Law School Academic Support Blog

The Manifold Ways of Reaching Law Students - A Blog Post by Louis Schulze (FIU)

In late August, ASU Law Professor Charles Calleros wrote a guest post calling for essay submissions describing different law schools’ academic support programs.

As described before, the purpose of this project is to assemble a number of those descriptions to demonstrate the many ways law schools can commit to their students’ success by investing genuinely and substantially in a robust academic support program. A Short Series of Blogs.  He noted that future contributions to this project would include guest posts by Jacquelyn Rogers (Southwestern) and Louis Schulze (FIU), and he invited others to contribute towards a larger piece. Those interested in contributing to the project should send a draft to me at [email protected]. 

In the meantime, Louis Schulze’s description essay can be found HERE.

Spooky Season

Here are some reasons why this is, in fact, the scariest time of year for all the folks haunting the hall at a Law School:

1. Bar results- have come out (or are coming out soon). Sigh. It is usually a roller coaster of: “wow, I am so happy for you,” followed by a dip into, “let’s get organized for February….” For some ASP folks, this is an annual employment evaluation. I have written about how unfair this is in the past. It is still terrifying. 
2. Midterms -both the elections and the exams. This is likely the first exam our students will encounter and it will blow them away regardless of the warning and advice we have given them. The exams will be, despite our spoilers about them, truly unexpected. Like the elections, I guess we need to wait and see where the blame will fall on those…
3. The loss of focus/motivation- first year students have forgotten why they wanted to be lawyers and have hit a wall in terms of their ability to focus on the material or the light at the end of this tunnel.
4. The loss of sunlight- I did remind myself in late June to relish the days where the sun seemed to set after 9:00 p.m., and then, of course, didn’t. I miss it now though-and the darkness early in the morning doesn’t help either. Also, this is going to get worse before it gets better. And colder. And snowy….(if you are from a place where the cold/wet/snow thing does not happen, you may sit there smugly, but I don’t want to hear about it.)
5. The way time speeds up- Thanksgiving is in a month. A month. How was the month of September over 3 years long and October is just a blink?
6. Bugs- COVID, flu, malaise, colds. My personal favorite is when a maskless student comes right up to me before, during, or after class and tells me they are not feeling well. If I could back up and disappear into the whiteboard, or even scale the walls like Spiderman, I would….
7. Mental Health- see numbers 3, 4 (ok, all of them) above as contributing factors. This is the time of year when already existing (and new) symptoms of mental health ailments surface. No one currently in law school has had a smooth course of education over the past years, and a return to normal-ish processes is a lot for everyone, but we should be taking strong precautions to preserve mental health similar to the way we protect ourselves from item 6 above.
8. Everything everywhere all at once- (not the movie) see items 1-7 above and add: commuting, family stuff, over-extension (I see you my ASP friends), exhaustion, grading, etc. etc. etc.

I’d love to say that candy is our salvation here, but alas my primary care physician says that is not true. But what does she know-she’s only a doctor…

(Liz Stillman)

Assistant Director of Academic Achievement at Chapman

Chapman is hiring an Assistant Director of Academic Achievement!  This is an entry-level position ideal for someone with 0-2 years of experience.  More information and the application can be found at https://chapman.peopleadmin.com/postings/28850.

Job Description Summary	The Assistant/Associate Director of Academic Achievement will have the responsibility of working with the Assistant Dean of Academic Achievement (“Assistant Dean”) and the Associate Dean of Academic Achievement and Bar Preparation (“Associate Dean”) to implement a holistic, comprehensive program of academic support and bar preparation that encompasses law students’ entire academic experience at the Law School, from Orientation through the Bar Exam. The Academic Achievement Program helps students develop the skills necessary for success in law school, on the bar exam, and ultimately into practice, and consists of teaching courses and workshops, as well as working individually with students. This is a full-time, year-round (12 month) administrative position.
Responsibilities	ACADEMIC YEAR DUTIES (generally spring and fall semesters) WORKSHOPS/COURSES/CLASSES:  In conjunction with the Assistant Dean, conduct workshops/classes in the Academic Support Program and Orientation. Teach courses covering both skills and substance as assigned by the Associate Dean for Academic Affairs, provide feedback for coursework, and prepare for class. Course load will include up to one fall semester course and one spring semester course per academic year.  Assist the Assistant Dean in implementing the Academic Fellows program, including coordinating fellow selection and conducting trainings for the fellows.  INDIVIDUALIZED WORK WITH STUDENTS, DEVELOPMENT OF CULTURE OF ASSESSMENT, OTHER DUTIES: Work with students to: help students problem solve issues regarding legal analysis, stress and time management, class preparation and participation, and exam preparation and performance; diagnose writing and analysis problems affecting academic performance by identifying the misunderstanding or habit that causes the student to engage in ineffective writing or analysis; and prescribe solutions that identify what steps the students can take to improve academic performance;  Meet in-person regularly with students who are at-risk, on probation, or otherwise having academic difficulty, require written assignments of them, and provide thorough written feedback on such practice exams in terms of both structure and substance (copies of which feedback should be retained to develop data on student challenges for reporting to the Assistant Dean);  Work with Assistant Dean to identify students of greatest need. Conduct outreach to and prioritize direct services to those students.  Track various types of data to assess student progress including but not limited to student engagement, what the student worked on in individual meetings, and assess growth. Regularly review data and student progress with Assistant Dean and develop strategies to improve student outcomes.  Develop a culture among 1L students and 2L students of regularly writing practice exams before taking actual exams, and supplying such practice exams and thorough written feedback on such practice exams in terms of both structure and substance; and  Assist the Associate Dean with the Bar Preparation Program as he or she directs.  SUMMER DUTIES (generally from graduation in May through August) ASSIST IN THE SUPPLEMENTAL BAR PREP PROGRAM/REVISE ACADEMIC ACHIEVEMENT PROGRAM Participate in critiquing essays as part of the Supplemental Bar Prep Program, in the number and type the Associate Dean shall direct; and Assist in revising segments and components of the Supplemental Bar Prep Program at the direction of the Associate Dean. Revise and improve, as needed, the various programs and processes identified in “academic year responsibilities” (Items 1-9) above at the direction of- and in consultation with- the Assistant Dean. Engage in professional development and continue developing understanding and implementation of best practices in academic success.
Required Qualifications	Juris Doctor with a high level of academic achievement from an ABA-accredited law school; must be a member in good standing of any bar in the United States. Must have passed the bar exam on the first attempt. At the Assistant level: (A) A minimum of three (3) years’ post law-school experience, including legal practice, judicial clerkship, teaching in higher education, or any combination thereof. (B) Must demonstrate transferable knowledge and skills if recent employment is not directly related to this position. Significant knowledge of the substantive law tested on California Bar Examination. Ability to engage and motivate students individually and in small- and large- groups. Ability to handle sensitive and confidential information appropriately. Demonstrate excellent judgment and professionalism at all times. Excellent problem-solving and organizational skills; ability to prioritize multiple and competing demands and complete duties in a timely manner. Excellent oral and written communication and interpersonal skills to convey complex legal concepts and teach effective study skills and strategies for academic achievement and bar exam success to a diverse population of students. Ability to perform successfully and with composure and tact in a demanding environment. Ability to be discrete and maintain confidentiality at all times, handling student information and sensitive matters while complying with FERPA regulations. Ability to support a diverse population of students, develop a good rapport with students, and engage students in candid discussions about various aspects of their academic performance and bar exam preparation.
Desired Qualifications
Special Instructions to Applicants	Applicants for Staff and Administrator positions must be currently authorized to work in the United States on a full-time basis. Chapman University does not sponsor applicants for Staff and Administrator positions for work visas. The offer of employment is contingent upon satisfactory completion and outcomes of a criminal background screening, and returning to the Office of Human Resources a signed original acceptance of the Chapman University Agreement to Arbitrate.

Tenure-Track Position at Widener University Delaware Law School

Widener University Delaware Law School is excited to welcome applications to join our full-time, tenure-track faculty, beginning the 2023-24 academic year, primarily in the areas of Torts, Criminal Law and Procedure, and Evidence, with the possibility for contributing to our programs in Legal Methods, Academic Success, and other areas of interest.  

 Applicants are invited to apply at //widener.edu/jobs. Applications will be considered on a rolling basis (we encourage applications by November 1, 2022). Widener University embraces diversity in its faculty, students, and staff. We welcome applications from those who would add to the diversity of our academic community. Please contact Professor James R. May, Appointments Committee Chair, [email protected], with any questions. 

Academic and Bar Support Scholarship Spotlight

This week's scholarship impacting those in the academic and bar support field:

1. Kathryn Hobbis (J.D. 2022, Georgetown), Note, Zoom School of Law?, 34 Geo. J. Legal Ethics 1025 (2021):

From the conclusion:

The Coronavirus pandemic has exposed the inconsistencies in the ABA standards for law school accreditation. Currently, J.D. students are not able to earn their degree through fully virtual classes. Students can earn some credits through distance education, but not enough to complete their degree. There has been a push to reopen primary and secondary schools closed due to the pandemic because of the benefits in person schooling provides to those students. Those benefits do not translate to the law school context because the services do not exist for law students. Engagement and attendance gaps and the digital divide are creating a situation where not all virtual primary and secondary schools are the same. High income students are receiving a better education and low-income students are falling even further behind. These concerns do not translate well to law schools because students are choosing to attend law school and would be engaged and could use student loans to bridge the digital divide. The current ABA policy is in direct conflict with other ABA standards that allow for virtual education for LL.M students and Continuing Legal Education credits. Due to the pandemic, law schools have been to grant more credits for distance education credits suggesting that the ABA believes that they are a viable way for students to learn. This double standard should be changed to create uniformity among ABA guidelines. 

The ABA, state bar associations, and law schools will have to work together should this proposal be implemented to create successful fully virtual J.D. programs. Schools will need to share best practices and other success strategies to ensure that students who are taking classes solely online are still receiving a highquality education. After adopting this program, the ABA will need to advocate for schools to implement fully virtual programs to make sure that this change is not moot. Adoption of this proposal will remove some inconsistencies in the ABA accreditation standards.

H/t TaxProfBlog

2.  Janet Thompson Jackson (Washburn), Wellness and Law: Reforming Legal Education to Support Student Wellness, 65 How. L. J. 45 (2021).

From the abstract:

No one goes to law school with the expectation that their mental health and overall well-being will be significantly compromised during those three years. But, for a substantial number of law students, it is. It does not have to be this way.

This is not a typical law review article. It cannot afford to be. Most law students begin law school as reasonably happy and well-adjusted people. We must ask, what is it about law school that contributes to the disproportionate decline in student wellness? The answer to that question is complex because many of the very factors that make good lawyers also contribute to their mental health challenges.

This paper contains a blueprint, borne out of experience, of how to reimagine legal education with a focus on wellness. This goes beyond a general call to action, but rather presents concrete actions that faculty, law administrators, and students themselves can take to effectively manage the stresses inherent in law school and the legal profession. These changes will be long-term and will profoundly impact the well-being of not only legal practitioners, but the very practice of law itself. There will be resistance, but making this transition is crucial. We know that when law students first enter law school their psychological profile is similar to that of the general public, but their depression rates increase drastically across three years of legal education. Lawyers have the dubious distinction of being the most frequently depressed professionals in the U.S., and the legal profession ranks among the highest in incidence of suicide by occupation.

Two recent and major events have exacerbated this already dire landscape of wellness dysfunction: COVID-19 and widespread protests associated with the quest for racial justice. For students who managed their addiction recovery or mental health challenges in part by having the structure and accountability of a classroom setting and nearby counseling services, social distancing threatens those means of coping. Then the killings of Breonna Taylor, George Floyd and others ignited a wave protests that likely caused some law students to experience race-based and other types of trauma. The absence of a culture of wellness in law schools may lead law students to endure these added traumas in silence.

As other movements have found national and global recognition recently, it is time for a wellness crusade in legal education. Just as movements have galvanized the public to demand action on issues of racial injustice, gender equality, and climate change, so the legal profession must take steps to comprehensively address the wellness crisis spanning the lecture halls to practice. Just as America must be willing to undergo an honest reckoning and radical reforms in order to evolve into a more just and equitable society, law schools and the legal profession must undergo foundational changes in order to graduate healthy and whole students. The reforms outlined in this article not only reimagine the law school experience for thousands of law students, but they would, over time, lead to a qualitative change in the delivery of legal services themselves. The legal profession, indeed our lives, literally depend on it.

H/t TaxProfBlog

[Posted by Louis Schulze, FIU Law)

 

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, 2023. 

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.

 A self-starter and demonstrated work ethic.

 Ability to function independently with minimal oversight.

 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.

 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]. Our review of candidate materials will be 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. 

ASP Position at Atlanta's John Marshall Law School

 Atlanta’s John Marshall Law School (‘AJMLS’) is looking for a motivated individual to join the school in a full-time, non-tenure track position as an Academic Support Professional (‘ASP’). The ASP is an important team member in the Office of Academic Achievement and Bar Success (‘AABS’) who works with students and alumni to enhance, develop, and expound upon the critical skills associated with success in law school and on the bar exam. AABS offers instruction and assistance in a variety of formats, including one-on-one counseling, conducting workshops, teaching required bar success courses, and developing specialized course offerings available to all enrolled students and graduates preparing for the bar exam. The ASP position may have some weekend responsibilities but generally is a Monday-Friday position. 

This is a full-time, contract position, with opportunities for advancement and renewal, after an initial evaluation period. This is an in-person role, located in AJMLS’s brand-new location in downtown Atlanta. 

Ideal Experience and Qualifications: 

Applicants must have a J.D. from an ABA-accredited law school, excellent academic credentials, and a demonstrated commitment to working with students to improve their academic performance. Applicants must have passed a bar in at least one jurisdiction within the United States. Preference will be given to applicants who have experience teaching in academic success or legal writing programs and to those who demonstrate a commitment to long-term student success. 

The Academic Support Professional will be responsible for, but not limited to the following: 

• • Assisting with implementation and management of all AABS programming focused on preparing students for the bar exam 
• • Teaching courses, academic workshops, and labs to students with the focus of strengthening the academic skills of critical reading, briefing, outlining, and analysis, and content related to the mission of the department 
• • Participating and delivering instruction in the orientation program offered for credit to first year students 
• • Providing learning strategies and techniques to enhance and leverage the academic skills that underline law school success 
• • Providing written and formative feedback to students on practice problems and exams 
• • Assisting with the development and the assessment of the academic success program by collecting and maintaining data relevant to academic performance 
• • Assisting with the development of personal action plans for those studying for law school and bar exams 
• • Identifying students’ academic strengths and opportunities for improvement, developing long-term academic plans, and assisting in providing effective instruction to help enhance performance 
• • Showing interest in, and staying current on, educational learning theory 
• • Working with students who perform relatively poorly on law school examinations and assessments 

Atlanta's John Marshall Law School values a diverse workforce and inclusive culture. We are committed to providing equal opportunities without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, or veteran status. We encourage applications from all qualified individuals. Applicants with disabilities who may need accommodations in the application process are welcome to contact Director Cynthia Davenporte directly. 

All interested candidates should submit their letter of interest, a current professional resume, and three professional references to: 

Cynthia Davenporte 

Director of Human Resources 

Atlanta’s John Marshall Law School 

245 Peachtree Center Ave., NE, Suite 1900 

Atlanta, Georgia 30303 

[email protected] 

Professor of Lawyering at USC Gould School of Law

USC Gould School of Law is thrilled to announce that the school is hiring a full-time Professor of Lawyering Skills to serve as the Director of Academic Success beginning in the spring of 2023.  

Gould is located on the vibrant USC Park Campus in downtown Los Angeles.  For more about the school, please visit our website: https://gould.usc.edu/

To access the job description and submit application materials please use this link: https://usccareers.usc.edu/job/los-angeles/professor-of-lawyering-skills-and-director-of-academic-success-program-open-rank/1209/37121736496.

Director of Academic Success Program

USC Gould School of Law seeks applications for a full-time Professor of Lawyering Skills, who will serve as the Director of the Academic Success Program (ASP). The position will begin in the spring of 2023. This position is an open rank, meaning that we may hire a full or associate professor depending on experience. Professor of Lawyering Skills is a year-round Research, Teaching, Practitioner, or Clinical (RTPC) faculty position. RTPC positions are non-tenure track positions. Gould anticipates making final hiring decisions by February of 2023.

The Academic Success Program

The mission of the law school’s ASP is to ensure that all JD students have the support they need to succeed academically and be prepared for the legal profession. The program has a Director and Assistant Director.  The Director reviews the program regularly and modifies it, in collaboration with the Dean and the faculty, to ensure that it continues to offer services and support that meet the needs of our students and address the current requirements and demands of the continually evolving legal profession.

Coursework

In the spring of the first year, ASP offers a one-credit course, Topics in Legal Analysis, for invited JD students who want to improve their analytical and exam-taking skills. Topics comprises three sections, one for each 1L supersection, and typically enrolls up to 30 students total (around 10 per supersection). Students who take the course practice outlining legal concepts in 1L courses and writing essay-exam questions that call for an analysis of legal issues raised by a hypothetical fact pattern. The program also offers a two-credit course, Legal Analysis of Evidence, to a segment of JD students during the fall of their second year. Legal Analysis of Evidence typically enrolls between 20 and 30 students and analyzes the rules of Evidence using weekly problems, multiple-choice questions, and essay exams designed to improve analytic skills and problem-solving.

Counseling

Upper-division students in ASP receive one-on-one academic counseling to help them achieve academic success, success on the bar exam, and success in the practice of law.

Other Programming

ASP also offers a full range of programming for 1Ls, including workshops about academic skills and a simulated practice exam. ASP also organizes and leads Gould Preview, a pre-orientation program designed to provide additional transitional support to a segment of incoming 1Ls (seehttps://gould.usc.edu/about/news/?id=5002). Gould Preview takes place two weeks before fall classes begin and requires planning and preparation during the summer.

The Director Role

The Director is the faculty member responsible for overseeing ASP. The responsibilities of the position include the following.

Program Development

The Director is expected to keep abreast of developments in ASP pedagogy and bring fresh ideas to the program with the goal of optimizing the program and its offerings. To serve this goal, the Director must continually assess the ASP curriculum and programming and modify it as needed.

The Director is also expected to stay abreast of efforts to modify the California Bar Exam and the Uniform Bar Examination (UBE) to ensure that ASP is prepared to address any changes.

Program Supervision

The Director oversees and mentors the ASP Assistant Director, a faculty member who also supports the program by teaching Topics in Legal Analysis and other ASP courses, counseling students in ASP, and assisting with ASP programming. The Director also hires, trains, and supervises the Academic Success Fellows, upper-division students who mentor first-year students.

Teaching

The Director is responsible for teaching Legal Analysis of Evidence in the fall semester. Although Legal Analysis of Evidence is a two-unit course, it meets for 150 minutes a week to give students time to write practice exams in class. Teaching the course involves giving regular feedback on the students’ written work. The Director is also expected to teach one additional three-unit spring course (whether in the ASP program or not).

Counseling

The Director meets regularly with students and counsels them regarding academic, analytical, and study skills, as well as course selection and preparation for the Bar Exam.

Programming

The Director is responsible for developing and running ASP programming, including 1L workshops and practice-exam sessions. The Director is also responsible for organizing and running the Gould Preview program and supporting other 1L orientation activities.

Collaborating with Others Who Support Students

The Director collaborates with the Dean of Students and the first-year faculty to identify students in need of academic support and other resources. The Director also communicates regularly with the Registrar’s office concerning academic scheduling issues that arise in student counseling sessions.

Participating as a Faculty Member

The Director participates in committee work and other service activities expected of Gould faculty.

Requirements:

A J.D. degree from an ABA-accredited law school, prior law teaching experience, substantial experience in academic support or teaching legal writing, and familiarity with academic support pedagogy.  

The Director must have a keen interest in academic support and bring energy and innovation to the program. The Director must also have excellent oral and written communication skills with strong attention to detail; excellent writing and editing abilities; sound legal skills and knowledge; an affinity for counseling and mentoring students; strong people skills; cultural competency; strong public-speaking skills; and excellent time-management and organizational skills. The position requires the ability to establish and maintain cooperative working relationships within a diverse environment, including the ability to motivate and manage those who teach in ASP and work productively with others at the law school who support students. Relevant teaching experience (e.g., legal writing) and experience as a practicing attorney are strongly preferred.

Compensation and Benefits:

The University of Southern California offers a competitive salary within an academic environment based on the candidate’s experience and accomplishments. The university also offers excellent benefits, described here: https://employees.usc.edu/full-time-faculty-staff/

Applying for this Position:

Please submit a CV/resume, statement of interest, one or more sets of sample teaching evaluations, and names and contact information for three references. Applications should also include a succinct statement on fostering an environment of diversity and inclusion.

Applicants are encouraged to include in their statement of interest their own vision for ASP.

Equity, diversity, inclusion, opportunity, and access are of central importance to the Gould School of Law. Gould holds a unique position in society, and within the university, as every aspect of these principles are influenced by and can be protected through legal rules and institutions. At Gould, we are proudly committed to maintaining a community in which each person respects the rights of others to live, work, and learn in peace and dignity, to be proud of who and what they are, and to have equal opportunity to realize their full potential as individuals and members of society.

Assistant Dean of Academic & Student Services at Penn State

• Penn State Dickinson Law, located in Carlisle, PA, is seeking an Assistant Dean for Academic and Student Services. The Assistant Dean for Academic and Student Services provides leadership and vision in support of the law school’s commitment to antiracism and mission to prepare students to practice greatness. The Assistant Dean is charged with ensuring a superior educational experience for all students. Reporting directly to the Dean, this position is responsible for academic advising and personal counseling, student life initiatives, strategic planning, community engagement, and best practice administration.

  Job Responsibilities:

  • Addressing academic, personal, and professional issues that arise during law school, including managing disability accommodations, mental health resources, culture and climate concerns, personal counseling, and more.

  • Providing leadership and direction to the law school’s student organizations and their extracurricular activities.

  • Organizes critical student events throughout the year such as Orientation, Commencement, diversity and inclusion initiatives, and wellness programming.

  • Involved when matters arise with potential Honor Code, Code of Student Conduct, or other disciplinary violations.

  • Manages the Assistant Director of Student Services and coordinates with the Director of Academic Success and Bar Passage.

  • Work closely with the Associate Dean for Academic Affairs, the Associate Dean for Admissions & Financial Aid, the Financial Officer, and the Associate Dean for Administration.

  • Serves as the principal liaison between the administration and faculty, and students, providing leadership and strategic direction to ensure a positive student experience.

  • Expected to provide strategic leadership and oversight of student services provided at the law school.

  • Manage the first-year orientation program, transfer and visiting student onboarding, faculty advisor programs, and commencement; oversee internal communication and the Student Academic Handbook.

  • Interpret and ensure compliance with ABA Standards, the Law School’s Honor Code, the Code of Student Conduct, FERPA, and other applicable federal, state, and local laws; provide support for reporting required by the ABA, State Bars and Boards, and US New and World Report.

  • Facilitate the review and resolution of student complaints and issues.

  • Collaborate with the Office of Career Services on the implementation of strategic goals to support professional development and academic success; partner with the Financial Officer to develop an annual budget and operating plan that supports mission strategic goals and core values.

  • Provide direction to law-school contracted mental health professionals and promote available counseling and crisis resources.

  Additional Responsibilities:

  • Maintain a regular schedule of student appointments, providing individual counseling on a variety of student issues and concerns; expand web-based academic advising resources.

  • Develop a wide range of programs that enhance students’ academic experience; collaborate on resources and programs for academic support and bar preparation, including services to students whose performance indicates an opportunity for improvement.

  • Advise the graduate education administrator on initiatives for LL.M. and S.J.D. students.

  • Oversee all student conduct, discipline, and grievance proceedings; and provide advice on character and fitness matters related to bar qualification. Other related duties will be assigned as necessary by the organization.

  • Work with law school leaders to create an engaged, inclusive environment for students.

  • Be a liaison to other campus offices serving student needs to ensure the comprehensive administration of services and resources to law students.

  • Serve on law school task forces, standing committees, and advisory groups, and participate in the ongoing development and evaluation of law school policies, services, and systems.

  • Work with faculty and administration to identify and address problems arising within the student learning environments, social communities, or co-curricular activities.

  • Work closely with individual students and student groups to cultivate and enhance the diversity, equity, and inclusion of the law school community.

  Typical Education & Experience:

  • Juris Doctor; at least five years of progressively responsible related work experience (for example, in higher education student services, counseling, student advisement, law, or similar fields)

  • Exceptional written, verbal, organizational, and interpersonal skills.

  • Strong computer skills including but not limited to the Microsoft Office Suite of applications; demonstrated ability to work well with a diverse population.

  • Ability to collaborate across organizational boundaries; ability and willingness to adjust to changing priorities on very short notice.

  • Ability to manage multiple projects with varying deadlines; and ability to maintain confidentiality and use discretion.

  • Experience with the administrative structure of a large university is desired.

  The Assistant Dean must be familiar with pedagogy, curriculum design, and learning theory to collaborate on student learning and bar preparation advising with the faculty. In addition, this position is the Dickinson Law liaison with campus-wide offices, including the Counseling Center, Disability Resources, Behavioral Threat Management Team, Student Conduct, Title IX Office, Affirmative Action, Coalition for Diversity, Equity, and Inclusion, and more to ensure that students receive the full spectrum of services available through the university.

  The Pennsylvania State University is committed to and accountable for advancing diversity, equity, inclusion, and sustainability in all of its forms. We embrace individual uniqueness, foster a culture of inclusion that supports both broad and specific diversity initiatives, leverage the educational and institutional benefits of diversity in society and nature, and engage all individuals to help them thrive. We value inclusion as a core strength and an essential element of our public service mission.

  Job Posting located here.

Atonement

We all make mistakes. We have all made mistakes that have inadvertently or thoughtlessly hurt others and ourselves. In this season of atonement (Yom Kippur was on Wednesday), we are supposed to confess our misdeeds, ask for forgiveness, and most importantly forgive those who have apologized to us. Forgiveness is a power we all have, but unlike some other super-powers (like laser eyes and Hulk-like strength), it is one we should never use sparingly.

I spend a lot of time telling students to give themselves a little grace. I am guessing we have all told students that they need to stop beating themselves up over the circumstances (or actions-or omissions) that led them to academic distress. Owning whatever the issue was is a great first step but dwelling in the shame of it is not a productive way to achieve success. That being said, I also think that students who do not own their role in getting into academic distress--people who blame the professor, the administration, or anything else without taking on some of the accountability--are less likely, in my experience, to turn things around. We can only change what we control-and if the circumstances that led to academic distress are out of their control, they cannot plan to do better.

One of my favorite traditions of Yom Kippur is something called tashlich where we symbolically cast our transgressions of the past year (in the form of bread) into a body of water (for my family, the Muddy River in Boston). I always joke that our local geese are extremely cranky from having eaten all those sins[1]. It is an exercise in physically controlling our errors and then not letting them take up space in our lives anymore. Does it mean that throwing bread into a river will change your life if you’ve, let’s say, committed murder? Absolutely not. But it does let you give yourself some grace from smaller errors-even where the person who was affected has not used their super-powers to forgive you.

To that end, I will throw my breadcrumbs of misdeeds out to you all and ask for forgiveness. And I will also engage my super-power to forgive others, even those who have not asked for it. I cannot control how others have behaved, but I can control whether or not I let it live in my head, so consider my forgiveness an eviction notice.

(Liz Stillman)

 

[1] I will also always answer the question of how my holidays were with, “Sho-far, sho-good.” You’ve been warned.

What to Expect When Your Loved-One is Expecting Bar Results!

Here's a terrific handout for bar takers to share with loved-ones as bar exam results are released (created by the Young Lawyer's Division of the Center for Legal Inclusiveness, Chair Marika Rietsema Ball, Esq.):

Academic and Bar Support Scholarship Spotlight

Ashely London (Duquesne), Who Watches the Watchmen? Using the Law Governing Lawyers to Identify the Applicant Duty Gap and Hold Bar Examiner Gatekeepers Accountable, __ Mich. St. L. Rev. __  (forthcoming 2022).

From the abstract:

The legal profession holds lawyers to high standards in their personal and professional lives and expects aspiring members to follow the ethical rules with scrupulous precision and candor. Yet the profession, and those monitoring admission to the profession, afford no protections or recourse to this class of young professionals during that critical period between graduation and successful bar passage.

Without reform, this previously unacknowledged duty gap will continue to demoralize and potentially harm future lawyers and reflect negatively on the profession as a whole. Supervising bodies, discussed within, treat applicants as if they have already committed an ethical breach. Indeed, applicants are charged with meeting standards strikingly similar to those required for lawyer reinstatement after disciplinary action. Throughout the licensing process, duty remains a one-way street with applicants bearing the burden of compliance.

This ethical duty gap was laid bare as these self-appointed supervisory bodies- boards of law examiners across the country, displayed a deeply entrenched commitment to a gatekeeping function by maintaining rigid and opaque lawyer licensing procedures as they administered the bar examination multiple times in the midst of the COVID-19 pandemic. Many boards made decisions putting the health, safety, and emotional well-being of bar applicants at risk, and in some instances prevented applicants’ exam scores from being portable. Times such as these have historically prompted changes to the ABA Model Rules of Professional Conduct.

What the Covid-19 bar exam crisis has revealed is an uncomfortable truth: the legal profession appears to exhibit a marked lack of compassion, fairness, and ethical obligation to bar applicants in the period between graduation and licensure. The newest members of a so-called noble profession appear to be owed fewer duties than a potential client by every entity involved in the lawyer licensing process, and have little to no recourse to have their complaints heard or addressed.

This truth is shaking the foundations of the law licensing system, and applicants and others are calling for reform. Yet, on an individual basis, many boards of law examiners across jurisdictions cling to the status quo, or adopt the Uniform Bar Examination (UBE). Promulgated by the Madison, Wisconsin-based non-profit organization the National Conference of Bar Examiners (NCBE), the UBE is written by psychometricians whose duty is to maintain the statistical reliability of its product, and whose transparency is limited due to its nonprofit status. Boards of law examiners give broad deference to the NCBE, even though the company is not subject to actionable ethical oversight by the jurisdictions that employ it – not in regard to its business practices, profitability, or code of conduct.

Bar applicants, meanwhile, lose the protection of being enrolled in ABA-accredited law schools. The commercial bar preparation companies they are forced to employ do not owe any ethical duties to applicants either, as most are privately-held companies who bind users with arbitration clauses, choice of law provisions, and threats of reporting applicants to their jurisdiction’s board of character and fitness if products are misused.

This article calls attention to the duty gap between bar examiners, the legal profession, and aspiring lawyers, identifying and scrutinizing its genesis and presence. It also suggests bar reform is best achieved through greater oversight of the lawyer licensing process by current members of the profession, and insists jurisdictions treat bar applicants with the duties prescribed by the rules of professional conduct. Who watches the watchmen? In a self-regulating profession, we all do.

[Posted by Louis Schulze, FIU Law]

Tenure Track Position at Widener

Widener Law Commonwealth welcomes individuals with expertise in promoting student success to apply for a tenure-track position. We are seeking an individual to direct our academic and bar success programming beginning in the 2023-2024 academic year. This individual will be responsible for developing and implementing courses and programs that foster student success from orientation through bar exam preparation. This is a tenure-track faculty position.

Established in 1989, Widener Law Commonwealth is an independently accredited law school within Widener University. Located in Harrisburg, PA, the law school’s location in the capital of Pennsylvania provides impactful experiences for both our faculty and students. The law school is situated in one of the fastest growing areas of the state. Harrisburg provides many cultural amenities and outstanding access to outdoor activities. Additionally, it provides a reasonable cost of living and a strong job market.

WLC is a dynamic community of teachers and scholars. We pride ourselves on our dedication to our students, our engagement with teaching, and our scholarly impact.

The law school is committed to fostering an environment in which faculty, staff, and students from a variety of backgrounds, cultures, and personal experiences are welcomed and can thrive. Faculty and staff are active participants in our work to enhance diversity, equity, and inclusion. We welcome applications from persons of color, people with disabilities, veterans, women, members of the LGBTQ+ community, and other members of historically disadvantaged groups.

We are looking for candidates with knowledge of best practices in academic success and bar exam preparation, commitment to excellence in teaching, and potential to be productive scholars. Candidates must possess at least a JD degree or its equivalent. Please submit a cover letter, CV, and list of three references to the Appointments Committee at [email protected]. Please contact Professor Susan Raeker-Jordan, Appointments Committee Chair ([email protected]), with any questions. Applications will be considered on a rolling basis, and we encourage applications by November 1.

2 ASP Positions at New York Law School

New York Law School is hiring to fill 2 bar prep positions on its very well-supported Academic and Bar Success initiatives team. One is an Assistant Dean position; the other, an Associate Director position. Ideally, the school would like for the new hires to be able to start in January 2023. They will consider applications on a rolling basis, but they would prefer that they be submitted before the end of October 2022 to ensure they receive full consideration.

 

Application materials for either position should be sent to [email protected]. This includes NYLS's employment application form.

Assistant Professor of Lawyering Skills at Western State

Western State College of Law at Westcliff University Faculty Hiring Announcement 

Assistant Professor of Lawyering Skills--Academic Success Program 

Western State College of Law (WSCL) at Westcliff University invites applications for an Assistant Professor of Lawyering Skills in our Academic Success Program beginning July 1, 2023. Candidates should have a record of academic excellence, experience in supporting student-centered learning, and a commitment to supporting the success of students from a diverse range of backgrounds. The Academic Success Program seeks candidates who are enthusiastic about teaching and supporting students from orientation through the bar exam. This position is designed to lead to a long-term contract that culminates, after five years of meeting standards in terms of teaching, service, and professional development, in successive five-year contracts with voting rights (on everything but promotion and tenure issues). We are particularly interested in candidates who will enrich the diversity of our faculty and welcome applications from women, underrepresented minorities, persons with disabilities, LGBTQI+ individuals, veterans, and others whose backgrounds, experiences, and viewpoints would contribute to the diversity of our institution. 

WSCL is located in the city of Irvine, California – close to miles of famous beaches, parks, recreation facilities and outdoor activities as well as the many museums, music venues, and diverse cultural and social experiences of greater Los Angeles. 

Founded in 1966, WSCL is the oldest law school in Orange County, California, and is a fully ABA approved for-profit, private law school. Noted for small classes and personal attention from an accessible faculty focused on student success, WSCL is proud that our student body is among the most diverse in the nation, with a majority of our students from minority backgrounds. In our 50+ year history we have nearly 12,000 alumni and have had over 150 judges elevated to the bench. Our alumni are well represented across public and private sector legal practice areas. 

WSCL is committed to providing workplaces and learning environments free from discrimination on the basis of any protected classification including, but not limited to race, sex, gender, color, religion, sexual orientation, gender identity or expression, age, national origin, disability, medical condition, marital status, veteran status, genetic marker or on any other basis protected by law. 

Confidential review of applications will begin immediately. Applications (including a cover letter, complete CV, teaching evaluations (if available), a diversity statement addressing your contributions to our goal of creating a diverse faculty, and names/email addresses of three references) should be emailed to Professor Susan Keller, Chair, Faculty Appointments Committee: [email protected]. For more information about WSCL, visit wsulaw.edu. 

Director of Academic Success at LMU Loyola

LMU LOYOLA LAW SCHOOL invites applications for a full-time position of Director of Academic Success to lead Loyola Law School’s Academic Success Program (ASP), which helps JD students, especially those who are struggling academically, succeed in law school and graduate. The Director of Academic Success reports to the Associate Dean for Faculty and collaborates with various departments and directors, including the Associate Dean for Equity and Inclusion and the Director of Bar Programs, as well as the faculty who teach in the Program. Responsibilities of the Director of Academic Success include:

• Providing academic support and counseling to ASP students and students who are at academic risk on a range of issues including law school skills, academic policies, graduation requirements, and course planning.
• Developing and implementing academic success programming, including but not limited to workshops for 1Ls on law school skills and individual or group meetings with ASP students and students who are at academic risk to help them improve their academic performance.
• Teaching and coordinating the curriculum for Loyola’s one-semester, 3-unit Law & Process course, which teaches legal analysis, examination, and practice skills in the context of the study of privacy torts and is designed to build law school and bar examination skills. Law & Process faculty collaborate to ensure a uniform core curriculum and assessment approach but retain substantial academic freedom to develop and teach their own classes. Depending on the interest of the candidate and needs of the law school, the teaching package could also include teaching Legal Research and Writing (LRW), a 4-unit year-long course that introduces 1Ls to legal research, writing, and analysis.
• Teaching in Loyola’s three-week Summer Institute Program, which is an academic program during the summer for approximately 40 incoming students that builds essential law school skills (i.e., legal reasoning, analytical skills, and writing skills) and develops a sense of community among students and faculty.
• Collecting and analyzing data and developing reports regarding the academic performance of ASP students including assessing student performance, effectiveness of academic interventions, and graduation and retention rates.
• Developing a comprehensive communication strategy to inform JD students about ASP workshops, resources, counseling, and requirements, including developing and maintaining content for the ASP webpage.

Minimum Qualifications

• JD from an ABA-accredited law school and admission to a state bar.
• Three to five years of practice and/or teaching experience.
• Ability to handle confidential information, exhibit good judgment, communicate clearly and effectively, and work collaboratively with a diverse community of students, faculty, staff, and external audiences.
• Strong analytical and problem-solving skills.
• Ability to manage multiple competing priorities and meet deadlines.

Preferred Qualifications

Strong preference will be given to candidates with the following qualifications and experience:

• Experience in academic support programs at the law-school level.
• Ability to think imaginatively and critically about techniques to improve law students’ academic performance, and to design, implement, and manage innovative programs to promote that performance.
• A strong understanding of the conceptual frameworks of growth mindset, stereotype threat, and belonging.  

Salary and rank are commensurate with experience. 

 

Loyola is in the middle of Los Angeles’ thriving academic, cultural, and commercial center.  Our network of almost twenty-thousand alums has consistently yielded the highest number of Superior Court judges in the state and Southern California’s highest number of Super Lawyers. For more, see www.lls.edu.  We boast over twenty live-client clinics and an award-winning trial advocacy program.

 

Applicants should submit a cover letter indicating an interest in the position, curriculum vitae, diversity statement, the names of three references, a writing sample, and any teaching evaluations from the last two years via this link.  Applications should be submitted by October 16, 2022, but applications will be accepted and reviewed after that date until the position is filled.  Our goal is to make hiring decisions by the end of 2022. Loyola is an equal employment opportunity institution actively working to promote a diverse learning community.  We are an equal opportunity employer committed to providing an environment free from discrimination and harassment. We enthusiastically encourage all persons of diverse and intersectional identities, life experiences, and beliefs to apply.