Law School Academic Support Blog

Happy Holidays and Enjoy the Break!!

All of us at the Law School Academic Support Blog wish you and your families Happy Holidays! We appreciate you reading our posts.  We also hope you are able to get a break over the next few weeks.  2021 was another exhausting year.  Hope everyone gets a chance to recharge.

We are taking a break to celebrate the season. We may post sporadically, but regular posting will begin again the week of January 10th.

(The Editors)

South Florida Regional ASP Call for Proposals

The Second Annual South Florida Regional ASP Conference is scheduled for Friday, January 28, 2022, at Nova Southeastern University Shepard Broad College of Law, it will be held virtually. Please save the date.  Conference registration will be sent out in early January.

They are calling for proposals for the program, which will have two tracks.

Track One: The focus is on “Innovative Academic Support Programs for 1L Students.”  What unique programs have you created to help 1L students begin their law school career?  Your program could involve a pre-Orientation course,  the fall semester, the winter/spring semester, a collaborative program you developed with faculty colleagues, or a special program that you have created to focus on developing specific skills for 1Ls. The idea is to showcase your innovations that help 1L students!

Track Two: “Effective Use of Technology Tools for Academic Support.”  This can include technology aimed at all law students (1L, 2L, 3L and part-time) and/or bar takers, and could include, for instance, the following categories:

1. Show and Tell:  “How to” use technology such as apps, learning management systems, or other tech tools.
2. Content:  Course assignments, assessments, videos, and similar tools that use technology to deliver content to your students.
3. Bar Exam Prep: Technological Apps or Programs you provide to supplement the commercial bar courses.
4. Brainstorming Session: If you want to host a brainstorming session that is technology-focused and interactive, you can put that program together for the conference.

Proposals:  Please send your proposals to:  Elena Rose Minicucci at: [email protected] on or before Friday, January 7, 2022.

If you have any questions, feel free to contact me, or Assistant Dean Susan Landrum at [email protected]

AALS 2022 Around the Corner - and Academic Support is on it!

Hello everyone! The AALS 2022 Annual Meeting is just around the corner. AALS 2022 is Wednesday Jan 5^th, through Sunday Jan 9^th, 2022. All times are in Eastern Standard Time.

The Academic Support Community has been hard at work, and will be very busy during AALS. 

Our Section’s Program is: Friday, 3:10-6pm Academic Support Main Program

Academic Support and Technology, Law and  Legal Education Joint Program, Co‐Sponsored  by, Pre‐Law Education and Admission to Law  School

Online Teaching: Is it Good for Legal  Education?

Louis Schulz (Presenting)

Jane Grise (Presenting)

Melissa Hale and Kirsha Trychta (Moderating)

We are very excited about this program, and Kirsha and the programming committee have worked hard to bring this together!

I’ve also compiled a list of other ASP people who are presenting or moderating throughout the conference. Please see below.

Wednesday, 11:00 AM-12:15 PM

Balance in Legal Education, The Power of Now: A Mindset for Teaching in Times of uncertainty

Yolonda Sewell (Presenting)

Amanda Fisher (Presenting)

Friday, 12:35-1:50 PM

Teaching Methods Section: Beyond Diversity: Creating Inclusive Classrooms and Prioritizing Students’ Sense of Belonging in Law School.

Haley Meade (Moderating)

Friday, 4:45-6pm

Stuff You’ll Want to Steal: Ideas for Teaching about Race, Class and Indigenous Peoples in Property Law

Brittany Raposa (Presenting)

Friday, 3:10-4:25

AALS: Part‐Time Division Programs  Co-Sponsored by   Academic Support, and Student Services, The  New Normal in Legal Education: What we Learned from Part‐Time Programs During the Pandemic

Melissa Hale (Presenting)

Laura Mott and Liam Skilling (Moderating)

Friday, 4:45-6:00 PM

Professional responsibility New Voices Workshop

Sarah Schendel (Presenting)

Sunday, January 9 12:35-1:50

AALS Discussion Group Program, Bridges  and Barriers to Educational Equity: Should  Law Schools Continue to Use Remote  Learning Technology and Pedagogy for In‐person Classes?

DeShun Harris (Presenting)

I love that our ASP members are branching out, and we seem to be presenting all over! If I left anyone out, please let me know, and I will remedy that.

Hope to see you all soon!

Melissa Hale

Chair, AALS Section on Academic Support

Another Wonderful NECASP Conference!

Last Friday’s NECASP Conference on Fostering and Maintaining Inclusive Communities was amazing. It was well organized and carefully curated. I left with some amazing ideas of how I can make my ASP welcome mat larger and make students who cross that threshold feel that we are a caring community. Community=success! A special thank you to the  NECASP executive team: Amy Vaughan-Thomas, Brittany Raposa, Phil Kaplan and Danielle Kocal for a wonderful conference. I have often said, and I stand by it, that the ASP community is the kindest community in law school academics: to our students, our schools, and to each other.  The sheer talent and intellect of my colleagues is breathtaking. 

This morning I walked my dog, Leo, super early because we were escorting my son to before school physical therapy (he hurt his arm when he and his bicycle encountered a curb back in the summer and wrestling practice made it hurt more). My husband is also away on business in (what looks like heavenly) Portugal and he had previously been doing this walk. I will add that I also spent the night with this dog who would not go downstairs, takes up as much space as a human (he weighs 40 pounds, so that was surprising), and doesn’t smell as wonderful as you would hope. The ultimate chutzpah was when he barked at me to pick him up and put him on the bed because he is too short. And judging from the sentence before that, you can imagine how much resistance he got from me, and besides, the cats were unwilling to help. In any event, there I was: tired, cold, and entirely not in Lisbon when Leo and I saw this:

 

Leo and I continued on our walk under this cotton candy sky until we were almost home. As we passed the post office, we saw this bit of pink sharpied advice:

There is no greater ASP hook here except maybe we all need to be reminded to look around and make connections as we make our way through this season of grading and early darkness.

(Liz Stillman)

Associate Dean for Law Student Affairs at Western New England

Associate Dean for Law Student Affairs

Western New England University School of Law seeks applicants for the position of Associate Dean for Law Student Affairs. Responsibilities include providing guidance, advice, and support to law students; assisting students with challenges in the Law School or University environment; providing leadership and guidance to student organizations; focusing on diversity, equity, inclusion, and wellness programming and support; and working closely with the Dean, Associate Dean of Academic Affairs, Law Admissions, Law Career Services, Law Registrar, and University Student Affairs.

All applications should include a letter of interest and a CV.

Salary may be negotiable, based on qualifications.

For inquiries about this position, please contact Dale-Marie Dahlke, Law School Operations Officer ([email protected]).

Application materials should be submitted at: https://employment.wne.edu

Qualified candidate must possess a J.D. degree from an ABA-accredited law school. Preference will be given to candidates with experience working with students in a higher education setting, particularly students who hail from communities historically excluded from the legal profession.

Excellent fringe benefits including tuition remission for employee, spouse, and dependent children.

Western New England University is a private, independent, coeducational institution founded in 1919. Located on an attractive 215-acre suburban campus in Springfield, Massachusetts, Western New England University serves 3,900 students, including more than 2,600 full-time undergraduate students. Undergraduate, graduate, and professional programs are offered through Colleges of Arts and Sciences, Business, Engineering, and Pharmacy, and School of Law.

Western New England University is an Equal Opportunity Employer. We welcome candidates whose background may contribute to the further diversification of our community.

In alignment with the University’s commitment to health and safety, all Faculty and Staff are required to be vaccinated and provide proof of vaccination.

"Zoom Out" says Article

I'm caught in a trap of my own doing.  I'm the sort of person who is endlessly engaged in self-chat.  Dialogue that seems to spiral out of control.  I can't seem to stop myself from, well, talking with myself.  And it's mostly not good news.

That's when an article in review of a book entitled "Chatter: The Voice in Our Head, Why It Matters, and How to Harness It," caught my attention.  According to article, there's a few tips that can help to "zoom out" so as not to focus "narrowly" on ourselves.

First, "add order" to your life.  If caught in a tangle of self-doubt and negative talk, take a moment to tidy up your workspace or your home, which helps to create the "sense that your future is controllable."  Id.

Second, don't fret if you engage in rituals to help calm your self-talk.  Rituals, according to the article, so long as they aren't used as in replacement of preparation, help to "settle the mind and increase confidence." Id.

Third, surround yourself with "greenery." "The mechanism by which nature replenishes our mental reserves is unclear, but studies show that viewing lush landscapes, walking in the woods or simply watching nature videos can reduce rumination, improve working memory and maybe protect health." Id.

Fourth, time travel mentally.  Try to picture where you'll be in a few years from now and the present might just not take on as much power in our lives.  "Perhaps the simplest distancing hack is to switch self-talk pronouns from first-person (I) to second- or third-person (you or he/she/they). In studies, distancing has increased academic motivation and reduced unnecessary worry."  Id.

Fifth, take on the view of the proverbial "fly on the wall," as an outsider, which allows us to distance ourselves from the self-talk and doubts that so often seem to trip us up and prevent us from seeing past the immediate.

Lastly, the article ends with a sort-of-surprising counterintuitive note.  Apparently, venting to others is not necessarily that helpful.  Perhaps a little dose but it seems that too much venting with others leads to just a big circle of venting.  Lots of hot air, I suppose.  I've been there before!

I haven't had a chance to read the book but based on the article's review, it sounds like this book might not just help a few of us but many of our students too, who are often wondering where they fit into the grand scheme of lawyering.  Here's the link for more information: Huston, M., "Chatter Review" Using Our Inside Voices, WSJ (Dec. 6, 2021). (reviewing Kross, Ethan, Ph.D., "Chatter: The Voice in Our Head, Why It Matters, and How to Harness It").  (Scott Johns).

 

 

 

 

Academic and Bar Support Scholarship Spotlight

Before I get started, let me take a moment to encourage readers to send me their scholarship or the works of others you have found helpful.    

This week in Academic/ Bar Support scholarship:

1.  Benjamin Afton Cavanaugh (St. Mary's), Testing Privilege: Coaching Bar Testing Privilege: Coaching Bar Takers Towards “Minimum Competency” During the 2020 Pandemic, 23 THE SCHOLAR 357 (2021).

From the article:

Part I of this paper provides an overview of the history of the bar exam and its role in acting as a significant obstacle to licensure for people from communities of color. Though this issue was discussed long before 2020, this paper also looks at the way in which the pandemic’s impact on
the bar exam highlighted the fact that the bar exam tests the privilege of its individual applicants at least as much as it tests their skills. 

Part II presents an approach to helping graduates prepare for and overcome the bar exam even when the odds are seemingly stacked against their success. It delves into the unique advantage that intensive coaching provides over more generalized guidance on bar success. The success and challenges of this method of assistance will be analyzed with an eye towards how other law schools looking to adopt a similar program might go about mitigating the challenges faced by their students in attempting to pass the bar exam.

Finally, this paper explores how Raise the Bar served as an important support for bar takers in an unprecedented time of crisis. Until the problems posed by the bar exam can be resolved, it is incumbent upon law schools to assist their students in overcoming the bar exam barrier.

2.  Marsha Griggs (Washburn), Race, Rules, and Disregarded Reality, 82 Ohio State L. J. __ (forthcoming 2021).

From the abstract:

Exploring issues of racial bias and social injustice in the law school classroom is a modern imperative. Yet, important conversations about systemic inequality in the law and legal profession are too often dissociated from core doctrinal courses and woodenly siloed to the periphery of the curriculum. This dissociation creates a paradigm of irrelevancy by omission that disregards the realities of the lived experiences of our students and the clients they will ultimately serve. Using Evidence as a launch pad, Professor Deborah Merritt has paved a pathway to incorporate these disregarded realities in doctrinal teaching. This important pathway leads to safe spaces necessary for both faculty and students to explore the historical context of racial subordination in law. Professor Merritt’s disruptive pedagogy upends the casebook method of law school teaching. Her groundbreaking “uncasebook” has prompted deeper thinking about the meaning, purpose, and role of law. This Article serves dual aims. First, it lauds Professor Merritt’s career-long commitment to the goals of equity and inclusion in law teaching and the legal profession. Second, it complements the existing discourse on the role of race and the record of racial disparity in the Rules of Evidence by adding the personal narrative of an outgroup insider. We can do more to promote equity and inclusion in the law school classroom. This Article offers a revealing example of why we must.

3.  Jamie R. Abrams (Louisville), Legal Education's Curricular Tipping Point Toward Inclusive Socratic Teaching, 49 Hofstra L. Rev. 897 (2021).

From the abstract:

Two seismic curricular disruptions create a tipping point for legal education to reform and transform. COVID-19 abruptly disrupted the delivery of legal education. It aligned with a tectonic racial justice reckoning, as more professors and institutions reconsidered their content and classroom cultures, allying with faculty of color who had long confronted these issues actively. The frenzy of these dual disruptions starkly contrasts with the steady drumbeat of critical legal scholars advocating for decades to reduce hierarchies and inequalities in legal education pedagogy.

This context presents a tipping point supporting two pedagogical reforms that leverage this unique moment. First, it is time to abandon the presumptive reverence and implicit immunity given to problematic Socratic teaching despite the harms and inadequacies of such performances. Professor Kingsfield depicted an archetype of Socratic teaching where the professor wields power over students instead of wielding knowledge to empower students. He used strategic tools of humiliation, degradation, mockery, fear, and shame. Socratic performances that are professor-centered and power-centered do not merit the reverence and immunity they still receive after decades of sound critiques. This critique is framed as a call to “cancel Kingsfield.” Socratic teaching can (must) be performed inclusively. This Article proposes a set of shared Socratic values that are student-centered, skills-centered, client-centered, and community-centered.

Second, this Article proposes refining law school accreditation standards to ensure that students achieve learning outcomes equitably in inclusive classrooms. Accreditation reforms cannot happen around the architectural perimeter of legal education. Nor can reforms be implemented solely in episodic siloes by staff, external speakers, or even robust seminar courses. Rather, accreditation standards need to hold institutions accountable to measuring learning outcomes and addressing identified disparities and inadequacies in the curricular core of legal education.

L. Schulze (FIU Law)

Points of Light

Last night was the eighth and final night of Hanukkah (or Chanukkah, or even Hannukah). This year we had two different types of candles for our two menorahs. We had one box of artisanal long and graceful white to blue ombre candles. We also had a standard 99¢ little blue box of shorter, more colorful candles from the supermarket (or maybe a leftover box that one of our three kids brought home from Sunday school). We lit both menorahs each night: one with the pretty candles and one with the garish little blue box candles. The pretty candles burned and melted. The plain candles did as well. The bottom line was this: it was meaningful regardless of which candles we used.

Here comes the (possibly heavy handed) link to law school exams. If students have an exam answer where they spotted the issues, used the correct the rule, did both sides of analysis, and weighed the options before concluding, then it is meaningful even if it isn’t graceful (or long). There are all sorts of other holiday analogies I could make here…like remember to go one at a time when lighting your candles; remember that you need to light the helper candle first (that being the student’s knowledge and wellbeing); do not re-spin your answer to multiple choice questions, and, of course, the miracle of being asked eight multiple choice questions about one thing you know really, really well. Surely, miracles and light are what many students are asking for this time of year.

It is also important to remember, though, that like any ritual, exams have their traditions and practices. We should be sure to remind students that after each exam, they should scrape off the remnants of the last one and reload with one more point of light before moving on to the next one. Make this a tradition. Lamenting over what went wrong on the last exam is always going create a barrier to going forward-and moving on to the next exam is part of the ritual. Remembering what went well (this year, none of our cats lit themselves on fire!) will be more productive. Make this a practice. Afterall, you cannot light fewer candles as Hanukkah progresses because you cannot travel through time (yet).

Finally, when exams are all over, students should be sure to clean up before putting their exam self away. No one wants to deal with a December mess in May. And for what it is worth, the fancy candles were a bear to clean up.

Happy Holidays to all!

(Liz Stillman)

Associate Dean of Academic Success and Bar Preparation at Southwestern

Associate Dean of Academic Success and Bar Preparation

Southwestern Law School seeks a dynamic, experienced candidate with excellent teaching and collaborative skills to lead our Academic Success and Bar Preparation Department. The ideal candidate will be a creative, organized, compassionate team leader who has passed the California bar examination, is committed to Southwestern’s mission, and is eager to engage with students from their admission into our school through their admission into the bar.

This position is a full-time faculty position, non-tenure-track, with voting rights and faculty governance opportunities. The successful candidate will be offered a five-year renewable contract. The Associate Dean will report to the Vice Dean but have direct access to the President and Dean.

Southwestern Law School has four distinct J.D. programs: a traditional, three-year day program; a part-time, four-year hybrid evening program; a four-year part-time day program designed specifically for individuals with caretaking responsibilities; and an accelerated two-year program. The Academic Success and Bar Preparation team works across all programs.

The law school is located in the Koreatown area of Los Angeles, in the historic Bullocks Wilshire building. We have returned to in-person instruction and work, although employees have some flexibility to work remotely.

The successful candidate must be available to start no later than July 1, 2022.

Position Overview

The Associate Dean for Academic Success and Bar Preparation provides overall leadership and management for all aspects of the Academic Success and Bar Preparation Department. The department develops and delivers programs that promote students’ academic success from pre- matriculation through bar admission. As a department head, the Associate Dean supervises other program faculty and staff and ensures that the team provides equitable and excellent service to Southwestern’s diverse community of students, staff, faculty, and alumni.

Reporting to the Vice Dean, the Associate Dean will work closely with members of the law school leadership, staff, faculty, and committees to envision, design, manage, and implement programming to support the school’s teaching and learning goals. The Associate Dean will draw on experience, research, analysis of the law school’s needs, and national best practices to coordinate existing programs and create new programming to support teaching and learning at Southwestern Law School.

Core Responsibilities:

Programming and Teaching

• Develop and implement a cohesive and comprehensive curriculum to help transition students into law school, promote their academic success, and prepare them to pass the bar exam and become successful legal professionals.

• Research and implement the most current best practices for academic success skills and bar preparation.

• Develop data-driven mechanisms for evaluating the success of students and program goals.

• Regularly review Southwestern’s academic and bar support programs and courses and make recommendations to the faculty and administration to enhance the learning experience for students.

• Teach in the program.

  Leadership and Administration

• Work closely with law school leaders, faculty, and departments to promote the development of students as effective, empowered, and reflective learners and legal professionals.

• Work closely with other departments, including but not limited to the Dean of Students Office, Student Affairs, Admissions, and Career Services Office.

• Meet regularly with student support leaders to promote a culture of academic excellence.

• Stay well-informed about changes and trends in legal education and bar admission and make recommendations to the faculty and administration based on these changes.

• Oversee data gathering and analysis related to bar passage for long-term assessment.

• Complete the annual ABA Bar Passage Questionnaire and other bar passage surveys.

• Manage the program budget.

• Attend and participate in faculty and department head meetings.

• Serve on faculty committees that seek to advance the goals of Southwestern and the Academic Success and Bar Preparation programs and courses.

  Team Management

• Supervise Academic Success and Bar Preparation team.

• Maintain a flow of information to promote a cohesive department environment, which

  includes regular individual and team-wide meetings.

• Develop personal growth opportunities for members of the team and take other steps to

  promote retention.

Minimum Job Requirements

• J.D. from an ABA-approved law school; strong academic credentials.

• Admitted to the bar in at least one jurisdiction (license may be inactive but must be

  eligible for immediate conversion to active status).

• Passed the California bar examination.

• Significant knowledge of the substantive law tested on the California Bar Examination.

• Familiarity with the current format of the California Bar Examination and major bar

  preparation companies.

• At least two years working as a practicing attorney in any field is preferred.

• At least five years of prior law school teaching experience in or related to academic

  support or bar preparation is preferred.

  Knowledge, Skills, and Abilities Required or Preferred:

• Significant knowledge of the law school curriculum and best practices for law teaching.

• Superior written, oral, and interpersonal communication skills.

• An understanding of the dynamics of diversity and accessibility (including first-

  generation college graduates) in higher education and a demonstrated ability to

  incorporate this understanding into their work.

• Demonstrated ability to work collaboratively with a diverse population of students,

  faculty, staff, and administrators.

• Ability to foster a cooperative work environment, employee development, and

  performance management skills.

• Demonstrated ability to think creatively and critically about techniques to improve law

  students’ academic development and to design, implement, and manage innovative

  programs to promote that development.

• Demonstrated ability to handle confidential information, exhibit good judgment, and

  exemplify customer service in working with students, faculty, and staff.

• Ability to manage multiple competing priorities and meet firm deadlines.

• Accuracy and meticulous attention to detail.

• Highly organized with excellent time-management skills.

• Excellent critical thinking and listening skills.

• Ability to apply creative problem-solving skills to develop solutions within established

  policies, guidelines, accreditation standards, and applicable law.

• Knowledge of advising, coaching, and counseling techniques.

• Technology fluency; knowledge and experience working with Microsoft Office, Canvas or another learning management system, Zoom, and social media.

• Demonstrated commitment to holistic education and wellness.

• Flexibility to work in person and online, in the evenings, and sometimes on weekends.

• Experience working with statistics and data is a plus.

• Prior experience directing or serving as an associate director of an academic support or

  bar preparation program is a plus.

• A self-starter and demonstrated work ethic.

• Ability to function independently with minimal oversight.

• Prior budget experience is a plus. To Apply

For full consideration, interested individuals should apply by submitting a resume or curriculum vitae and cover letter connecting their experience to the job responsibilities to [email protected] by January 30, 2022. Our review of candidate materials will begin on or about February 1 and continue on a rolling basis.

Southwestern Law School does not discriminate based on race (including hairstyle and hair texture), color, religion, creed, ancestry, national origin, sex, gender (including pregnancy, childbirth, breastfeeding, or related medical conditions), sexual orientation, gender identity, gender expression, parental status, marital status, age (40 and over), disability (mental or physical), medical condition, citizenship status, veteran status, genetic information, or any other basis prohibited by applicable law in its programs and activities. We strongly encourage women, people of color, LGBTQ+ individuals, individuals with disabilities, and all qualified persons to apply for this position.

Associate Director in the Academic Skills Program at Berkley

POSITION OVERVIEW

Position title: Associate Director

Salary range: Salary commensurate with experience

Percent time: 100%

Anticipated start: December 1, 2021

Position duration: One-year, full-time (100%) academic appointment, subject to renewal.

APPLICATION WINDOW

Open date: November 17th, 2021

Next review date: Friday, Dec 17, 2021 at 11:59pm (Pacific Time)
Apply by this date to ensure full consideration by the committee.

Final date: Friday, Dec 17, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

POSITION DESCRIPTION

Position and Program Overview
Berkeley Law is committed to fostering a supportive academic environment that allows students to achieve their full potential. The Academic Skills Program provides instruction and individual advising in a law school environment. Effective study methods are crucial to law school success, and the goal of the program is to ensure that students gain the necessary skills to succeed as law students and as lawyers.

The Associate Director will assist and collaborate with the Director in all aspects of the Academic Support Program. The position is primarily engaged in the coordination of academic programs but may include a separate but accompanying lecturer appointment.

Job Description
The Associate Director will assist in planning and implementing a summer pre-orientation program, a student tutor program, workshops for students and faculty, and individual support for students. The Associate Director will also collaborate with the Director in developing new programming, including additional bar preparation support.

Key responsibilities include:
• Assist in administering the Academic Skills Program’s student-facing programs, including exam preparation workshops, study sessions, one-on-one meetings, orientation programs, and other special events at the law school;
• Lead workshops on study and exam-taking techniques for various audiences;
• Assist in supervising and training student tutors;
• Develop and implement innovative programming, including bar preparation support; and
• Attend conferences and/or professional workshops to stay informed of current trends in the field of legal education and academic support.

Additional materials may be required of applicants.

Program: https://www.law.berkeley.edu/students/student-services/academic-skills-program/

QUALIFICATIONS

Basic qualifications (required at time of application)

• J.D. degree or equivalent degree

Additional qualifications (required at time of start)

• At least one year post-law school professional experience

Preferred qualifications

• At least three years post-law school professional experience;
• Familiarity with the operations of a law school and legal organizations;
• Previous teaching experience and/or equivalent facilitation experience;
• Advanced program-development and problem-solving skills;
• Ability to relate to diverse audiences—students, faculty, academic administrators, practicing lawyers—within the legal profession;
• Ability to create a welcoming and inclusive environment for all students;
• Excellent oral and written communication skills; and
• Excellent interpersonal skills.

APPLICATION REQUIREMENTS

Document requirements

• Curriculum Vitae - Your most recently updated C.V.

• Cover Letter (Optional)

• Statement on Contributions to Advancing Diversity, Equity, and Inclusion - Statement on your contributions to diversity, equity, and inclusion, including information about your understanding of these topics, your record of activities to date, and your specific plans and goals for advancing equity and inclusion if hired at Berkeley (for additional information go to https://ofew.berkeley.edu/recruitment/contributions-diversity).

Reference requirements

• 3 required (contact information only)

Apply link: https://aprecruit.berkeley.edu/JPF03141

Help contact: [email protected]

CAMPUS INFORMATION

Diversity, equity, inclusion, and belonging are core values at UC Berkeley. Our excellence can only be fully realized by faculty, students, and academic and non-academic staff who share our commitment to these values. Successful candidates for our academic positions will demonstrate evidence of a commitment to advancing equity, inclusion, and belonging.

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

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality (http://apo.berkeley.edu/ucb-confidentiality-policy) prior to submitting their letter.

As a condition of employment, you will be required to comply with the University of California SARS-CoV-2 (COVID-19) Vaccination Program Policy https://policy.ucop.edu/doc/5000695/SARS-CoV-2_Covid-19. All Covered Individuals under the policy must provide proof of Full Vaccination or, if applicable, submit a request for Exception (based on Medical Exemption, Disability, and/or Religious Objection) or Deferral (based on pregnancy) no later than the applicable deadline. For new University of California employees, the applicable deadline is eight weeks after their first date of employment. (Capitalized terms in this paragraph are defined in the policy.)

Apply Here

Director of Academic Success at Vermont Law School

Description

Vermont Law School is mission-driven, guided by its motto: “Lex pro urbe et orbe,” law for the community and the world. This mission is apparent in the Law School’s longtime commitment to environmental law, social and restorative justice, and the varied careers that its students have pursued in those fields. The Law School’s students, faculty, staff, alumni, and board share a strong sense of this mission. 

Vermont Law School is located on the White River in the historic village of South Royalton, VT, which is approximately a 30-minute drive from Hanover, NH, and a 45-minute drive from Montpelier, VT. For more information on the Law School please go to www.vermontlaw.edu.

Vermont Law School is committed to cultivating and preserving a culture of inclusion and connectedness. We grow and learn better together with a diverse group of faculty, staff, and students. In recruiting for faculty and staff, we seek unique backgrounds to enrich and challenge our community. As part of our commitment to compliance with the Americans with Disabilities Act, candidates who meet the qualifications for this position and who require accommodations to apply should contact Human Resources at [email protected]. Vermont Law School strives to raise the bar for being an Equal Opportunity Employer, and we prohibit discrimination based on race, color, religion, ancestry, sex, sexual orientation, gender identity, age, national origin, place of birth, marital status, disability, veteran's status, HIV status, pregnancy, genetic information, health insurance status, and crime victim status.

Summary of Responsibilities:

The Academic Success Program serves students in the Juris Doctor (J.D.) program, various master’s programs, and Master of Laws program. The Program reinforces vital academic skills, provides support in substantive instruction areas, and emphasizes organizational and time management skills. Academic Success is a growing and vibrant department. The Director is eligible for a series of initial one or two-year contracts with the possibility of a long-term contract following a successful review. This is a year-round position.

The Director of Academic Success answers directly to the Vice Dean for Students. The Director also has two direct reports: the Assistant Director of Academic Success and the Academic Success Program Manager. The Director of Academic Success teaches core ASP courses, including Foundations of Legal Analysis, Legal Methods, and Bar Exam Skills & Tactics (BEST). The Director is also responsible for coordinating the July Education for the Bar (JEB) program, a course designed to prepare students to sit for the July iteration of the Uniform Bar Examination (UBE), or the February Early Bar (FEB) program, a six-credit course designed to prepare students to sit for Vermont (UBE) February bar exam before graduating in May.

The Director is also responsible for presenting at ASP workshops, meeting with students individually, collaborating with faculty and staff, serving on faculty committees, and other administrative duties, including compiling, and filing mandatory reports. Additional responsibilities include attending school functions such as graduation, faculty meetings, and various other events throughout the year. Occasional availability on nights or weekends is required.

Essential Functions and Principal Accountabilities:

• Supervise the Assistant Director of Academic Success and the Academic Success Program Manager.
• Design and teach courses for high-risk students, students on academic probation, and students preparing for the bar examination.
• Provide individual tutoring and counseling for students about study habits, skills, tools for improvement, time management, outlining, exam preparation, and bar-related issues.
• Design, plan and implement, academic support programs for all students at VLS.
• Develop and implement student programming for all three classes, including but not limited to curriculum design and implementation of first-year skills-based course, second-year bar information session, and third-year bar-passage course.
• Design and implement workshop series and informational resources for all students including maintenance of Program websites, bulletin boards, flyers, and emails.
• Aid in design and implementation of pre-orientation and orientation activities for incoming students.
• Continuously work to increase awareness of department services. Provide support to doctrinal faculty in utilizing Academic Success services.
• Help students in connecting and maximizing usage of institutional and community resources.
• Coordinate activities of Student Mentors and oversee Mentor selection, training, and support. Meet regularly with Student Mentors to monitor both mentor and mentee progress.
• Maintain involvement in national activities related to academic success.

Requirements

Education, Skills, and Experience:

• Juris Doctor degree required with a license to practice law.
• Four years of experience in higher education administration and/or teaching at the JD or master’s level or comparable relevant work experience.
• Experience in legal practice is a plus, but not required.
• Working knowledge of or ability to learn adult learning theories.
• Familiarity with first-year law curriculum.
• Knowledge of or ability to learn FERPA regulations.
• Strong legal analysis skills.
• Excellent writing ability.
• Ability to navigate basic technology systems in a Windows/Office environment for email, scheduling, online meetings via Teams or other platforms, and various school-specific databases.
• Understanding of and appreciation for inclusion, including the ability to work with students, faculty, and staff from diverse backgrounds, identities, and viewpoints.

Other Requirements:

•   Respect – Understanding and interest in incorporating VLS Diversity, Equity, and Inclusion values into the classroom and workspace.
• Adaptability and Flexibility - Must be able to adapt to new and emerging technology as established and communicated by the law school to carry out the administrative duties associated with teaching. Willingness and ability to work remotely in emergency situations. Ability to work the occasional after-hours and weekend hours required to support students in this position. 
• Communication - talk and/or listen to convey or exchange information; communicate effectively and efficiently in written correspondence and technical correspondence; process and comprehend written material; exchange ideas, information, and opinions with others to formulate policies and programs and/or jointly arrive at conclusions, solutions, or dispute resolution. 
• Professional Discretion - exercise thoughtful judgment and meet deadlines; develop and maintain effective professional relationships with others; function effectively under stress; adapt to changing environments; display flexibility; and function in the face of uncertainties and ambiguities.
• Collaboration- This position requires collaboration with peers and colleagues as well as students, and the ability to independently manage deadlines and multiple projects. 
• Service- Faculty and staff at Vermont law school provide service to students, the community, and one another through service on committees and appropriate volunteer opportunities both on-and off-campus.
• Scholarship- Faculty at Vermont Law School are encouraged to pursue research and scholarship opportunities as a critical part of their own continuous learning process.
• Safety - Willingness to participate with the Vermont Law School faculty and student community and follow Covid19 safety policies and guidelines as laid out by the One VLS Action Team based on the changing landscape of the Covid19 pandemic.

Apply here

It's Okay to Take It Slow Sometimes

There's an old story about a NASA engineer on the way to a big space launch of one of the Apollo moon rockets.

Living in Orlando, about an hour from the cape, the engineer was falling behind so he stepped on it, traveling as fast as he could on the highway.  Caught speeding, the engineer learned that perhaps the fastest way to the destination is not always the quickest.

That especially came to heart when the police officer asked the engineer: "What's the hurry?"  In response, the engineer said, truthfully: "I'm running late for a big moon launch."

In reply, the quick thinking cop said: "I just have one question to ask before I decide if I write you a speeding ticket.  If you died in a speedy crash today on the way to the launch pad, would NASA still launch?"

Hesitantly, the engineer - a bit embarrassed at the truth of it all - acknowledged: "Yes, NASA would still launch."

Consequently, the police officer wrote the ticket, saying that the rush wasn't worth the possible tragic cost of life and limb to the engineer or to others on the public highway.

Lesson learned:  

Too often we are speeding, recklessly traveling, when slow and pokey might actually be better for us and for all we serve.

So, ASP professionals, as you make plans for next year with this semester's final exams underway, take time to reflect on where you are going and how fast you are going.  And take time for yourself with your friends and your families.

Perhaps there's no better way to capture the spirit behind this lesson than with a poster, courtesy of Amber Dannis, assistant director of student affairs at the University of Denver.

When I first saw the saying, posted in the student affairs office, I was in a frantic rush. so it was nice to be given "permission" to unplug for for a bit.  Words of wisdom, I think.

 

Scott Johns

 

Practice Makes Progress

Not perfect, progress. Because there is no such thing as perfect - only progress towards your goal.

Having said that, exam season is around the corner. If you are a first year student, this will be your first set of exams, and it's daunting and stressful. It's tempting to try to memorize every piece of your outline or re-read cases. Don't. Practice is what makes progress.

Do as many practice exams as possible. Redo your midterm if you had one. Do as many practice exams or hypotheticals as your professors have passed out. Ask for more if you don't have many. If your professor doesn't have, or won't distribute, past exams, look for other sources of practice exams. Typically your Academic Support person might have some, or there might be some in supplements. The point is to practice your writing. Yes, you need to know the law when you are taking an exam, but the most important thing you can do is put forth a thoughtful analysis, and that takes PRACTICE.

It will also be tempting to to make sure you have everything memorized, or organized, and then practice. Don't fall for this. Practicing hypos and exams will help you learn where your gaps are, and it will help you determine whether your notes and outline are working for you. I'd even suggesting doing practice hypos with notes, to help you better remember the law.

It is not enough to just read through a practice hypo, thinking about what you might write. It's also not enough to just read sample answers or rubrics and go "oh i would have written that." You have to practice actually writing it out! More than once!

I'm fairly excitable about this topic because every January I meet with students who didn't do so well in their first semester. And lo and behold, when discussing how they study, all of them confess that they either failed to do any practice hypos or exams, only did one, maybe two, or only outlined them, or looked at the answer.

This is the biggest piece of advice that I can give you right now; practice makes progress, and the more practice the better!

Good luck, and happy practicing!

(Melissa Hale)