Wednesday, May 5, 2021
As a reminder, New York Law School will be hosting a virtual NY Area Academic Support Workshop on Friday, May 7 from 1:00 p.m. to 3:30 p.m. This year’s workshop will take the format of facilitated discussion so that we can spend more time speaking with each other. Please see the workshop agenda immediately below and note that we’re seeking panelists to offer reflections during the plenary session. If you’re interested in being a panelist, please email Paulina Davis at email@example.com.
The Zoom details for the meeting follow the Workshop agenda, and we’ll resend the Zoom link on this list serv the morning of the Workshop. Let Paulina know if you need the information.
NY Area Academic Support Workshop Agenda
Plenary Session: Empowering Students: How do we help students identify their needs and maximize use of supports? In a pre- and post-Covid world, students who need support are often reluctant to seek assistance. Sometimes students lack the awareness to identify their needs, and this prevents them from asking for help. But there are other barriers that keep students from obtaining or using appropriate support. During this plenary session, we’ll seek to explore the following questions together:
- Why do we think students struggle to identify their academic and non-academic needs?
- What barriers exist that may prevent students from seeking or utilizing support?
- What supports will we need this fall or going forward to ensure that students have the tools they need to succeed, particularly when struggling mentally or physically in a post-Covid world?
We’re seeking panelists to reflect on how student services offices see these issues, how these issues manifest in the first year versus upper years, and how bar takers struggle to identify their needs and use supports. Panelists need not have answers; rather, we’d like panelists to reflect on how these and other related questions have shown up in their work recently.
Breakout Sessions #1
Academic Success: Leading and Influencing: How do academic success educators lead in implementing the educational mission of their law schools?
In this group, participants will engage in a facilitated discussion about their leadership roles within their institutions and the opportunities that we have or could have to influence the decisions on educational mission within our institutions.
Bar Success: Working with Boards of Law Examiners or Not: How do we currently work with our respective local boards of law examiners? How could we build a more collaborative relationship with those boards moving forward?
There is a national movement and opportunity to re-examine current bar exam and admissions policies and practices. No matter what direction admission to the bar moves in going forward, each jurisdiction’s board of law examiners will likely continue to play gatekeeper to the profession by determining procedural processes for admission. In this session, participants will discuss ways they currently work with—or alongside—their local board of bar examiners and how we might be able to do that better going forward in a post-Covid—perhaps even a post in-person bar exam—world.
Breakout Sessions #2
Academic Success: Building a Growth Mindset: How do we help students develop a growth mindset no matter the level of their academic performance?
While there is some debate over the magnitude of the impact that growth mindset strategies have on a student’s academic performance, students who have a growth mindset are more likely to believe in their ability to improve, and, therefore, more likely to commit to doing the work that will develop their skills and abilities. In this session, Paulina Davis and Megan Montcalm from New York Law School will present briefly on their new program for students on probation and the ways that it has been designed to help those students build a growth mindset. Then, participants will have a facilitated discussion on how we currently foster growth mindset in our programs and the ways that the approach to building a growth mindset may look the same or different for students at the bottom, middle, and top of the class.
Bar Success: Setting Realistic Expectations for Support for Bar Takers: How do we straddle the line between supporting bar takers and empowering them to work well independently?
Over the years, law schools have increasingly built out supports for bar takers ranging from weekly workshops to individual coaching sessions and grading of practice essays. Yet, we all know that success on the bar exam is largely driven by the independent work that graduates must do on their own. In this session, participants will discuss ways to set realistic expectations for bar takers on the support they’ll receive from bar success educators and the work that they’ll need to do on their own. How do we guide our bar takers without holding their hands too much throughout the intensive bar exam preparation cycle?