Law School Academic Support Blog

The Bar Exam is in Sight Panic vs Bar Exam Avoidance

Annually, between the end of January and early February, I manage two groups of students with different concerns and stressors. The first group is comprised of recent graduates who plan to sit for the February bar exam and the second group includes current 3Ls completing their bar applications and gearing up for the end of the law school journey. Of course, I work with several students who do not neatly fit into these two groups but at this time, these are the students who require my immediate attention.

The Bar is in Sight

As February approaches, recent graduates appear completely panicked. February means the bar exam is fast approaching and students have a few weeks before they sit for the exam, the event they have anticipated since completing law school.

Some grads are questioning whether or not they should have started studying earlier, doubting their ability to recall information studied thus far and pessimistic about passing the bar exam. This group of individuals regularly calls or emails me in the mist of any meltdown, primarily sharing their concerns about dropping scores on practice MBE questions, inability to answer essay questions on subject areas they once felt comfortable with and fear that time is rapidly running out. In response, we collectively strategize how to purposefully use the remaining weeks and days. In addition to reassuring them and giving them permission to feel all of the emotions, they might possibly feel, I encourage them to get back to work.

Other graduates simply call or email for a last-minute pep talk and a few words of encouragement. I find it quite easy to do so as these graduates are practically ready to face the final stretch.

Another group of individuals that usually starts to engage with me at this time is those I never met throughout their law school careers or those who disappeared for extended periods of time. Typically, my final advice to these students is: “Take some deep breaths, keep your eye on the ultimate goal, get some rest, and keep working. You can do this!”

Bar Exam Avoidance

For current 3Ls slated to graduate at the end of this semester, the concerns are a little different and mostly relate to the unknown. For a few students, bar application deadlines have passed so they have already experienced the range of emotions that accompany that experience. For many others, application deadlines loom and the reality of the demands associated with completing a bar application is overwhelming. The Boundless time they once thought they had, is now very limited. Fitting application tasks into daily and weekly class and work schedules is tedious. I usually seize this opportunity to remind them of the routine messages they received from me each and every semester and prior to summer break encouraging students to read the bar application instructions, survey the application, and start compiling vital information such as addresses, employment history, and supporting documentation. Those who did not heed the advice articulate regret about not initiating the process sooner and some even acknowledge that they just could not face the process; therefore, delayed it until the very last minute.

It would not be me if I did not inquire about why they avoided starting early. I find that their responses vary. For some students, revisiting residential history and work history awakens familial history that they have shelved or tried to forget about. For others, revisiting financial debts and obligations awakens stressors that they once set aside. It is amazing how what appears to be a very simple process such as answering a number of questions, producing documentation, and completing tasks can lead one to revisit a significant part of one’s life history with a critical eye. While this is regarded by some students as a very emotional process, for others it is a mere formality. Although we see students and regularly interact with them, often we are unaware of the multiplicity of adversities and challenges they overcame just to make it to law school and/or to get to this point, the precipice of completing their law school journey. (Goldie Pritchard)

Picturing Standing in Constitutional Law

Each spring semester, I lead a structured study group primarily focusing on Constitutional Law. For the last few years, I’ve started the semester off with the same “standing” exercise with students, and it’s been a big hit.  I begin by drawing a pictograph on the whiteboard consisting of three big empty rectangles, side-by-side.  I then challenge the students to fill-in the chart with concepts from their standing chapter in a way that makes sense, graphically.  

I encourage them to start by identifying the three main concepts from the standing material. After a few minutes, the students come up with their list: standing (generally), ripeness, and mootness.  If they get stuck, I encourage them to look at their book’s Table of Contents for hints.  I then ask them to place each concept in chronological order.  If I have enough dry erase markers, I’ll write the ripeness material in red, since no case that is deemed unripe will get before the court.  I put the standing material in green indicating that those who have standing are cleared to argue their case before the court, and reserve yellow for the more nuanced category of mootness.

Next, I ask them to identify the test from the casebook that is associated with each principle. This could obviously differ depending on the casebook, but, in my experience, most constitutional law books stick to the same main cases.  I sometimes will write the case name under the principle, but no more.  I don’t write the specific test on the board, but instead give the students time to review and edit the test in their notes or to add the test if it is missing from their notes. 

Finally, I draw an arrow going from “mootness” to “standing,” and ask them what the arrow represents. After a few guesses, I give them a hint if they need it; I tell them to think about the abortion cases that they read.  Eventually someone figures it out, and we have a conversation about the concept that some legal issues are “capable of repetition, yet evading review” which means that although the issue is technically moot, the party may be deemed to have standing anyway. 

I end the exercise by reminding the students that the picture is an overly-simplified version of some very complex constitutional concepts, and that in order to be successful on the exam, they are going to need to continue to build upon what we started in the review session. 

The entire exercise usually takes about 20-30 minutes, leaving enough time in a single review session to also complete a few pre-selected practice multiple-choice questions that focus on the standing principles to help solidify their newly-organized standing rules. (Kirsha Trychta)

Professional Development on the Go

Academic Support is a great community with how we all share ideas and try to pick each other up.  The outpouring of support is invaluable, but I have to admit it sometimes makes me feel like I lack enough knowledge to help students.  I hear about all the great new ideas at AASE that others are trying based on research and books read about cutting edge neuroscience research.  I listen amazed at great new ideas, and I wonder where everyone finds time to both read the research and formulate ideas.  My typical day races through my head with teaching, student appointments, committee meetings, and class preparation followed by images of evenings and weekends filled with coaching youth sports, which is much more fun than reading learning science.  Extra time didn't seem to exist in my schedule.

Professional development is critical to progress for both me and my students.  I recently discovered a way to continually develop daily without missing my other obligations. Since I don’t listen to much music, I decided to listen to new literature while commuting to work.  I live in a suburb of OKC, so my drive is about 20-30 minutes each way.  Many of you have much longer commutes, which is an even bigger opportunity to grow.  Audiobook apps are abundant, s0 I spent a few days looking through the options like audible and audiobooks.com.  This was a new commitment for me, so free apps were the most appealing.  I decided to try the free OverDrive app.  OverDrive is connected to library systems across the country.  It allows users with a library card to check out audiobooks from local libraries.  They may not have every audiobook, but depending on the library, the selection is pretty good.

Downloading the app was the first step.  The next step was to create a habit of listening.  My library checks out books for 2 weeks before deleting them from the app.  Committing to 20-30 minutes would be necessary to make it through the book.  I constantly tell students getting better requires little decisions and discipline each day.  Practice exam writing for 30 minutes a day or adding in small substantive reviews throughout the week make a difference.  I needed to take my own advice.  Turning off ESPN radio and committing to professional development would be difficult, but I decided to listen to at least 1 book.

OverDrive made a huge impact on my development.  I started last October, and I am still listening to new books.   While reading an entire book during a busy day may seem daunting, listening to a book for 20-30 minutes while driving home isn’t difficult.  Since October, I listened to Grit, How We Learn, Make It Stick, Eureka Factor, Learned Optimism, and some of Chazown.  For general business leadership tips, I listen to Craig Groeschel’s Leadership podcast.  It is specific to leading a business (he leads one of the largest church organizations in the nation), but many of the tips are helpful in leading students.  I am on the waitlist for Power of Habit.  I hope to listen to it this semester.

Professional development is hard to fit into our schedule, especially since many times, immediate benefits don’t flow from reading new research.  However, students are engaging new technology at a rapid pace. We have to stay ahead on new information to help our students succeed, which is worth the 20-30 minutes driving home.  Not only that, you may be the presenter with great ideas at future conferences from the small amount of time spent each day.

(Steven Foster)

Welcome Our New Contributing Editor

Please welcome Steven Foster, Director of Academic Achievement and Instructor of Law (Oklahoma City University School of Law) as a Contributing Editor for the Law School Academic Support Blog. Many of you will recognize Steven from his involvement with SWCASP and AASE.

His law school's website provides a faculty profile for him:

"Professor Foster joined the law school in December 2008. His specialty is preparing students to take the bar exam, including skill building for both the essay and multiple choice sections. Professor Foster also manages the Academic Achievement department. Academic Achievement provides programs throughout students’ tenure to improve success in the classroom, on the bar exam, and in each students’ profession. The first year includes Foundational Skills Workshops, Student Led Reviews and individual tutoring. Academic Achievement’s offerings transition to bar preparation by the third year. Professor Foster offers the Conquer the Bar lecture series, which discusses all the subjects on the Multistate Bar Exam. He also teaches Advanced Bar Studies focusing on developing specific skills necessary to achieve passing scores on bar exam essay questions. Students are permitted to take Advanced Bar Studies in his/her last semester. 

Prior to joining the law school, Professor Foster was an associate at Fenton, Fenton, Smith, Reneau, and Moon where he practiced insurance defense. His main focus was products liability, but he defended numerous other tort actions. Professor Foster graduated summa cum laude from Oklahoma City University School of Law where he received CALI Excellence for the Future Awards for the top grade in 17 classes; won 1st place overall team, 2nd place brief, and 3rd place individual oralist at the National Native American Law Student moot court competition; obtained the Judge Dwain Box Memorial Award for Outstanding Appellate Advocate; was awarded the American Bankruptcy Institute’s Medal of Excellence; and received the School of Law’s Outstanding Graduate Award for Most Likely to Succeed."

Steven will begin posting on the Blog this week. We look forward to his sharing insights on ASP and bar prep with us! (Amy Jarmon)

Lineup Announced for 6th Annual SWCASP Workshop

Join your ASP colleagues on Friday, March 9, 2018 at UNT Dallas College of Law for a one-day conference focused on innovative ideas for supporting the current generation of law students.  The conference theme is "Assisting the Modern Law Student: Academic Support in Changing Times." 

The conference will kick off on Thursday evening with a welcome dinner at 6:30 p.m. at Wild Salsa, sponsored by BarBri. A block of rooms has been reserved at the Hampton Inn and Suites at 1700 Commerce Street, directly across from the street from the conference. Rooms can be reserved using the link included in the registration form. The tentative schedule for Friday, March 9 is below.

8:45 a.m.        Registration and Breakfast at UNT Dallas College of Law

9:00 a.m.       Scrapbooking for 1Ls: A Hands-On Approach to Legal Synthesis with Preyal Shah and Jessica Haseltine, UNT Dallas College of Law

10:00 a.m.    Emerging Adults with Rebecca Flanagan, University of Massachusetts School of Law

11:00 a.m.    Helicopter Professors with Emily Grant, Washburn University School of Law

12:00 p.m.    Lunch at UNT Dallas College of Law

1:00 p.m.    For Technical Assistance, Please Press 9 with Kirsha Trychta, West Virginia University College of Law

2:00 p.m.    Law Success after Year One: Using a Mandatory Skills Curriculum to Tackle Bar Passage Rates with Zoe Niesel and Mike Barry, St. Mary’s University School of Law

Call for Proposals: ILTL Technology Conference

The Institute for Law Teaching and Learning invites proposals for conference workshops addressing the many ways that law teachers are utilizing technology in their classrooms across the curriculum. With the rising demands for teachers who are educated on active learning techniques and with technology changing so rapidly, this topic has taken on increased urgency in recent years.  The Institute is interested in proposals that deal with all types of technology, and the technology demonstrated should be focused on helping students learn actively in areas such as legal theory and knowledge, practice skills, and guided reflection, etc.  Accordingly, we welcome proposals for workshops on incorporating technology in the classrooms of doctrinal, clinical, externship, writing, seminar, hybrid, and interdisciplinary courses.  

The Institute invites proposals for 60-minute workshops consistent with a broad interpretation of the conference theme. The workshops can address the use of technology in first-year courses, upper-level courses, required courses, electives, or academic support roles. Each workshop should include materials that participants can use during the workshop and when they return to their campuses. Presenters should model effective teaching methods by actively engaging the workshop participants. The Institute Co-Directors are glad to work with anyone who would like advice on designing their presentations to be interactive.

To be considered for the conference, proposals should be one page (maximum), single-spaced, and include the following information:

• The title of the workshop;
• The name, address, telephone number, and email address of the presenter(s); and
• A summary of the contents of the workshop, including its goals and methods.

The Institute must receive proposals by February 15, 2018. Submit proposals via email to Professor Sandra Simpson, Co-Director, Institute for Law Teaching and Learning, at [email protected].

The conference is self-supporting. The conference fee for participants is $450, which includes materials, meals during the conference (two breakfasts and two lunches), and a welcome reception on Monday evening, June 18, 2018. The conference fee for presenters is $350.  The conference workshops will take place all day on Tuesday, June 19, and until the early afternoon on Wednesday, June 20. Gonzaga University School of Law is hosting a welcome reception on the evening of June 18, 2018, from 5 p.m. to 7 p.m. at Barrister Winery, located in the downtown area.  

Presenters and participants must cover their own travel and accommodation expenses. Local hotel accommodations and additional information can be viewed here: Download Call for Proposals Gonzaga Summer 2018.  (Kirsha Trychta)

A Matter of Perspective...Makes All the Difference in Learning!

Howdy Bar Prep Students:

 

I am writing this note especially to those of you currently in the midst of preparing for the February 2018 bar exam.

 

If you're like me, about this time in bar prep, I felt like I was striking out...1...2...3...yikes...another swing at a question with another miss.  I didn't even come close to the right answer so many times. And, so many times I wanted to throw in the towel.

 

But, it's not the misses that count...but...rather...what you're learning along the way.  In fact, it's in our misses that we learn where we need to improve so that we can more confidently demonstrate our spectacular problem-solving abilities to our chosen Supreme Court bar.  So, capitalize on your mistakes by turning them into positive lessons learned to improve your problem-solving skills.

 

Frankly, that's hard to do...unless we realize that we all have amazing strengths as we work on preparing for bar exams.  You see, to use a baseball analogy, some of us are pitchers, some catchers, a few umpires, and some runners.  And, there's room a plenty for all of us regardless of our "playing positions" as attorneys of the state supreme court bar.  So don't give up on yourself just because you feel like you are striking out.  We all feel that way.  Rather, keep on looking at the bright side by learning through doing lots of practice problems.  That little change in perspective - turning misses into pluses - can make all the difference in your learning.  To help give you a perspective of what this might look like in action, take a quick look at this short video clip:   https://www.passiton.com/inspirational-stories-tv-spots/99-the-greatest   And, good luck as you continue to learn in preparation for success on you bar exam this winter.  (Scott Johns).

Cultivating a Bar Support Community

This is the third week of classes and usually a time when many of my 3L students start thinking about the bar exam because they have either submitted bar applications, are working to complete applications, or have received materials from bar review vendors to start studying early for the bar exam. In response to articulated concerns of students I work with on a regular basis, particularly last year’s group, I decided to use this opportunity to build a bar support community among students. This is in addition to addressing fundamental questions related to bar applications and early bar study from the general population of students.

Last year we had a small group of dedicated 3Ls driven by the fear of the bar exam and who planned to sit for the exam in several different states. We had a few “real talk” segments to address fears about the bar exam, why students fail the bar exam, financial concerns during bar review and immediately after, and law school debt. This was also the opportunity to visit or revisit some of the skills and content addressed in the voluntary bar preparation course offered by the institution that not every student enrolled in. This was also a timely opportunity for me to form and solidify a better acquaintance with my students. We talked about home life and its impact on bar preparation, how students manage stress, and the financial challenges students face. These discussions allowed me to direct students to resources I was aware of or at least alert the students to other resources I heard of later. They also identified individual support system(s) for use throughout the bar study process. As a result, students checked-in with one another, encouraged each other, went to each other in moments of panic and sent encouraging messages to each other each day of the bar exam.

This year, with added work responsibilities and being the sole person responsible for academic support and bar support, I thought it impossible to offer the program again this year. However, students know how to get me on board. Several of the students who were part of the group last year and passed the bar exam appealed to me by phone and email to offer the program again this year to current students. Additionally, they encouraged current students to approach me about repeating it. Peppered with questions, I found room in my schedule and decided to repeat it this year only if a certain number of students signed-up. The threshold was met and I have a new set of students this semester.

We had our first meeting and even though it will be added work to my heavy schedule, I am equally very excited and optimistic about working with this new group of students. I have already learned so much about them individually and about their families. They are an enthusiastic group and I look forward to their growth and success on the bar exam. It is my ardent opinion that we must support our students holistically as they prepare for this high stakes test that is the bar exam. Although we cannot address all challenges students experience; we can help them through some challenges which might put them in a better mental state to prepare for and sit for the bar exam. (Goldie Pritchard)

Proving You Are Ready to Go from the Exam Room to the Courtroom

As you review your fall semester exams and set goals for the spring semester, ask yourself: Does my exam look like the work of someone who should be given a license to practice law? When you graduate, you are likely to accept a position with either a plaintiff’s firm, prosecutor’s office, a defense firm, or the court. And, you may find yourself switching from one side to the other throughout your legal career. Therefore, you have to convince your professor that you are capable of handling the legal matter from any chair in the courtroom. The good news is that a well-constructed IRAC answer does just that!

The Rules Section

Q. Where do the jurors learn all of the legal rules and instructions during a trial?

A. From the judge, especially during the final jury instructions.

You have to show the professor that you know and understand the rules of law associated with the litigation. At a real trial, it will be your job as the judge to properly instruct the jury as to the law. Similarly, if you are one of the litigants, then you must protect your client’s interests by ensuring that the judge properly carries out his or her duty. Therefore, both the judge and the litigants need to be well-versed on the legal standard. Show the professor that you know the rules that are related to the specific dispute. Just as a Judge wouldn’t burden a jury with unnecessary rules that don’t relate to the instant case, you too, should be selective in the rules offered to your professor. Include enough rules to help the jury/professor understand the legal standard, while omitting any unnecessary or irrelevant bits of information.

The Application Section

Q. Where do the jurors get all of their facts during a trial?

A. From the witnesses who testify and the exhibits offered into evidence during the litigation.

Q. Whose job is it to tie everything together, i.e. convince the jury that the facts offered at trial actually amount to a crime or tort or breach of contract, under the law as explained by the judge?

A. From the lawyer representing the injured party.

This section shows the professor that you can argue on behalf of your client. The professor essentially gives you a trial transcript when they draft a fact pattern or hypothetical for the exam. It is your job, as the attorney, to dissect that transcript, identifying each piece of helpful (or hurtful) testimony. Then you must compile all of those facts into a thorough and thoughtful argument on behalf of your client, making sure to discuss each of the legal factors or elements important to your case. Just like all good attorneys, you will likely spend more time discussing the hotly disputed elements, while quickly dispensing with the more obvious ones.

Would you ever stand up in a jury trial and say “Clearly the defendant intended to kill the victim,” and then simply sit back down? Of course not! So, don’t make that type of conclusory argument on an exam either. Instead, take the professor step-by-step through each fact or witnesses or piece of documentary evidence that supports your argument, just like you would during a real trial.

If you follow these litigation techniques when you draft your spring exam answers, you’re bound to get a verdict in your favor!  (Kirsha Trychta)

The World Health Organization's Proposed Classification of Video Gaming as a Disorder

Ever had a law student who fails courses because of time spent video gaming? I have seen it occur.

The BBC Future article discussed in today's other post mentions WHO's classification of video gaming as though it is finalized. Here is a post in Inside Higher Ed explaining more about the proposed classification and the controversy around it: here. (Amy Jarmon)

Social Media from BBC Future

BBC Future is running a series of articles this month on social media and the pros and cons of its use. Today's posting looks at concerns over possible "social media addiction" and the difficulties with defining it. More studies are needed. The link is here. (Amy Jarmon)

Ready to Succeed - or Not

We are finishing our second week of classes. As part of the start up, I have been meeting one-one-one with probation students. We will have weekly appointments during the semester to assess strengths and problems, implement strategies, and monitor progress. The first appointments with students always give me a great deal of insight into their mindsets on success.

Here are some of the characteristics of the students on probation who are ready to succeed this semester:

• They arrive on time or ahead of time for their appointments.
• They take out a pen and paper or laptop to take notes during the meeting without prompting from me.
• When asked to fill out an information sheet, they can list fall courses/professors/grades and their spring courses/professors without having to look them up.
• They have reflected on last semester's grades and study strategies and can articulate some ideas for improvement.
• They ask questions throughout our discussion to clarify points or inquire about areas we will cover this semester.
• They have started the exam review process with emails to some of their fall professors before seeing me.
• They use a daily planner or electronic calendar to record assignments and the date/time of our next meeting.

And then there are students on probation who do not seem ready to succeed yet (fortunately a small group). Hopefully that will change after grade shock/anger/angst has passed.

• They have not scheduled an appointment with me before the end of the second week of classes as required by the law school
• They "no show" the first appointment or arrive late to the appointment.
• They come to the appointment without anything - no pen and paper, no laptop, no knapsack, nothing.
• When asked to fill out an information sheet, they do not follow clear instructions or cannot remember the information to complete a section.
• They have not given any thought to the last semester's grades beyond "if I had been in the easy section" or "Professor X's exam was too hard" or "I wouldn't have been on probation if I just got a D+ in Y course instead of a D" or other answers that are basically non-reflection.
• They scowl, slouch in their chairs, sigh deeply in boredom, or exhibit other signs of frustration and animosity for having to meet.
• They make no notes on assigned tasks or the date/time for the next meeting.

Past semesters reassure me that the second group of students will come around. It may be several weeks before they are ready to take advantage of new strategies, but they come around at least 95% of the time. Unfortunately, if it takes too long to do so, they will have lost valuable time.

But I live in hope. (Amy Jarmon)

 

Top Ten Award

In case you missed his post while you were on the semester break, you may want to read Scott John's December post "The Road Less Traveled" which was awarded a Top 10 Blog Post award by Texas Bar Today. The link to the post can be found here. Congratulations to Scott on scooping another Top 10!

News from the AALS Section on Academic Support

Congratulations to the 2018-2019 Officers and Board Members for the AALS Section on Academic Support! The officer/board list is:

• Chair: Staci Rucker (Cincinnati)
• Chair-Elect: Courtney Lee (McGeorge)
• Secretary: Jennifer Carr (McGeorge)
• Treasurer: Jamie Kleppetsch (John Marshall - Chicago)
• Immediate Past Chair: Danielle Bifulci Kocal (Pace)
• Board Member: Raul Ruiz (Florida International)
• Board Member: Goldie Pritchard (Michigan State)
• Board Member: Zoe Niesel (St. Mary's)
• Board Member: Susan Landrum (St. John's)

 The winner of the AALS Section on Academic Support Award was Linda Feldman (Brooklyn).

If you were not at the AALS Annual Meeting in San Diego and want to serve on a committee for the Section, please contact Staci Rucker to discuss committee positions. (Amy Jarmon)

 

Digital "Note-Taking" and "Note-Snapping": A Recipe for Learning...Or Not?

With hat tips to Prof. Herb Ramy (Suffock University Law School) & Prof. Ira Shafiroff (Southwestern Law School), the classroom has moved well-past the laptop age into the smart phone age, with perhaps some deleterious impacts on learning.

That leads to two important questions given the increasingly common use of laptops and smartphones as note-taking devices.

First, with respect to computers in the classroom, might digital note-taking actually be harmful to one's learning (and even the learning of one's neighbors still taking notes the old-fashioned way by hand)?

Second, with respect to smart phones, is it really a good idea to snap-up a few photos of the lecture slides or whiteboard markings as tools to meticulously capture what was presented in class?

Well, there are two important links to help you be the judge...of your own use of technology...in answering these questions, whether you are a classroom learner or a teacher.

First, with respect to computers, the New York Times provides a helpful overview of the big picture research about the benefits and the limitations with respect to taking notes by computer (to include the potential detrimental effects upon your neighbors). Susan Dynarski, "Laptops Are Great. But Not During a Lecture or a Meeting," New York Times (Nov. 22, 2017), available at:  https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html

Second, with respect to smart phone "snapping," the Law Teacher newsletter provides valuable suggestions for promoting boundaries that might be helpful in maximizing the learning effectiveness (and limiting the distractions that might result from too much classroom photo-taking). Dyane O’Leary, "Picture This: Tackling the Latest Trend in Digital Note Taking," The Law Teacher (Fall 2017), available at: http://lawteaching.org/wp-content/uploads/2017/12/Fall-2017-Law-Teacher-final.pdf

The jury is in for me.  I take notes by hand (but I have been known to snap a few whiteboard photos!).  But, regardless of your method of capturing class content and discussions, perhaps the most important question is what do you do with that information.  Does it become a part of you, as a learner, or does it merely remain mostly-empty words, diagrams, and images that don't really lead to change?  That's an important question because, to be learner rather than just a studier, it's not the information that leads to learning but what we do with that information that makes all the difference.  So, next time you're tempted to bring out your camera, you might just ask yourself what's your next step in using that digital information to help you actually learn. Without an answer to that question, it's perhaps really not a "Kodak" moment. (Scott Johns).

 

 

Section on Academic Support at the AALS 2018 Conference

“Equal Access to Justice: Supporting Law Students from Diverse Backgrounds from Admission through the Bar Exam” was the title of the Section on Academic Support program at the Association of American Law Schools (AALS) 2018 Annual Meeting. The line-up included five presenters and was moderated by Jamie A. Kleppetsch who also served as chair of the programming committee. The program highlighted available support mechanisms for law students from diverse racial, ethnic, and socioeconomic backgrounds from admissions through passing the bar exam. The papers from this program will be published in the University of Maryland Law Journal of Race, Religion, Gender and Class.

Russell A. McClain presented on the history of academic support and proposed a way forward that brings academic support back, in part, to a focus on improving minority performance.

Renee Nicole Allen and DeShun Harris emphasized promoting social justice by combating implicit bias. The general assumption is that Millennials are a colorblind generation but they are equally susceptible to biases and microaggressions so how do we help them?

Jeffrey Minneti discussed how we diversify the legal profession through commitment to access admissions and support of these students as they prepare for and sit for the bar exam.

Leslie Y. Garfield Tenzer described success with an on-line academic support class aimed at fostering learning, overall academic improvement, and removing sigma associated with receiving assistance.

The presenters all had interesting tidbits that can help us all support our diverse students from the beginning of their law school career and through their preparation for the bar exam.

The ASP program committee this year included chair Jamie A Kleppetsch, Danielle Bifulci Kocal, Robert Coulthard, Marsha Griggs, Goldie Pritchard, Natalie Rodriguez, Stacie Rucker, and Laurie Zimet. (Goldie Pritchard)

SWCASP Conference Registration

6^th Annual SWCASP Workshop

UNT Dallas College of Law

 

March 9th, 2018

 

Assisting the Modern Law Student: Academic Support in Changing Times

Join us in downtown Dallas for a one-day conference focused on innovative ideas for supporting the current generation of law students. Registration is open to anyone interested in academic support. Please complete the attached form to register. This year, our great schedule of presenters will include:

Scrapbooking for 1Ls: A Hands-On Approach to Legal Synthesis

Preyal Shah and Jessica Haseltine, UNT Dallas College of Law

Law Success after Year One: Using a Mandatory Skills Curriculum to Tackle Bar Passage Rates

Zoe Niesel and Mike Barry, St. Mary’s University School of Law

For Technical Assistance, Please Press 9

Kirsha Trychta, West Virginia University College of Law

Emerging Adults

Rebecca Flanagan, University of Massachusetts School of Law

 

Helicopter Professors

Emily Grant, Washburn University School of Law

We hope to see you there! Download 2018 Registration Form SWCASP

Two Positions at Barry Law

Director of Academic Success:

https://barryu.wd5.myworkdayjobs.com/en-US/BarryU/job/Orlando--Law-Campus/Director-of-Academic-Success-and-CLASP--Comprehensive-Legal-Academic-Success-Program--Counselor_R0002099

Assistant Dean position:

https://barryu.wd5.myworkdayjobs.com/en-US/BarryU/job/Orlando--Law-Campus/Assistant-Dean-for-Bar-Preparation-and-CLASP-Counselor_R0002089

Instructor of LRW and Bar Prep Position at Willamette University

WILLAMETTE UNIVERSITY COLLEGE OF LAW (Salem, Oregon) is currently accepting applications for the position of Instructor of Legal Research & Writing and Bar Preparation.  The position will begin in August 2018.

Full details of the position and application instructions can be found here.

Contact: Additional information regarding the position can be obtained from the search committee chairperson, Professor Keith Cunningham-Parmeter, who may be reached atkeithcp@willamette.edu .

Please share this listing with any colleagues who might be potential candidates. Thank you!

WILLAMETTE UNIVERSITY, founded in 1842, is a nationally recognized liberal arts school with graduate programs in business and law. WU has earned a national reputation for its academic standards and exemplary citizenship, values that have defined the culture of this campus for more than 160 years. Willamette University's motto, “Not unto ourselves alone are we born,” captures the essence of our distinguished university. It speaks to our commitment to community service, to the extraordinary collaboration between faculty and students, and to the tradition of service and civic engagement that is typical of our alumni.

Willamette University is situated in the heart of the Willamette Valley and Oregon Wine Country, Salem is Oregon’s capital city, boasting a mild climate and high quality of life. Our prime location affords us ready access to the Oregon Coast, the Cascade Mountains and a wide range of recreational opportunities. Salem’s local attractions are complemented by those of nearby urban, cultural and academic centers in Portland, Corvallis, and Eugene – all within an hour’s drive of the of our beautiful campus. Oregon is home to great food and wine and some of the nation’s most beautiful scenery. Salem is the perfect community in which to live and raise a family.

Willamette University Values Diversity:

Employment at Willamette University means being part of a community that values education and its impact on the world is friendly, supportive, and increasingly diverse. Believing that diversity contributes to academic excellence and to rich and rewarding communities, WU is committed to recruiting and retaining a diverse faculty, staff and student body. We seek candidates, particularly those from historically underrepresented groups, whose work furthers diversity and who bring to campus varied experiences, perspectives, and backgrounds.

Job Posting Disclosure Form for the Dircon and LRWPROF-L Listservs

 1.  The position advertised may lead only to successive short-term contracts of one to four years.

After two years in the position of Instructor of Legal Writing, Instructors may apply for voting rights and a longer-term contract.  Upon approval, the candidate will receive the title of “Professor of Legal Writing,” will be granted a longer-term contract of at least three years, and can vote at faculty meetings on all matters except tenure-related hiring, tenure, promotion, dismissal, termination, and changes to personnel policies.  

 2.  The professor hired will not be permitted to vote in faculty meetings.  However, after two years in the position of Instructor of Legal Writing, Instructors may apply for voting rights and a longer-term contract.  Upon approval, the candidate will receive the title of “Professor of Legal Writing,” will be granted a longer-term contract of at least three years, and can vote at faculty meetings on all matters except tenure-related hiring, tenure, promotion, dismissal, termination, and changes to personnel policies.

3.  The school anticipates paying an annual academic year base salary in the range of $50,000 to $69,999.   Salary will be determined commensurate with qualifications and experience.

4.  The number of students enrolled in each semester of the courses taught by the legal research & writing professor will be:

      _x_   a.   30 or fewer

     _x_   b.   31 - 35

     _x_   c.   36 - 40

Typical sections of Legal Research and Writing contain 30 or fewer students.  Typical sections of Legal Analysis for the Bar contain 40 or fewer students.

Asst. Clinical Professor/Director of Bar Prep Position at U of Memphis

The University of Memphis Cecil C. Humphreys School of Law

Assistant Clinical Professor of Law and Director of Bar Preparation

The University of Memphis Cecil C. Humphreys School of Law seeks applicants for its new position as Clinical Assistant Professor of Law and Director of Bar Preparation.  The holder of this 12-month position will be responsible for building upon existing efforts to develop the law school’s programming to support our students’ success throughout law school and on the bar exam.  Responsibilities will include

• designing and implementing bar preparation programming, including assistance for graduates between graduation and the taking of the bar exam
• coordinating with the law school’s Director of Academic Success Programs,
• collecting and analyzing data on student success to assist in developing a plan to maintain and increase bar passage

Candidates must possess a J.D. or equivalent law degree.  Among other qualifications, candidates should have a strong desire to work with and a demonstrated potential for teaching and leading law students; substantial interest in national strategies for student success; and the ability to collaborate with other law school stakeholders.  Experience teaching bar preparation is preferred.

Applicants must apply through the University of Memphis Work Forum at https://workforum.memphis.edu/postings/17587  and submit a letter of interest, resume, and list of three references.  Inquiries may be made to Professor Daniel Kiel, Chair, Faculty Recruitment Committee, at [email protected].

While the School of Law does not treat race, color, religion, national origin, gender, age, disability, or sexual orientation as dispositive in hiring decisions, the School of Law has a strong institutional commitment to hiring persons who will add to its diversity.  The University of Memphis is an EEO/AA employer.

LISTSERV DISCLOSURES:

1. The position advertised:

     __   a.   is a tenure-track appointment.

     __   b.   may lead to successive long-term contracts of five or more years.

     X     c.   may lead only to successive short-term contracts of one to four years.

     __   d.    has an upper-limit on the number of years a teacher may be appointed.

     __   e.    is part of a fellowship program for one or two years.

     __   f.   is a part-time appointment, or a year-to-year adjunct appointment.

Consistent with the current University of Memphis rules, the Law School anticipates that the individual hired will have a twelve-month clinical faculty appointment with presumptively renewable contracts of one year. 

2. The professor hired:

     x_    a.   will be permitted to vote in faculty meetings.

     __   b.   will not be permitted to vote in faculty meetings.

Additional information about the extent of the professor’s voting rights:

The professors hired will vote on all matters except hiring, promotion, and tenure of tenured/tenure-track faculty.

3. The school anticipates paying an annual academic year base salary in the range checked below. (A base salary does not include teaching other courses or teaching in summer school; a base salary does not include conference travel or other professional development funds.)

___ over $120,000

___ $110,000 - $119,999

___ $100,000 - $109,999

___ $90,000 - $99,999

_x_ $80,000 - $89,999

___ $70,000 - $79,999

___   $60,000 - $69,999

___ $50,000 - $59,999

___ less than $50,000

___ this is a part-time appointment paying less than $30,000

___this is an adjunct appointment paying less than $10,000

*Subject to University approval of funding, the Law School anticipates that the annual academic year base salary will be $87,000.  Tennessee does not have an income tax, and, in several different surveys, Memphis consistently ranks in the top ten for having one of the lowest costs of living in the United States.  Additionally, the positions will be benefits eligible. (See http://www.memphis.edu/benefits/info/retirement.php for more information.) 

4. The number of students enrolled in each semester of the courses taught by the professor will be:

     __   a.   30 or fewer

     __   b.   31 - 35

     __   c.   36 - 40

     __   d.   41 - 45

     __   e.   46 - 50

     __   f.    51 - 55

     __   g.   56 - 60

     _x*_   h.   more than 60

This is not a position for a legal research & writing professor.  Instead, it is for a director of bar preparation and it is anticipated that the individual will teach a bar preparation course to many or all members of the 3L class.