Law School Academic Support Blog

ChatGPT, Assessments, and Cheating: Oh my!

Last week I gave a quiz to my undergraduates: 14 multiple choice questions plus a short answer question. It was an open note, open book quiz. I had an honor affirmation at the start of it for those using their laptops for e-textbooks and notes. And there was still cheating. And I am not surprised that there was, but I was surprised at how it happened.

ChatGPT (and other forms of AI bots) are almost all we are talking about as a faculty these days. A student could very easily use one to answer a question on an exam, or to organize and write a paper, and it is extremely difficult to police. Additionally, at my school, we have recently begun slowly switching our platform from BlackBoard to Canvas-and our pilot version of Canvas does not have any anti-plagiarism software attached to it yet. (I miss SafeAssign.) I have asked the bot to do all my written assignments and have them handy for comparisons (and will add them to my platform’s institutional database when we have the software). But here is the real conundrum for law schools: is there any way to assess students that cannot be hacked at this point other than an old school closed book exam? Not every class can use the OG exam format for assessment.

There are, of course, two sides to the debate here: on the one hand, resourcefulness is a skill that we want students to have. We want them to ask the right questions in order to get answers that solve problems. Using a bot certainly can improve those skills. We do not actually have lawyers that to go into any form of legal employment where they will be given three hours, a water bottle, and a proctor in order to resolve a client’s case. We are not sure that the NextGen bar exam will ask anyone to memorize vast swaths of law anymore either.  So, if there is a resource that can be helpful (and it seems at the moment to be free-ish), why not train students to use it? If we are in front of the use --and behind it as well-- then we can frame the appropriateness of the use and have more control over it.

On the other hand, is this what we want our profession to be? Should we aim to be a group of educated and licensed typists? How can we assess learning about the law separate from learning how to use the legal resources available? In some ways, I suppose we all fear being replaced by machines. It is a common science fiction trope. A computer, however, no matter how sophisticated, may never be able to see the nuances of the human condition that a well-trained attorney can. A bot would probably not make a creative argument for a change in the law since they are limited to the existing law and interpretations of it. Can we teach a bot to think like a lawyer? Probably. Can we teach it to have an off the record conversation with opposing counsel that hammers out a better deal because of something that cannot be said in court? Doubtful. There are unique spaces for human attorneys, even in this brave new world.

I suppose we could always ask ourselves how we would feel if our doctors typed our symptoms into a computer and then used what was spit back as a basis for treating us. I’m not sure I would still need a doctor to do that for me. I could also game the system by avoiding telling it about things where the answer they give might frighten me. I could, in short, lie to the bot and get the answer I wanted if I asked it often enough and changed the variables I share. My doctor sees through my bullshit-and that is why I trust her. She knows that I am more than the sum of my parts. Perhaps this gestalt is why human lawyers will always be superior.

In all honesty, I am not sure what the answer is here-there has to be a balance and there also has to be some nimbleness on the part of law schools in finding it-and soon. In the meantime, I keep telling students that I am assessing their knowledge of what we discuss in class rather than their ability to look it up. And that is what I told the student who copied their short answer on the quiz (verbatim) from the textbook. I wasn't expecting outright handwritten plagiarism. I guess we still need to be vigilant at all levels of technology. I told the student that I enjoyed pg. 104 of our textbook as much as they did (which is why it was assigned), but just being able to identify these words as correct is not the same as understanding why they are correct. Parrots may make lovely pets, but they do not make good lawyers.

(Liz Stillman)

Assistant Director of Academic Achievement at Oklahoma City University

OCU School of Law is conducting a search for an Assistant Director of Academic Achievement to with a flexible start date, but preference for no later August 1.  This position will have an opportunity to teach classes, provide voluntary workshops, and work individually with at-risk students.  The Department will have 3 ASPs with programming from pre-matriculation to bar passage.  The AASE disclosure form is attached.  The position description and place to apply is copied below.  If you have any questions, feel free to contact me. 

Posting and Application Portal:  https://careers.okcu.edu/jobs/assistant-director-of-academic-achievement-law-school-oklahoma-city-oklahoma-united-states

Position Summary: 

The Assistant Director supports the Academic Achievement department to train law students for the rigor of law school, the bar exam, and the practice of law with academic workshops, courses, and individual coaching.  The Assistant Director will primarily design and implement workshops for students from pre-matriculation through the second year, supervise Academic Fellows, and provide individual tutoring throughout law school and preparation for the bar exam. 

The Assistant Director reports to the Director of Academic Achievement and collaborates with the Student Success Team in other law school departments.  The Assistant Director is a member of the School of Law staff.  Qualified candidates will be eligible for a faculty appointment as an Instructor. 

The planning start date for this position is August 1st. 

Duties and Responsibilities:

Demonstrate an attitude that reflects the mission and values of the University and School of Law.

• Collaborate with the Director of Academic Achievement to refine, improve, coordinate and direct the program of academic achievement including, but not limited to the summer admissions program, the academic support program, and the bar preparation program.
• Design and implement academic support programming for first-year students, including skills workshops, the academic fellow program, and outreach to at-risk students.
• Collaborates as a member of the Student Success Team to provide programming and support for the overall goal of improving student success.
• Work with the faculty to integrate academic support programming into first-year classes.
• Coordinate and provide tutoring to students in one-on-one and group settings.
• Develop, coordinate, evaluate, and monitor remediation/study plans and activities for individual students.
• Develop, evaluate, and administer the Academic Fellow program, including supervising the academic fellows.
• Coordinate with other departments on student success initiatives, including implementing individual student success plans.
• Teach skills-focused courses as assigned by the Associate Dean for Academic Affairs.
• Other duties as assigned.

Required Skills

• Excellent academic record (transcripts will be submitted with application materials)
• Superior written, oral, and interpersonal communication skills (writing sample will be submitted with application materials)
• Excellent organizational skills
• Demonstrated proficiency with technology including MS Office Suite, Internet, common software/applications, and the ability to acquire new technology quickly
• Commitment to working with a diverse population of students, faculty and staff
• Sensitivity to students with varied learning styles, disabilities, backgrounds, etc.
• Ability to work under pressure
• Ability to build and maintain a rapport with students
• Skill in presenting information, presentations and delivering instruction
• Ability to collaborate effectively with School of Law faculty and administrators
• Proficiency at project management, planning, and developing goals.

Required Experience

• A Juris Doctor degree from an ABA-accredited law school is required.
• A minimum of six months of experience is required.  Experience should be in the areas of academic advising, academic support, teaching (adjunct instruction accepted), and/or tutoring within an ABA-accredited law school.
• A suitable combination of education and experience may be substituted for minimum requirements. 

Epilogue

You took the bar exam! And now . . . the real work begins: Figuring out what to do with your days that are not filled with lectures, reading, practice, and review. Your path moves forward, but for academic support teams at law schools everywhere, we move in circles, in some ways. We are back in the office, continuing with our semesters, and as of this morning we are planning for July.

My law school has an inspiring motto: "protect it, improve it, pass it on." And in that spirit, I ask all who just sat for the bar exam what advice would you pass on to future law students? To current 1Ls, 2Ls, and 3Ls? What do you wish someone told you (or wish that you had listened to when someone told you) as you began or progressed through your law school career? Everyone has helpful advice to share, and so I encourage you to email your school’s academic support team, or maybe the student class leadership, with advice to help smooth the road for those who are coming behind you.

For now, rest, and reflect on the notion that you have achieved something that is the privilege of only a tiny fraction of people on Earth: you completed your undergraduate education, you gained admission into law school, you graduated with a JD, and now you have completed the bar exam. As the dust settles, take a moment to reflect on all your accomplishments, the enormous opportunity you now have to serve the people in your community, to do some good. You are forever an ambassador of your law school and your profession. And no matter what school you attended, law school academic support professionals across the country can’t wait to see what you do next, and all the ways you will help the profession shine.

 

(Lisa DeLaTorre)

2023-2024 AccessLex/AASE ASP Faculty Scholarship Grants - Apply Now!

AccessLex and AASE are pleased to announce that we are accepting applications for the 2023-2024 AccessLex/AASE ASP Faculty Scholarship Grants. Grants of up to $5,000 will be awarded to up to five AASE members to jump-start their scholarly careers. Please apply here by describing your proposed scholarly article in as much detail as possible. The deadline is April 24, 2023.

Full Call for proposals below. Also, if you are hesitating because you are not sure if your idea is fleshed out enough, or maybe you are worried that you haven't published before - please still think about applying! Part of the process includes a mentor that will HELP you start the process!

If you have any questions, please reach out to Ashley London or Cassie Christopher!

AccessLex-AASE ASP Faculty Scholarship Grant: Up to $5,000

Call for Proposals

Due April 24, 2023

Grants:

AASE and AccessLex are dedicated to the academic and bar success of law students across the nation. An important point of this collaboration is to support the scholarship of academic support educators, especially those who are newer to the discipline and face various challenges in getting such support. Launched in 2021, this grant supports scholarship by ASP faculty in any area, with academic support-related articles preferred.

Selection of Scholars:

Scholars will be selected through an application process where applicants must describe their writing topic and explain how the writing relates to their career advancement (directed toward getting tenure, seeking tenure track positions, contributing to ASP scholarship, or other considerations). Applicants need not have a track record of publications; this grant may be used to jump-start an applicant’s scholarship. Applicants must be members of the AASE organization.

The grant subcommittee will use a blind review policy. At all stages of the process, voting committee members will not know the identity and institutional affiliation of grant applicants. Only a designated non-voting person will know the identity of the applicant and will handle applicant communications. You will be asked three questions related to your identity (name, email, and institution) which only the designated person will know. For all other questions, please do not disclose any identifying information. 

Fellowship Program for Scholars:

Upon selection, all scholars will participate in an approximately one-year fellowship program. The fellowship will include two mentors for each scholar to assist the scholar in completing a draft of an article. Scholars will be publicly announced at the annual AASE meeting in May 2023. The culmination of the fellowship will be a “Works-In-Progress” presentation at the May 2024 AASE Annual Conference, with a final draft for publication by December 31, 2024.

Important Dates:

Applications are now open to all AASE members, who can apply here. Applications will be due on April 24, 2023. Grant recipients will be announced at the 2023 AASE Annual Conference. Recipients will present their works-in-progress at the May 2024 AASE Annual Conference. Recipients will have a publishable law review draft on or before December 31, 2024. Grant funds will be awarded to recipients as follows: $2,000 on or near July 1; $1,000 after presenting the work-in-progress at the 2024 AASE Annual Conference, and $2,000 upon submission of a completed article draft in publishable form. (Grant recipients who receive an award but do not complete their project may be required to return the funds to AccessLex and/or AASE.) Grant recipients will be paired with mentors to meet with throughout the process.

For more information, please contact Cassie Christopher at [email protected], Ashley London at [email protected], or Joel Chanvisanuruk at [email protected]. Apply today!

 

(Melissa A. Hale, Ashley London, Cassie Christopher)

Assistant and Associate Professor Positions at Liberty

While these are not specific to Academic Support, they sought applicants with our experience. 

Associate Professor of Law

Liberty University School of Law invites applicants for a full-time associate professor in the residential Juris Doctor program.  The most competitive applicants will demonstrate a commitment to excellence in teaching and possess a strong Biblical worldview.  Additionally, faculty need to passionately support our mission to equip future leaders in law with a superior legal education in fidelity to the Christian faith expressed through the Holy Scriptures.  Liberty University School of Law is part of the broadest community in the world, namely the kingdom of God which encompasses every nation, ethnic group, and language. Accordingly, we welcome and encourage faculty candidates from across this diverse spectrum to apply.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

• Teach first-year, upper division required, and elective classes
• Engage in scholarship
• Mentor students
• Provide timely feedback in the form of assessments, grading, and other requested formats
• Follow guidelines, policies, and procedures as outlined in the faculty handbook

Education and Experience

• J.D. Degree from an ABA accredited law school
• Recognized academic and professional background
• Must give unmistakable promise of ability for excellent teaching, scholarship, service, and ability to work as part of a team.
• At least three years of prior law school teaching experience or at least seven years of practice experience required.
• Clear demonstration of commitment to the mission as evidenced by past scholarship
• Commitment to student mentoring and professional development
• Enthusiasm for working with law students

Interested parties should submit an application here: https://careers.liberty.edu/?job_posting=R0000843

 

 

Assistant Professor of Law

Liberty University School of Law invites applicants for a full-time assistant professor in the residential Juris Doctor program.  The most competitive applicants will demonstrate a commitment to excellence in teaching and possess a strong Biblical worldview.  Additionally, faculty need to passionately support our mission to equip future leaders in law with a superior legal education in fidelity to the Christian faith expressed through the Holy Scriptures.  Liberty University School of Law is part of the broadest community in the world, namely the kingdom of God which encompasses every nation, ethnic group, and language. Accordingly, we welcome and encourage faculty candidates from across this diverse spectrum to apply.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

• Teach first-year, upper division required, and elective classes
• Engage in scholarship
• Mentor students
• Provide timely feedback in the form of assessments, grading, and other requested formats
• Follow guidelines, policies, and procedures as outlined in the faculty handbook

Education and Experience

• J.D. Degree from an ABA accredited law school
• Recognized academic and professional background
• Superior scholarly promise
• Practice and/or judicial clerkship experience
• Experience teaching in legal education is preferred, but not required
• Commitment to student mentoring and professional development
• Enthusiasm for working with law students

Interested parties should submit an application here: https://careers.liberty.edu/?job_posting=R0000657

Assistant Professor of Teaching at Memphis

Memphis is currently hiring an Assistant Professor of Teaching (non-tenure track) to teach academic success and bar support courses and work within our programs. Please see the job description below. They are also hiring for a legal writing professor. I have included the link for that position below. 

Please submit applications via the links below. The primary contact for potential candidates for both positions is the Chair of the Faculty Recruitment Committee, Peter Letsou ([email protected]). 

Assistant Professor of Teaching - Academic Success and Bar Support:

https://workforum.memphis.edu/postings/35237 

The University of Memphis Cecil C. Humphreys School of Law invites applications for a professor to offer programming and teach courses related to Academic Success and Bar Support. The professor will join a collaborative environment and work closely with the Director of Academic Success, the Director of Bar Preparation, and others teaching in the Academic Success and Bar Preparation Program to enhance the associated programming and to develop and/or enhance the curricula for Academic Success and Bar Preparation courses. The professor will teach Academic Success courses and Bar Exam Preparation courses and offer academic advising.

The salary will be $85,000 for a twelve-month appointment. Tennessee has no income tax, and in several different surveys, Memphis consistently ranks among the top ten U.S. cities for low costs of living.

The Law School encourages expressions of interest from candidates whose backgrounds will contribute to the diversity of the faculty.

The position is non tenure-track.

Candidates should have an outstanding academic record and excellent communication skills. Candidates must have a J.D. and bar admission. Candidates should have a strong desire to teach and provide support to first-year and upper-level law students, as well as a desire and ability to work collegially in a collaborative environment. Teaching experience is desired but not required. 

Assistant Professor of Teaching - Legal Writing:

https://workforum.memphis.edu/postings/35235 

 

AASE Beginnings

 

To honor AASE's 10th Anniversary, we want to host some guest blogs about the founding and history of AASE. It seemed only fitting that the first guest blog would go to AASE's very first president, Jennifer Carr!

It was after an LSAC-hosted conference that we first started kicking around the idea of starting our own professional organization.  The whole idea was pretty daunting but when someone said that LSAC likely would stop hosting conferences sometime soon, that (plus a few drinks) encouraged us to dream big.  What if it was a place to present?  What if it was a place where we could be mentored, so that we became better presenters?  What about publications?  Could we have some sort of publication someday?  Oh!  We need an advocacy arm—folks to interface with the National Conference of Bar Examiners, to ask questions and advocate and learn from.  Wait!  What about state bar examiners?  Should we interact with them too?  And what about advocacy with our faculty and our status?  Out of this brainstorming meeting came a plan to have a conference call soon.

Our first order of business was to come up with a name for ourselves.  We knew we wanted something about academic and support.  But what else?  Not all of us have the professor title.  What about professionals?  Well, that didn’t sound quite right.  Professionals…of what type?  We settled on “educators” because we were all educating, in some way or another.  And then were we an organization?  Association?  Ultimately, we decided on the now-familiar Association of Academic Support Educators, AASE for short.  We pronounced it “Ace” and I think a lot of people were thinking of those top pilots from World War I.  Maybe we imagined ourselves advocating for our students, dogfighting for them the way the flying aces did back in the day.  I, however, born and raised in Vegas, was thinking of playing cards and the image of the ace as the top or best card.  And I wanted our organization to be the best of its kind.  (This didn’t stop folks from switching the letters around and asking if we’d really named ourselves “Ass-E”.)

The next year was filled with conference calls as we pulled in more ASP’ers and our ideas and plans grew over time.  First up was our conference.  I went to my boss, Dean Nancy Rapoport, who agreed we could host a conference.  We kicked around ideas of things we’d seen at other conferences to get ideas about how we’d like our conference to look.  We talked to various vendors to set up a venders area.  We put together little goodie bags.  We agreed we wanted some times together (plenaries) and some sessions for new ASPers specifically, along with some for more seasoned ASPers, so we had tracks.  But we also wanted community building activities, since we all agreed that some of the most useful parts of conferences past had been the connections we made and the chance to ask a quick question.  We hoped to make the conference a yearly thing.

And when the conference was over, we didn’t want our work to end.  We wanted to continue with a salary and title survey, so we could get a sense of positions, titles, and pay across the nation.  What about a website with a repository of ASP resources?   We were partly borrowing from other similar organizations (What was LWI doing?) but we were also unfettered by previous traditions and willing to try just about anything. 

Over time, I’ve watched as this organization that was thrown together with a willingness to try things, see if they’d fly or fail, comprised mostly of hopes and dreams, has grown to—and beyond—what we’d hoped of it.  And I couldn’t be prouder of it, or us.

37 Pages of Love

I have spent the last few months helping to draft an internal document for my law school that is supposed to evaluate the current state of the entire upper-level curriculum and make some recommendations based on those assessments. I will preface my list below by stating that my school has been amazingly cognizant of the issues we’ve raised, but my little committee also did some outside research that identified these general issues. Writing this report has been both an overwhelming and incredibly nebulous task, but here are some things I’ve learned on the way to dropping off those 37 pages of love off to the higher powers:

1. Some of our recommendations aren’t going to matter much if the NextGen bar exam is adopted by our state bar. No one will need to take Secured Transactions anymore….
2. Students in academic distress will tend to stay there (Newton’s Law of Academic Warning?) because while we are (understandably) concerned about them passing the bar, we are sending them to classes that are quite similar to the ones that caused the initial distress. More big classes where the curve is required are not the answer to doing poorly in big classes where the curve is required. It is like giving students who are stuck in a ditch a shovel rather than a ladder.
3. We should try to ensure that every student, and especially those in academic distress, has as many different types of legal instruction as possible: doctrinal, skills-based, experiential, transactional, etc. Students who are limited will not see themselves as lawyers, just mediocre law students. This isn’t good for their confidence while still in law school and it could honestly exacerbate mental health issues. If a large class, with a curved exam, that employs lectures doesn’t work for a student, why make that a big chunk of what they need to take to continue in law school?
4. Smaller classes would most likely benefit both students and faculty. I think this is particularly true of classes required for students in academic difficulty, but I do not want my report to be the reason our Dean is sneaking out of the building to buy lottery tickets. Sure, more funding for all of this would be great, but then law school tuition would be out of reach for most and that is exactly what we are trying to avoid.
5. While writing this report was time-consuming and sometimes frustrating, it is worthwhile to take the time to see where we are and make recommendations (big and small) that can take us to a better place. Sure, some of what we recommended was purely aspirational, but if the Dean gets the Powerball jackpot, you never know what is possible….

(Liz Stillman)

Lone Star Regional Writing Conference Proposals

Texas Tech Law and the University of Houston Law Center are hosting the Lone Star Regional Legal Writing Conference in Lubbock, TX on April 14 & 15.

You need not be a Texan to attend!  They are currently accepting presentation proposals, which can be submitted at law.uh.edu/lonestar/ Any and all legal writing-related proposals are welcome.

Grace, flexibility, and accountability

I've recently experienced that sense of wasted opportunity and loss that comes from learning way too late that a student missed an assignment for a reason that would have warranted an extension to make it up, if only the student had let me know what was going on. The pedagogical moment has passed, and accepting the make-up work for points does not really make sense. Shortly after, I received Inside Higher Ed in my morning inbox, with a relevant opinion piece, Balancing Self-Care With Accountability, by Betty-Shannon Prevatt and Pamela Norcross.

Not everything in the piece is strictly applicable to law school academic support, but the general concepts spoke to me. In particular I was struck by, "Faculty members can help students by reinforcing the ideas that grace and flexibility are often the by-products of good communication and early effort." A concept so simple, so easy to reinforce in class, and with so much potential to serve our students.

https://www.insidehighered.com/views/2023/02/07/four-ways-professors-can-balance-self-care-accountability-opinion?mc_cid=cfea8dd4fa&mc_eid=10928a85ef

 

(Lisa DeLaTorre)

 

Academic and Bar Support Scholarship Spotlight

Some very important work recently uploaded to SSRN:

1.  Salinas, O.J. (UNC), Secondary Courses Taught by Secondary Faculty: A (Personal) Call to Fully Integrate Skills Faculty and Skills Courses into the Law School Curriculum Ahead of the NextGen Bar Exam, 107 Minn. L. Rev. __ (2023).  

From the abstract:

Using the casebook method as the primary teaching tool for training future lawyers, particularly during the first year, encourages ostracism. It can create a situation where students feel quickly separated into a “you do belong here” or “why are you here?” bucket. Those students who are strong oral communicators that can think quickly on their feet, or those whose identities and perspectives mirror the majority, can feel somewhat empowered and further accepted. They are placed into the “you do belong here” bucket. Those who are not are left on the sidelines watching the law school game and questioning whether law school and the legal profession are right for them. I felt like I was on the sidelines when I was in law school. And, like many faculty who teach skills courses in the legal academy, I have experienced what seems like teaching and working from the sidelines.

This semiautobiographical Essay provides an opportunity for faculty and administrators to better recognize when they may be working with students who feel like they are on the sidelines. The Essay also encourages law school faculty and administrators to reevaluate how they support skills training and treat and value faculty who teach skills courses.

Part I of the Essay summarizes my personal experience and struggles in (A) the traditional law school classroom, where only certain skills and experiences seemed to be valued and appreciated, and (B) the legal academy, where I may often be considered a secondary faculty member teaching secondary courses. Part II of this Essay discusses how the increased efforts by law schools to expand experiential learning created more opportunities for students to connect doctrine to the practice of law while, unfortunately, solidifying the disparate treatment of skills faculty. Part III concludes that the incorporation of skills assessment into the NextGen bar exam is an appropriate time for law schools to reevaluate and restructure how their law school curriculum advances the training of practical lawyering skills and how their law school administration and doctrinal faculty value and support faculty who teach skills courses.

2.  Szto, Mary (Mitchell Hamline), Barring Diversity? The American Bar Exam as Initiation Rite and its Eugenics Origin, 21 Conn. Pub. Int. L.J. 38 (2022).

From the abstract:

According to the 2020 census, the US population is over 42% minorities. However, only 14% of the legal profession is. In 2020 the American Bar Association released data that the first-time bar exam pass rate was 88% for Whites, 80% for Asians, 78% for Native Americans, 76% for Hispanics, and 66% for Blacks.

Initiation rites often involve a separation from society, a liminal period, an ordeal, and then reincorporation into society. The bar exam follows this pattern. However, many minority candidates cannot afford months of unpaid isolated study, much less further bar attempts.

Racial disparities in first time bar passage rates are not coincidental, but rooted in the eugenics origin of the bar exam. Bar admissions standards arose amid teachings about Anglo-Saxon white supremacy in the late 1800s and early 1900s. Eugenics theory was then mainstream science and held that non-whites should be denied access to property ownership, education, and the legal profession. Minorities were excluded from most law schools, and there was widespread fear of immigrants diluting the US white population and the legal profession.

Eugenics-inspired federal redlining policies from the 1930s also led to huge racial wealth gaps then and now. Homeownership is the chief way Americans build intergenerational wealth. Redlining prevented non-whites from owning homes by blocking access to federally subsidized home mortgages. Thus, in pre-pandemic 2019 White families had eight times the wealth of Black families and five times the wealth of Hispanic families. Therefore, to diversify the legal profession, we must acknowledge this eugenics history and racial wealth gap and institute the diploma privilege, or create sequenced open book bar exams or other alternatives that do not require costly isolated study and bar preparation courses. Healing reform will help all candidates, and the public we serve.

[Posted by Louis Schulze, FIU Law]

Here we go again...

This morning I got an email saying. “In 1 week, your Dependent child will reach the age limit for Health Care. At this time, you will be asked to remove them from your benefit elections.” Sigh. Considering it has been exactly thirteen years since this child’s Bat Mitzvah (the coming of age of her coming of age?), I guess I shouldn’t find this email surprising. But I am a little gutted nonetheless.

This past weekend, in the final year of a twelve year run at our local high school, I was in the auditorium catching another great musical while thinking, what will I do with myself when I really don’t belong here anymore? I have worked on the after the prom party for ten years. I have fed student journalists, actors, fencers, runners, swimmers, and field hockey and ultimate players. I have organized carpools, box offices, galas, and bake sales. I have driven around the area a million times with a car full of kids (and swords!).

I think that is why I like teaching. I never need to leave school if I work here. I also teach undergrads, and in the moments when I wonder how I will manage when my youngest, currently a senior in high school, is in another faculty member’s class somewhere, I am grateful for their energy-even if it can be annoying sometimes. Actually, maybe especially when they are unruly, or they roll their eyes at me.

What does this have to do with academic support? Not much, except I am an ASP professional who now gets teary when I get the weekly PTO emails from the high school. I know that the cost of caring about students (or a school) is letting them go at graduation. To quote ABBA, “Mamma mia, it's a game we play/Bye-bye doesn't mean forever.”

Maybe I’ll get a puppy….

(Liz Stillman)

Director of Academic Excellence at Duquesne Kline

Thomas R. Kline School of Law of Duquesne University invites applications for the position of Director of Academic Excellence and Assistant Professor of Legal Skills to begin July 1, 2023. The successful candidate will be appointed to a 12-month, renewable, 405(c), non-tenure-track position.

The Director of Academic Excellence is responsible for designing, implementing, and administering a program of academic support benefiting all law students, especially those students in their first and second year of study, enabling them to succeed throughout law school. As a full-time faculty member, the Director will teach courses designed to introduce, reinforce, and develop skills to enable students to be successful in law school and beyond. The Director of Academic Excellence will also work with students one-on-one to provide individualized instruction and coaching. The Director of Academic Excellence works closely with the Bar Studies Faculty and the Legal Research and Writing Faculty to provide a comprehensive instruction. 

 The Director will administer the JD Jumpstart program for incoming students and facilitate workshops in the fall semester for 1L students. The Director will also teach the Advanced Legal Skills course for 1L students and teach the Advanced Legal Reasoning course for 2L students, and may also have other duties consistent with their role and the overall goals of the Law School, including, but not limited to, advising students, serving on law school committees, teaching other courses focused on professional skills or other courses supporting the law school curriculum

As a condition of employment, Duquesne University requires all new employees —full-time and part-time, including adjunct faculty—to get a COVID-19 vaccine and provide proof of their vaccination upon commencement of employment.

New employees requesting a religious or documented medical exemption from the vaccine must complete and submit a Duquesne University exemption request form for review and approval. To receive the appropriate exemption request form, contact [email protected]. Employees with approved exemptions will be required to be tested on a regular basis.

. 

Qualifications

Juris Doctor from an ABA-accredited law school.

Superior academic credentials.
 

PREFERRED QUALIFICATIONS:

Experience in a law school academic support or bar studies program.

Law school teaching experience in academic support, clinical education, bar preparation, legal writing, or some other capacity that required an emphasis on analyzing and applying the law or teaching professional skills.

Excellent written, verbal, and interpersonal skills.

Strong organizational skills and an ability to work with a wide range of stakeholders.

Alternately, the successful candidate may possess any equivalent combination of experience and training, which provides the knowledge, skills and abilities required to perform the essential job functions.  This includes commitment to the University’s values of diversity, equity and inclusion, and recognition of the importance of treating each individual with dignity and respect consistent with the University’s Mission.  Additionally, applicants must have demonstrated experience with, and understanding of, the broad diversity of the University community (students, faculty, staff and others).

Ability to establish and maintain effective working relationships with the University Community.

Ability and willingness to contribute actively to the mission of the University and to respect the Spiritan Catholic identity of Duquesne University.  The mission is implemented through a commitment to academic excellence, a spirit of service, moral and spiritual values, sensitivity to world concerns, and an ecumenical campus community.
 

Application Instructions

Applicants are asked to submit a cover letter, resume, and contact information for three professional references here.

Duquesne University is committed to attracting, retaining, and developing a diverse faculty that reflects contemporary society, serves our academic mission and enriches our campus community. As a charter member of the Ohio, Western PA and West Virginia Higher Education Recruitment Consortium (HERC), we encourage applicants from members of underrepresented groups, and support dual-career couples.

Founded in 1878 by its sponsoring religious community, the Congregation of the Holy Spirit, Duquesne University is Catholic in mission and ecumenical in spirit. Its Mission Statement commits the University to “serving God by serving students through commitment to excellence in liberal and professional education, through a profound concern for moral and spiritual values, through the maintenance of an ecumenical atmosphere open to diversity, and through service to the Church, the community, the nation and the world. Applicants for this position should describe how they might support and contribute to the mission.

Motivated by its Catholic and Spiritan identity, Duquesne values equality of opportunity both as an educational institution and as an employer.

Applicants with questions about the position may contact the chair of the Faculty Recruitment Committee, Professor Bruce Ledewitz, at 412-396-5011 or [email protected].

Executive Director of Bar Preparation at CUNY

City University of New York (CUNY) School of Law seeks highly qualified and innovative candidates for the

position of Executive Director of Bar Preparation and Licensing Programs. CUNY School of Law is a national

leader in progressive legal education with a dual mission of training a diverse group of students to become

excellent public interest attorneys and providing access to the profession for members of historically

underrepresented communities. As part of its mission, the School prepares students to practice "Law in the

Service of Human Needs," including intensive license preparation.

 

The Executive Director of Bar Preparation and Licensing administers various programs to full-time and parttime

graduating law students who are preparing for a license to practice law. They lead the development,

implementation and assessment of programs and services to produce high-quality bar exam results and meet

other strategic goals. They collaborate with different departments and external vendors, and oversees staff,

budget, and operations.

 

Reporting to the Senior Associate Dean of Academic Affairs, the Executive Director of Bar Preparation and

Licensing Programs will be responsible for the success of various operations and programs related to licensure.

They will:

Administer bar support and training programs

Train and supervise faculty and adjuncts for bar preparation teaching

Oversee the bar mentor program

Oversee the recruitment and training of bar graders

Incorporate state and judicial requirements for admission to the bar in the programs

Be responsible for implementing emerging strategies and methodologies for bar preparation

Administer budget, operations, and materials for the program

Executive Director of Bar Preparation and Licensing Programs duties include, but are not limited to:

As the lead administrator of the bar preparation program, prepare and oversee the implementation of

plans, budgets, data, and other reports for institutional assessment of the program

Design and implementation of current curriculum to prepare for the Uniform Bar Exam (UBE) in New

York and other jurisdictions

Ensure new curriculum for New York-specific examination requirements are incorporated in the

programs on a regular basis

Train faculty and adjunct teachers in course content and teaching methods related to CORE Doctrine and

Applied Legal Analysis, the Law School’s intensive bar preparation courses

Supervise the law school’s innovative Bar Mentor Program to prepare for winter/summer bar examination

Develop specific bar preparation methodologies to assist law school’s part-time Program students

Provide faculty support through presentations and workshops on topics related to the bar exam and

integration of bar skills into doctrinal coursework

Work with other academic support units to synchronize exam writing methodologies across departments

Coordinate and implement New York State’s other licensing requirements, including: Law School Bar

Certification for character and fitness, Pro Bono requirements for law student applicants, skills

competency and professional values requirements for admission to the New York Bar, and other

requirements as needed

Stay current on emerging pedagogies related to all aspects of bar exam preparation

May provide instruction in bar preparation, as needed

Responsible for purchasing/procurement and interaction with bar exam preparation vendors

This position may require evenings and weekends.

 

QUALIFICATIONS

This position is in CUNY's Executive Compensation Plan. All executive positions require a minimum of a

Bachelor's degree and eight years' related experience. Additional qualifications are defined below.

J.D. degree

Law school teaching experience and bar preparation teaching experience

In-depth knowledge of legal writing, traditional and innovative law school curricula, and academic

support issues are a plus.

Excellent oral and written communication skills, as well as a proven record of accomplishment working

in multi-racial and multicultural institutions.

Strong interpersonal skills are highly desirable.

 

CUNY TITLE

Professional School Assistant Admin

COMPENSATION AND BENEFITS

$138,512-$150,000

Salary commensurate with education and experience.

 

CUNY's benefits contribute significantly to total compensation, supporting health and wellness, financial wellbeing,

and professional development. We offer a range of health plans, competitive retirement/pension

benefits and savings plans, tuition waivers for CUNY graduate study and generous paid time off. Our staff also

benefits from the extensive academic, arts, and athletic programs on our campuses and the opportunity to

participate in a lively, diverse academic community in one of the greatest cities in the world.

Candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing

employment. Exemption (medical or religious) requests to this requirement will be considered in accordance

with applicable law. Being fully vaccinated is defined for this purpose as being at least two weeks past their

final dose of an authorized COVID-19 vaccine regimen. Final candidates must be fully vaccinated as of their

first day of employment. Until further notice, this is a hybrid position, eligible to work remotely and work in the

office.

HOW TO APPLY

To apply, go to www.cuny.edu, access the employment page, log in or create a new user account, and search

for this vacancy using the Job ID or Title. Select "Apply Now" and provide the requested information.

Jury Duty is a Joy

I recently had the opportunity to respond to a jury summons. After driving to an unfamiliar part of town, and parking and walking in, waiting in line to walk through the metal detector (that required me to take off all jewelry including my earrings!), and then waiting in line to check in for jury service, and then sitting with strangers on a hard bench for 30 minutes waiting for things to get started, all during a very busy time in the semester when I had other things I needed to be doing, I was primed to be grumpy.

The county clerk, and then a sheriff's deputy, and then the judge on the single case that needed a jury, each spoke to us, saying the same things about the importance of jury service. (OK.) The county clerk even requested that we all stand up and applaud ourselves for reporting. (Ugh.) 

But then we were reduced from about 200 people to 65 people, and we 65 were led to the courtroom for voir dire, where we learned it was a criminal matter with an accusation of driving under the influence with a minor passenger. I was impressed by the professionalism of the attorneys, the way they made this process of finding out who we were seem so natural and personable. I was shocked and impressed by the frankness of individuals who shared their personal stories of being arrested for DUI, or their escape from an abusive, alcoholic  ex-spouse, and how it might impact their participation in this matter. The defendant was in the courtroom through it all, knowing this system and the people participating, would decide his future in just a few days' time.

I was not at all surprised when I was one of the 51 who were dismissed at 2 PM, leaving 14 to sit in the jury box. Not only did the odds favor it, the defense attorney was an alumna of my law school. But I am thankful for being the experience, in a way I could not have foreseen before I went. It has been a long time since I have been in a courtroom. It was an excellent reminder of why I love this work, and what an awesome responsibility it is to be a member of the legal profession, and to be a part of educating and training future lawyers.

(Lisa DeLaTorre)

Let's go to Santa Clara!

After attending LexCon in Nashville, followed by AALS in San Diego, and then getting to see my CALI fellows this past weekend, it occurs to me that a fairly large percentage of my phone's camera roll is comprised of fellow academic support professionals. The rest is just my cats. 

This means that I'm incredibly excited to announce that registration for the 10th Annual AASE Conference is open! The conference theme is Past, Present, Future: AASE at 10 and Beyond.” The conference will offer sessions focused on Diversity, Mental Health, Bar Prep, Academic Success, and Online Learning. The schedule will go live in late February!

The link is here - note that to get the member price, please log in! 

Note that the link also has hotel information, so we can all start planning our trip to Santa Clara!

For a few highlights, note that if you are new to academic support this year will have a "newbie" conference on Monday, which is always a great way to get your bearings and meet people. Also, if you are new to academic support and this is your first AASE conference,  I promise we are a friendly bunch and we look forward to meeting you!

Also, let's get excited about going to Northern California! Santa Clara is very close to San Jose (so you'd be flying into the San Jose airport) and not too far from San Francisco. Also, we will not be far from the Winchester Mystery House, and you know I'll be planning a side trip there!

The campus itself also sits on Mission Santa Clara de Asis, the 8th mission in the chain of 21 Fanciscan missions. You can read more about campus here.

I hope to see so many of you in May!

(Melissa Hale)