sessions are particularly well suited for hot topics.

Speed Round
Speed Rounds are 10 minute, fast-paced, high-impact sessions. These are opportunities for new ideas, or for emerging professionals to present ideas that might not have been presented on before. There will be several Speed Rounds running concurrently throughout the period.

Brochure Summary
Please provide a short summary of your presentation for the conference brochure. The summary should not exceed 250 words and should accurately reflect the subject of the presentation.

Technology
As part of your proposal we ask that you explain whether your presentation requires projection, internet access, audio, or other technology and the degree to which each is necessary to your presentation. We ask that proposals identify any technology needs at this early point so that we can be prepared well in advance of the conference to provide accessibility.

Time Slots
The committee expects that nearly all presentations will be assigned a 30 minutes, 45 minutes, or 1 hour time slot. Proposals should indicate the time needed for the presentation. Please also address how the presentation can be adapted if you are allotted a shorter amount of time. However, we recognize that a few presentations are better served with more time. If you are interested in a 75-minute time slot, your proposal should clearly explain why 75 minutes is necessary.

Submission Deadline
Proposals must be submitted no later than January 19, 2018. Late submissions will not be accepted.

Notification
All individuals submitting a proposal will be notified about the status of their proposal on or before February 16, 2018.

Multiple Proposals and the “One-Presentation Rule”
You may submit a maximum of two proposals, and you need not rank your proposals in order of preference. If you are selected for more than one presentation or panel, you will be given the opportunity to select the one presentation or panel in which you would like to participate, as each person is limited to one presentation or panel.

No Marketing
Although the committee welcomes proposals on any topic of interest to academic support faculty, a proposal will not be accepted if it appears to be a means to market a textbook or other for-pay product. AASE does not accept proposals from any commercial vendors. Any commercial vendor interested in promoting their materials may do so as a sponsor of the conference. Please email [email protected] to request information on becoming a sponsor.

Questions
If you have any questions, please contact the Programming Committee at: [email protected].

SAMPLE PROPOSAL

Proposal for AASE 2018 Annual Summer Conference

Presenter Contact Information: Cai Leonard, Law School, 2 Main Street, Springfield, ST 98765.
T: 112-356-7890 [email protected]

Presentation Title: Building Positive Classroom Environments

Background of Presentation Topic: Creating a positive learning environment is one of the components critical to successful learning (e.g. Bransford et. al, How People Learn 25; Goleman, Social Intelligence 268-76; Hess & Friedland, Techniques for Teaching Law 326-27). Emotional intelligence and neuroscience studies show that we learn better when we are challenged, supported, respected, and engaged. Too much stress impedes learning; lack of challenge does the same. This workshop focuses on how to create a positive learning environment for law students.

Goals of the Presentation: By the end of this workshop participants will:
• Be able to explain the value of positive interpersonal environments in helping students learn;
• Be able to identify methods for building positive interpersonal classroom environments; and
• Be able to engage their own students in exercises that help build positive classroom environments.

Target Audience: Newbies & moderate experience level; all school sizes

Presentation Format: Interactive Workshop

Presentation Methodology: Participants will be actively involved in different techniques that affect classroom dynamics. Participants will engage in:
 Writing
 Discussing ideas in pairs
 Looking at visuals
 Listening & reflecting
 Discussing ideas with the whole group
 Practicing with a small group
Participants will first examine the environments that have been conducive to their own learning, and exchange their ideas with a partner. This will be followed by a short, whole group discussion about the value of creating positive affect — and the value of engaging others in talking about it. Participants will then be given scenarios about classroom behaviors and asked to consider the following kinds of questions:
 What could the professor have done at the beginning of the course to increase the positive interpersonal engagement?
 What are the likely consequences of negative classroom interactions?
 What small steps can professors take to improve the classroom environment?

Participants will be given an overview of how positive and negative interpersonal dynamics and environments affect student learning. They will then discuss things they have noticed within their classes and ways to improve classroom dynamics. Depending on participants’ teaching areas, participants may engage in small group discussions about questions relating to doctrinal areas, upper level vs. first year courses, skills courses, or clinical courses.
Throughout the workshop, I will share my own experiences and give examples of what I have found effective in my classes, others’ classes, and I will answer participants’ questions.

Timing Required: 30 minutes

Materials: Outline of the workshop, scenarios regarding different kinds of classroom environments, questions for participants to respond to, specific techniques professors can use to create positive environments, and short list of resources.

Technology Required: Access to PowerPoint would be very helpful, although the session could be modified to be done without it.

Brochure Summary: We have all witnessed our students struggle in their classes due to too much stress. This workshop focuses on how to create a positive learning environment for law students. Through group discussion and partner work, participants will learn how to build positive interpersonal classroom environments.

ETS Study on the GRE for Law School Admissions

Inside Higher Ed posted a brief news item on an ETS study showing the GRE as valid for law school admissions. According to the post, LSAC disputes the accuracy of claims made by ETS. As our readers know, some law schools are now accepting the GRE for their admissions decisions. The recent council for the ABA Section on Legal Education recommendation for greater discretion for law schools to use the GRE or LSAT will make this a hot topic for some time. We can expect more studies, I am sure. The news item is here. (Amy Jarmon)

Director of Academic Success Position at Concordia Law - Updated Link in Job Ad

Concordia University School of Law, located in Boise, Idaho, invites applications for a Director of Academic Success position beginning in the 2017-18 academic year. This is a full-time position that may be a contract faculty or staff position, depending upon the qualifications of the candidate. Under the direction of the Associate Dean for Academics, the Director of the Academic Success Program will have lead responsibility for maximizing student learning and performance in law school courses and on the bar exam by instructing students on learning techniques, identifying external resources for student academic success, collaborating with faculty on instruction, and assessing the success of educational programs. In addition, this position will have responsibility for teaching courses targeted at students who would benefit from support in legal analysis; supporting students seeking assistance in learning; and for developing and implementing a strategy for bar exam passage. The Director is also responsible for administering the Admission by Performance Program, the law school’s conditional admission program for prospective 1L students. The position requires interaction with prospective students, students, staff, faculty, and administrators on a daily basis. Our goal is to recruit a dynamic, bright, and highly motivated individual who is interested in making significant contributions to our law school and its students. Experience in academic support and bar exam support is preferred, and teaching experience is desirable. As a Lutheran institution of higher education, we seek candidates who will support our mission and promote Lutheran values. 

Special Instructions to Applicants: Questions about the position can be directed to the Chair of the Committee. Applicants should submit a current Curriculum Vitae, a statement of faith, and a letter of interest to https://cu-portland.csod.com/ats/careersite/JobDetails.aspx?site=6&id=471. Please also provide the names and email addresses of three individuals prepared to speak to your professional qualifications for this position. Please note: these references will not be contacted immediately, but may be contacted at an appropriate later point in the review process. Additional materials related to teaching excellence and samples of scholarly publications may be emailed to the Victoria Haneman, Chair of the Committee, at [email protected]. Review of applications will begin immediately and continued until the position is filled. Concordia University reserves the right to give preference in employment based upon religion in order to further the Lutheran objectives of the University and the Lutheran Church-Missouri Synod.

Assistant Professor of Academic Success Position U of Dayton - Deadline is Novermber 21st

Assistant Professor of Academic Success– POSITION SUMMARY

The University of Dayton School of Law invites applications for one Assistant Professor of Academic Success. This is a non-tenure track position with an initial appointment of one year and the possibility of renewal for long-term (three or five-year) appointments after three years of satisfactory service.

The focus of the Academic Success Program at the School of Law is to help students develop the skills necessary for law school success and first-time bar passage. Responsibilities of the Assistant Professor of Academic Success will include:

• teaching academic success courses related to legal reasoning, critical reading, exam- writing, and bar examination preparation;
• providing academic advising and professional development counseling for students;
• supervising and evaluating the Law School’s Learning Communities program, including designing student-led sessions and working with upper-level Dean’s Fellows;
• participating in the larger community for academic success professionals through regular

attendance or presentations at conferences and other relevant endeavors to support the faculty member’s professional development;

• delivering and assessing a comprehensive program of academic support from orientation

until graduation.

Applicants must have a J.D. degree from and a record of high academic achievement at an ABA- accredited law school and recent experience in legal education or law teaching in an American law school, particularly in designing and teaching academic success courses or those related to legal reasoning, critical reading, exam-writing, and/or bar examination preparation. Applicants must also articulate a commitment to academic support, including implementing the best models and practices available to encourage student success and utilizing recent developments in pedagogy in American law schools.

We prefer candidates with:

• Demonstrate a commitment to academic support, including implementing best models and practices available to encourage student success and utilizing recent developments in pedagogy in American law schools;
• Demonstrate successful experience providing effective academic advising and professional development counseling for students;
• Recent successful experience developing and administering structured intervention and counseling programs for at-risk students;
• Recent successful program administration, including delivering and assessing all aspects of a program, especially if the experience relates to academic support;
• Demonstrate successful experience compiling and analyzing data for statistical analysis, including familiarity with the most commonly used statistical software programs;
• Excellent written and oral communication skills, including effective presentation skills;

• Effective interpersonal communication skills with various constituencies;
• Ability to work collaboratively with colleagues;
• Demonstrate successful experience mentoring and working with students from diverse backgrounds; and
• Expressed willingness to engage with Catholic and Marianist educational values.

The University of Dayton, founded in 1850 by the Society of Mary, is a top ten Catholic research university.  The University seeks outstanding, diverse faculty and staff who value its mission and share its commitment to academic excellence in teaching, research and artistic creativity, the development of the whole person, and leadership and service in the local and global community.

To attain its Catholic and Marianist mission, the University is committed to the principles of diversity, inclusion and affirmative action and to equal opportunity policies and practices.  As an Affirmative Action and Equal Opportunity Employer, we will not discriminate against  minorities, females, protected veterans, individuals with disabilities, or on the basis of sexual orientation or gender identity.

Applications will be accepted until November 21, 2017. To be considered as a candidate for this position, you must apply online at: http://jobs.udayton.edu/postings/24704  Cover letter and CV should be submitted electronically on the website at the time of application. The cover letter should address the applicant’s ability to meet the minimum and preferred qualifications. For more information about the School of Law or the Academic Support Program, please visit our website at http://www.udayton.edu/law or contact the chair of the hiring committee, Professor Victoria VanZandt, University of Dayton School of Law, 300 College Park, Dayton, Ohio 45469-2772.

Top 10 Award for Goldie Pritchard

Congratulations to Goldie Pritchard for winning another Texas Bar Today Top Ten badge! She was recognized for her post on November 1st entitled Everyone Passed the Bar Exam But Me. You can find the post here if you missed reading it. (Amy Jarmon)

The Power of Positive Thinking

It can be quite difficult to adopt and maintain a positive outlook when everything around you seems to be falling apart. You may not find yourself in a position to have a positive attitude when time seems to evade you and you simply cannot find ample time to complete each and every task. This is a particularly stressful period of time for various populations I interact with; therefore, why not address positive thinking? 1Ls have possibly received feedback from a midterm and now have to change everything about the way they study, all while balancing their final writing assignment for the legal writing course. 2Ls and some 3Ls completed the Multistate Professional Responsibility Exam (MPRE) and some are now questioning whether or not they adequately prepared for the exam to obtain the desired score. Others are hoping to have successfully passed the MPRE so they do not have to take it again or take it for the third time if this is their second go at it. 3Ls are starting to panic as they realize that this is the last set of exams and all that stands between them and a law license are bar applications, final grades, and the bar exam. For all these groups, there are a few short weeks prior to final exams and each day gets them even closer.

With the above-mentioned concerns and the semester progressively nearing a close, students are tense and quite stressed. I try to keep all of this in perspective as I interact with these students individually and collectively. A positive attitude is infectious and with each interaction, my intent is to highlight positivity thus enabling students to focus on the “big picture” while remaining positive in each challenge they face along the way. A positive disposition can lead to success when obstacles are no longer viewed as obstacles but rather seen as opportunities. Individuals are more disposed to help others with a positive attitude and more likely to avoid those with a negative attitude. Negative thoughts, words, and attitudes generate negative feelings, moods, and behaviors. Negativity can forge a pathway to failure, frustration, and disappointment. I have witnessed students talk themselves out of opportunities and successes simply because of fear which generated negative attitudes.

How then does one address the inevitable occasional negative feelings? Creating a vision board with a list of things you aspire to have and are working towards. Stating weekly affirmations that uplift, encourage, and empower you. Adopting positive words in your inner dialogue or when interacting with others. Being cognizant of your negative internal dialogue and quickly changing it to positives can work wonders. All the best with the final stretch. (Goldie Pritchard)