Monday, May 25, 2020
Ordinary greatness. You’ll find it in places you never imagined and, when you do, higher performance and increased productivity are not far away. – Barbara Pagano
Last fall, a presenter at a workshop that I attended referred to the audience members as SMEs (pronounced smēz). She readily explained that SME = subject matter expert, and that those in attendance, based on our training and experience, were SMEs. As you can tell, I was tickled by the title. Before that workshop, I had not yet recognized my experience as expertise. During the workshop, and many times since, I told my imposter syndrome to kick rocks, and came to realize that the presenter was right.
Weekly, I write to and about the subject matter experts in every law school, whose expertise is designing and delivering academic enhancement and bar support programming. As my thoughts turn to this group of specialized experts, I ponder the number of meetings held, decisions made, funding resolutions, and curricular adjustments approved without any input or involvement from an ASP expert. Too often ASP expertise is overlooked, or called upon only in reaction to a problem that could have been proactively addressed, like fluctuating bar pass rates, and serving at-risk students.
In the turmoil of a global pandemic, plans for the fall semester are uncertain. The July bar exam is a hot mess topic right now. Deans, students, faculty members, examiners, and bar administrators are not sure of what the summer and fall will bring or what their next move will be. While ASP professors can’t solve any of the problems that COVID-19 has wrought, we most likely have greater insight into the learning needs of law students. Implementing decisions that affect the delivery of the program of legal education without consulting those with subject matter expertise in educational delivery, is like buying a house without a realtor. It can be done, but rarely without regret.
If we were to survey U.S. law schools, I wonder which would have ASP professors serving on or consulting with admissions committees that screen applicants to identify those most likely to successfully complete the academic program and pass a bar exam. How many law schools have a member of the ASP team on the curriculum committee where decisions that affect bar preparedness are made?
While student success is the primary concern of academic support programs, a well-structured ASP team will also complement a faculty of doctrinal experts and provide helpful teaching resources and opportunities for collaboration. It might surprise those outside of ASP to learn that experts in ASP are typically the first to know which students are struggling academically. Many students will seek out academic support assistance when they feel lost. Some, but certainly not all, professors may not become aware of a struggling student until after the one summative assessment is graded. Deans, directors, chairs, and coordinators who want to identify areas and sources of underperformance in the first-year and required curriculum could save time and resources by asking their in-house ASP experts first.