Sunday, April 30, 2023

Assistant Service Professors at St. Mary's

St. Mary's School of Law is looking to hire two Assistant Service Professors (one LRW focused, and one bar focused) at St. Mary's University School of Law. The LRW (LCAP for us) position is scheduled to start either July 1, 2023, and the bar focused role is scheduled to start August 1, 2023!  

April 30, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Professor of Bar Support at Roger Williams

Roger Williams University School of Law is seeking to hire a full-time faculty member to serve as our Professor of Bar Support. 

The Professor of Bar Support's primary objective will be to enhance the bar passage rates at the law school through developing, implementing, directing, and evaluating a comprehensive bar examination program, including the for-credit Applied Legal Reasoning course.  This role involves working with the Academic Excellence Program and assisting the directors involved with academic excellence to incorporate best practices in preparing students for the bar.  The Professor of Bar Support will also provide academic advising to students to enhance their preparation for the bar exam.

The position would begin as soon as July 1, 2023.  This is a long-term contract position, with eligibility for a presumptively renewable five-year contract.  A fuller description of the position and instructions on how to apply can be found here:;jsessionid=F574EDAC170B3628E0C59A461536B6E6?JOBID=159986&jobboard=148.


April 30, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Wednesday, April 26, 2023

Celebrate AASE, and each other, in Santa Clara!

I hope everyone is well aware that next month we will be coming together, as a community, in lovely Santa Clara, CA!

The deadline for IN PERSON REGISTRATION is May 8th. Please go here to register.

Some conference highlights:

Newbie Conference: Monday we will be holding the "Newbie Conference", featuring presentations from Paula Manning, Jamie Kleppetsch, Rebecca Flanagan, Kris Franklin, Shane Dizon, and Steven Foster! If you are new to academic support you won't want to miss these presentations! Plus, it's a great way to meet other academic support professionals.

Bar Panels: Our first plenary is on Shaping the Bar: The Future of Attorney Licensing, with Joan Howarth. If you haven't come across her new book, I suggest you pick it up now! 


On Wednesday, we also have a panel with representatives from the NCBE. We bring questions, and the NCBE has committed to answering our questions. The session will be moderated by AASE President, Ashley London and Bar Advocacy Chair, Marsha Griggs. These are sessions that are definitely not to be missed!



You can see the entire conference schedule here

And don't forget there is fun to be had! Tuesday afternoon we'll have a reception immediately after sessions end so that people can mingle and catch up, picture of location below! 

Santa clara

April 26, 2023 | Permalink | Comments (0)

Monday, April 24, 2023


­This past semester I’ve been lucky that my classes don’t actually begin until noon at the earliest. I haven’t had this schedule since I was a second-semester senior in college with very few credits left to finish. But, as a result of this scheduling bonanza, I have been able to set up one on one meetings with 1L students before their classes begin in the morning. This is a both a good and bad thing. I have had one student who prefers only in-person meetings on Mondays when I may not start classes until 12:30 p.m., but my last class ends at 8:00 p.m. That student’s classes began at 9:30 a.m., so that makes a very long day for me. And this student didn’t always show up or communicate that they would be absent from our early meetings either before, during, or after our scheduled time.  I would get into my office by 8;45 a.m. at the latest to be there and ready to meet and would usually end up getting some coffee when they didn’t show. I left a note on my door when I did that in case they were running late.

After two straight weeks of this non-communication or attendance, I was, understandably (I think) a bit pissed. I assumed I was being ghosted by a student who decided that Academic Support just wasn’t something they needed. I felt disrespected and devalued because my time was clearly not worth anything to them.

But then I remembered that when this student did come to meet with me, they were fragile. They had recently left the military and had some mental health issues-and above all, the military background combined with coming from the South meant that they were unbelievably polite when they sat across from me in my office. They used so many ma’ams that it made me feel old and I asked them (jokingly) to stop to which they replied, “my apologies ma’am.” We both laughed.

I also realized that this student was not someone who would ghost me, or anyone else, if they were okay, which I now doubted they were. It was a good reminder that a student can get lost. They can get lost in big classes, they can get lost in a big building, and they can get lost socially when other students are also stressed and hurried. Instead of being someone this student disrespected, I was someone this student had, in a way, trusted to see their absence and go looking for them.

I sent an email to the student expressing my concern at their absence without judgment or hints of being pissed. I got no answer. I took this information to our Dean of Students and asked her to check in. I was the only one who asked.

Sometimes I need to look for the red-flags and not just see the red.

(Liz Stillman)

April 24, 2023 in Meetings, Stress & Anxiety | Permalink | Comments (0)

Thursday, April 20, 2023

MPT advice, part 1 in a series

As 3Ls transition from law students to bar prepares, I am mindful of the fact that commercial bar prep companies, while very good at teaching to the MBE and MEE, often leave a need for supplemental resources for the MPT. With that in mind, the next few Thursday posts (beginning May 4, 2023), will be dedicated to strategies and tips for the MPT. 

Reading the overview below might generate lots of questions: "what do you mean by 'MPT to-do list'?" "'two-sentence introduction'--huh?" "When you say 'other side' why don't you just say counterargument?" "What 'C-RAC Handout'???" If you are asking those questions, then these upcoming Thursday posts are for you! The overview is below, and the next post on MPT for the bar exam will be on May 4, 2023.


Overview of an approach to the MPT

Your approach to an MPT should look something like this:

  1. Briefly (spend less than 8 seconds) peruse the table of contents and get a general idea of what you have been provided
  2. Read the task memo carefully:
    1. Make your to-do list
    2. Start filling in in your answer (ex., letterhead, memo heading, section headings, substantive headings, two-sentence introduction, etc. the "mindless" things we explained in class) as much as you can from the task memo
    3. Start formulating questions. For instance, if you are assigned to draft a memo analyzing whether Greene is a partner or associate of our client, you should be thinking, "When or under what circumstances, are two attorneys partners?" "When, or under what circumstances are two attorneys a partner and associate?" "What factors impact or determine that relationship?" Don't read the MPT packet like it's People magazine and you are waiting for something to present itself to you as important. YOU have to be thinking as you are reading. If it helps you stay focused, you can write those questions down on your scratch paper. These are what BarBri calls your “research questions” I believe.
  3. Now, turn to the Library. Some bar prep companies say to read newest cases, older cases, then statutes. That is fine, but a little fussy for my personal taste: I recommend reading the Library in order, but I just don't have strong feelings on this. Do what works for you.
    1. Fill in the rules in your answer under each substantive heading (when I say "rules" I mean the rule statement in four parts). You are looking to find out the answer to the questions you thought of. When you find the answer to those questions, you've likely found something important that needs to go into your rule section. Do your rules in the order we taught in class. Review the C-RAC Handout for a refresher.
    2. As you fill in your rules in your answer, you should start to formulate questions about the facts. For instance, you may have found something in the rules that indicates that the way an attorney is paid—contingency vs. salary or hourly—may impact whether the person was a partner, an associate, or neither. So, when you flip to the File, you will start reading with that in mind: “I need to find something about how this attorney was paid.” Some call these your “fact questions.”
  4. After finishing the library, go to the file. Read thoroughly. You should not "skim" anything in the MPT packet, but you should read actively. That means you can read briskly, slowing down when you encounter information or factors that are operative facts under the law you have already filled into your answer. You will read some stuff slower and some stuff faster. But you must read everything.
    1. Start filling in your analysis. Apply the rule from the authority case to your facts. Look for facts that are similar to the facts in your "authority case" (as explained in the C-RAC handout).
    2. Write your application paragraph to essentially say "our facts are like the facts in the authority case, so our case will likely come out like the authority case" (or “our facts are different, so different result”). Do not use that exact language, I’m just giving the general idea, here.

After this spend the rest of your time writing. Polish a bit. You now have your conclusions, so go finalize your two-sentence intro and finalize your headings. Make sure you have addressed "the other side" for each issue, as appropriate. Do a quick re-read of the task memo, or your to-do list. Did you cover everything assigned? Time's up! and now it's time to submit!!

(Lisa DeLaTorre)



April 20, 2023 | Permalink | Comments (0)

Wednesday, April 19, 2023

AASE at 10 Years: The Commitment to Diversity

This post, by Russell McClain, Dean for Diversity and Inclusion and Director for the Academic Achievement Program at The University of Maryland Carey School of Law, is part of the series that recognizes the history of AASE.

I am honored to have an opportunity to join in celebrating ten years of the Association of Academic Support Educators.  As I reflect on AASE’s impact, I am drawn to its commitment to diversity and equity. 

As many of you already know, academic support is deeply rooted in law schools’ efforts to diversify the legal profession.  On the heels of affirmative action policies of the 70s, 80s, and 90s, academic support programs grew organically as professors, administrators, and others worked to support people from historically underrepresented communities who struggled to fit into an academic and professional environment that was not created with them in mind.

“Do you remember Boulder?” the saying goes.  In the 90s, representatives of these disparate, home-grown, academic support efforts converged at an LSAC conference in Colorado, and the profession of academic support was born.  AASE stands on the shoulders of those “Boulder” folks—Kent Lollis, Paul Bateman, Okianer Christian Dark, Linda Feldman, Rod Fong, Jenny Kamita, Joanne Harvest Koren, Kris Knaplund, Paula Lustbader, Ruth Ann McKinney, David Nadvordney, Martha Peters, Vernellia Randall, and Laurie Zimet—and upon other early work by Charles Calleros, Amy Jarmon, Herb Ramy, Michael Hunter Schwartz, Thorny Steele, Ellen Suni, Charlotte Taylor, Dennis Tonsing, and Ricardo Villarosa. (To anyone I may have missed, please know that I did my best here.)  I think it is impossible to celebrate AASE without first acknowledging the foundation laid by these trailblazers, and, second, recognizing that their focus was on how to help students of color succeed in law school.  AASE was created with the intention of building on this foundational work.  We are stewards of a compelling legacy.

In light of this history, I was delighted when AASE created the Vice President for Diversity board position.  I was even more delighted when AASE leadership committed to ensuring the inclusion of diversity and equity-focused programming at each of its conferences, and then to hosting biennial conferences focused exclusively on diversity-related issues in academic support. 

Early AASE conferences in Chicago and Baltimore underscored this genuine commitment and showed the range of AASE members whose scholarly interests focused deeply on issues of equity.  I hope as we emerge from post(ish)-pandemic cocoons, we see these efforts continue. 

As we celebrate ten years of AASE, I encourage all of us to recommit ourselves to equity in legal education.  Our work often (and necessarily) calls on us to focus on how to study, outline, and take exams, and we increasingly are drawn to place our attention on bar passage.  (When, oh when, will we see NextGen bar questions?)  And it is all too easy to forget where our roots are planted.

But we ignore race, identity, and belonging at our own peril.  We must remember that law school is not a place made for students of color (or poor people or women or LGBTQIA+ identities or religious minorities—or basically anyone not white, heterosexual, cisgender men—for that matter).  The law school environment can be hostile and undermine these students’ ability to achieve the excellence of which they already are capable.  Our academic support is meant to reveal this excellence, and reinvigorating our commitment to helping students from marginalized groups realize their innate potential will help us be and do better.  We are more than traders in academic skills, bar passage, and study habits—important as those things are.  We are purveyors of growth mindset, bulwarks against stereotype threat, sowers of academic and social belonging, defenders from impostor syndrome, and catalysts of self-efficacy and high aspirations. 

Happy birthday, AASE!  I am proud of you and of all the people whose efforts help all of our students—and particularly the most vulnerable of them—succeed.  You are all amazing!

April 19, 2023 | Permalink | Comments (0)

Sunday, April 16, 2023

New York Academic Support Workshop on May 5th

This year’s topic is a broad one – Transitions. (Logistically, yes, it means the names on this call are a wee bit different than what you’ve seen in past years.)

Broadly, colleagues may view this call as an invitation to think about macro-level transitions. What should academic and bar support programs do at this current moment, where transitions abound: (1) a transition out of COVID-impaired and back to largely in-person legal education and academic and bar support (and what we resolve to take from it), especially for the Class of 2023; (2) the critical transition from the current Uniform Bar Exam to the NextGen bar exam, and its implications for pre-equipping the Class of 2026 and subsequent classes now; or (3) a transition for legal education into a period of applicant downturn and larger economic headwinds.

Others may view this call as an invitation to think about smaller-scale transitions. Specifically, how can we help this generation of platform-native students transition between or within academic and bar tasks: absorption to resource creation; exam reading to outlining to writing; legal reading, writing, and synthesis in law school to exam-speed counterparts; virtual connection to in-person community support and accountability? Between law school world and their external obligations, especially for first-generation students who often bear the weight of both their own individual worlds and family or household responsibilities?

Still others may view this call as an invitation to transition our expectations for the viability, status, and balance of our profession. How can we ease the transition for new ASPers from their previous professional success to full-time ASP work? Facilitate a transition from our current levels of status (or lack thereof) to better ones? From the trenches with students towards strategic planning and implementation? From an existence that more than occasionally exploits our trademark help-the-students-at-all-costs, can-do attitude to one that is more equitable and more respective of our boundaries as healers and human beings?

The workshop will take place virtually on Friday, May 5, from 1:00 to 4:00 PM Eastern.

We’ll divide the afternoon into three sessions (with short breaks in between):

  • The first session will address transitions most closely related to academic success;
  • The second session will address transitions most closely related to bar success;
  • The third session will address potentially broader cultural, institutional, or status-related transitions.    

We hope to feature two or three discussion topics (or “vignettes”) during each session. Proposals from those interested in leading a discussion should summarize, in one or two paragraphs, the nature of the transition, and then pose two or three questions for the group’s consideration as we collectively grapple with the subject matter. We hope, in this way, to bring to bear the breadth of our experiences, viewpoints, insights, and abilities to find a way forward through the transition.

Please RSVP to attend the workshop—and submit proposed discussion topics—using this form, by Tuesday, April 25, at 5:00 PM Eastern. Because this is not a formal conference and will take place virtually, there’s no fee to attend. We’ll send out a finalized workshop agenda and Zoom details when we confirm who will attend and what specific topics our discussion leaders will present.

April 16, 2023 in Encouragement & Inspiration, Teaching Tips | Permalink | Comments (0)

Friday, April 14, 2023

Assistant Director of ASP/Bar Prep at Thomas Jefferson

Thomas Jefferson School of Law is looking to hire a new Assistant Director of ASP/Bar Prep, scheduled to start July 1, 2023!  

Applicants should submit resume and cover letter to [email protected]

 GENERAL SUMMARY DESCRIPTION: Reporting to the Director of Academic Success & Bar Preparation, the Assistant Director of Academic Success & Bar Preparation (“Assistant Director”) is responsible for helping coordinate and supervise integrated academic success and bar support programs for students at Thomas Jefferson School of Law. The successful candidate will help support law school students to succeed in law school and graduates as they prepare for their bar examinations, including by teaching bar-related and academic success courses. The Assistant Director will also provide assistance with and will monitor learning outcomes, academic performance, academic support and bar preparation activities to all students, and will participate in other student retention activities as needed. 


  • • Work collaboratively with Director of Academic Success & Bar Preparation, Associate Dean for Academic Affairs, and the faculty to assess and address the current needs for academic success and bar-related programming and support. 
  • • Work with the Director of Academic Success & Bar Preparation and other department members to administer the integrated academic success and bar preparation program for current students and bar-takers, including by teaching classes; providing one-on-one and small group tutoring; developing and teaching workshops; providing support and guidance to the advanced student mentors and Learning Assistants; and completing other tasks as assigned. 
  • • Teach sections of bar-related and academic success skills courses as needed (including fall, spring, and summer). 
  • • Work collaboratively to tailor programming including courses and workshops to meet the needs of students and bar-takers each term (fall, spring and summer, including the February and July bar cycles). 
  • • Collaborate to design, develop, and implement the Continuing Bar Candidate and Commercial Bar Support Programs. This includes, but is not limited to, one-on-one student meetings, essay and performance test grading, teaching workshops, and providing other general bar study support. 
  • • Provide structured writing, organizational, and analytical assistance to current students and recent graduates, including through workshops and presentations. 
  • • Participate in the presentation of academic success program activities beginning with Week One, the student orientation program. 
  • • Provide administrative support to the Academic Success & Bar Preparation department as needed. 
  • • Collect data regarding workshop and programmatic usage, programming assessments, and evaluations. 



  • • Provide support and academic advice and counseling to students and recent graduates. This involves counseling students on both academic issues and other issues that might be affecting their academic studies. 
  • • Enforce campus policies regarding commercial bar preparation access to Thomas Jefferson School of Law, as applicable. 
  • • Participate in committees as assigned by the Associate Dean for Academic Affairs. 
  • • Oversee student workers as needed. 
  • • Represent the law school at and participate in outside conferences and other events organized for and/or by academic support or bar preparation professionals, as applicable. 



  • • J.D. from an ABA or California-accredited law school and a proven record of academic achievement during law school. 
  • • Admission to a state bar in the United States, California preferred. 
  • • At least 2 years of experience practicing law or delivering writing or other instruction in an academic institution, law firm, or commercial bar prep company. 
  • • Familiarity with bar-tested subjects and bar exam format. 
  • • Proficiency with Microsoft Office, including Word, Excel, and PowerPoint. 
  • • Prior experience with academic support and bar preparation strongly preferred. 
  • • Experience with curriculum design, including an understanding of educational learning theory, best practices in teaching pedagogy, and individual learning styles preferred. 
  • • Experience teaching writing and/or working with students for whom English is their second language preferred. 
  • • Experience with assessment and with data collection preferred. 
  • • Familiarity with online technology preferred. 
  • • The ability to think imaginatively and critically about techniques to improve our law students’ academic development and bar passage, and to design, implement and manage innovative programs to assist adult learners in reaching their potential. 
  • • The ability to work well with a diverse student body, including having a cultural awareness of different learning styles. 
  • • Strong teaching, interpersonal and counseling skills. 
  • • Strong public speaking skills. 
  • • Proficiency in Zoom. 
  • • Ability to work collaboratively with faculty and staff. 
  • • Ability to manage multiple priorities under deadlines. 
  • • Ability to work effectively in a team-based approach to course design and implementation. 



  • • Able to sit or stand, type, read or write for extended periods of time. 
  • • Able to handle high level of stress in a useful, constructive manner. 
  • • Able to lift/carry materials and publications up to 20 pounds. 
  • • Able to perform the essential functions of the job with or without accommodation. 



  • Full time position, Monday through Friday, includes teaching evening classes and workshops. Some weekends will be necessary. Must be willing and able to teach evening classes as assigned Monday-Thursday. 

April 14, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Thursday, April 13, 2023

Survey reminder no. 3,564,722

Last week, we sent out another email with the individual and institutional survey links to all AASE members. If you didn't receive it, please email me at: [email protected] and I'll get it to you!

The data that we amass as a result of this survey will help our profession know a number of things:

  1. Who we are: who are the ASP professionals in our nation's law schools
  2. What we do: so, so much, but more specifically we will have information on what classes we teach, workshops we offer, bar prep (during and after law school), orientation programs...really everything we offer to our students.
  3. How we are valued, classified, and compensated. This cannot change if we do not know the baseline.
  4. How we spend our time in these roles, doing all this work.

 As promised (threatened?), here is a limerick for the occasion:

There once was a survey from AASE     

That didn’t take up all that much space

It asked for the info we need

To help us succeed

In making our tenure track case!

The deadline to answer (APRIL 14TH!!!) is TOMORROW!!!.

Please do not make me resort to sonnets.

(Liz Stillman)

April 13, 2023 in Meetings, Professionalism, Program Evaluation | Permalink | Comments (0)

Wednesday, April 12, 2023

The AASE Effect

This post part the series discussing the origins of the Association of Academic Support Educators, founded in 2013. Written by Toni Miceli. 


My first time at an academic support and bar prep conference was three days into my new job as the Director of Bar Exam Preparation at Saint Louis University School of Law (SLU Law). I flew to sunny California to attend an LSAC Newcomers Workshop back in August 2011, and I remember being grateful to have that immediate opportunity to learn from others in the field, particularly as I was still digesting what the program I was stepping into looked like. While I learned a TON of information on effective teaching and feedback pedagogy at that workshop, the most important lesson I learned from was that I had just become part of an amazing community of educators who went above and beyond, not just for their students, but for each other. I returned from that trip with so many ideas that I wanted to implement in my program and the email addresses of those newfound colleagues who were happy to answer my questions along the way.

A little over a year later, I received an email on the old Chicago Kent ASP list serve announcing the Inaugural Conference of the newly formed Association of Academic Support Educators, being hosted by the UNLV William S. Boyd School of Law from May 28 to May 30, 2013. I jumped at the chance to attend, knowing that I would come back full of ideas yet again. What I didn’t realize was that I would also return to St. Louis a member of the new Bar Advocacy Committee, that within months would be drafting a letter on behalf of AASE to the ABA Standards Committee opposing proposed changes to ABA Standard 316. Not only had I met new colleagues in the field at that first AASE conference, but AASE had also given me allies with whom I could work to advocate for my students and our profession. I was again reminded that I was part of a community, and I quickly learned that our voices were stronger together.

It is hard to believe we are approaching the 10th anniversary of that first AASE conference, but when I pause to assess where I am in my career, the growth of my role and program here at SLU Law, and even the friends I have on my iPhone favorites list, I can see the impact that 10 years of AASE has had on me. AASE gave me incredible and brilliant mentors who blazed a path in the academy through their teaching and their scholarship. AASE gave me a voice as a new ASP/bar prep faculty member, providing me with a platform to present my own ideas before a national audience, and later gave me the opportunity to lead through my roles on the Executive Board. AASE gave me recognition within my own school, both by giving me confidence in my newfound expertise and by allowing me the privilege of hosting the 6th annual AASE conference in May 2018. But most importantly, AASE gave me each of you – my colleagues and friends in the ASP/Bar Prep community. You are generous with both your time and your teaching materials. When we had to cancel the May 2020 conference due to the pandemic, I was blown away by how many of you stepped up to facilitate online workshops to fill the void and stay connected to one another. Ironically, that pandemic period ended up being my most productive publication period ever because of my fellow AASE members, who reached out and encouraged me to accept new writing opportunities, read my drafts, and celebrated with me each step of the way.

So, to those of you who are new to AASE, as I was new the first time I came together with this amazing group of individuals, I can’t tell you how excited I am for what is in store for you this May at the 10th Annual AASE Conference. But even more so, I am excited for all that comes after for each of you. May you find the joy, confidence, friendship, inspiration, understanding, and home that I have found with my AASE family. See you in Santa Clara!

April 12, 2023 | Permalink | Comments (0)

Wednesday, April 5, 2023

10 Years of Leadership

As we look forward to our conference in Santa Clara, it's a good time to recognize that AASE would not have been around for a decade without outstanding leadership. Leadership from the Academic Support Community, a community often already spread thin.

We've had a total of 37 past and present executive board members! When you look at the chart below, you'll also see how many of those members served for multiple years, and sometimes in multiple positions. 

Founding board Updated List





Updated Chart 2

And now, it's time for YOU to be part of that legacy of leadership. This year we will be voting on a President-Elect, Treasurer-Elect, and Secretary-Elect. Nominations for open executive board positions are due by Thursday, April 20, 2023. Feel free to nominate yourselves, or someone you think would be an amazing leader. The form to nominate is here. You must be an AASE member to nominate, and must be an AASE member to run for office. 

April 5, 2023 | Permalink | Comments (0)

Monday, April 3, 2023

Have I Mentioned the Survey(s)?

You and I both know that I have mentioned it (a number of times). Last week, we sent out an email with the individual and institutional survey links to all AASE members. If you didn't receive it, please email me at: [email protected] and I'll get it to you!

The data that we amass as a result of this survey will help our profession know a number of things:

  1. Who we are: who are the ASP professionals in our nation's law schools
  2. What we do: so, so much, but more specifically we will have information on what classes we teach, workshops we offer, bar prep (during and after law school), orientation programs...really everything we offer to our students.
  3. How we are valued, classified, and compensated. This cannot change if we do not know the baseline.
  4. How we spend our time in these roles, doing all this work.

 I have even composed a Haiku to inspire you to respond (I think we forgot to add poetry as a category of ASP work on the surveys, but nonetheless):

Please take the survey,

the data will help us all,

as professionals.

The deadline to answer (APRIL 14TH!!!)is coming sooner than you think. Please do not make me resort to limericks.

(Liz Stillman)


April 3, 2023 in Miscellany, Professionalism, Program Evaluation | Permalink | Comments (0)

Sunday, April 2, 2023

Associate Director of Academic Success at Texas Tech

Texas Tech is seeking an Associate Director to expand their department.  The description is below.  You can apply here.

Position Description

Helps to coordinate the operation and activities of the Law School’s Office of Academic Success Programs (OASP); works closely with students in groups and individually to promote student success; helps to develop and implement OASP policies and procedures; helps to organize and set OASP tasks and priorities; and helps to administer the OASP budget. Works under the general supervision of the Director of Academic Support Programs and the Associate Dean for Academic Affairs. Works cooperatively with the Associate Dean for Student Life and collaborates with staff/faculty who assist with the Law School’s student success initiatives and the bar preparation program.

About the Department and/or College

Consistently recognized as a Best Value Law School, the National Jurist recently rated Texas Tech Law the Best Value Law School in Texas and 16 nationally (National Jurist, Fall 2021). With a faculty and staff dedicated to student success, an unparalleled record of advocacy competition championships, and alumni who are among the best in their fields, Texas Tech Law provides a legal education that is second to none.

In addition to the value, advocacy, and community provided by Texas Tech Law, we have the benefit of being located in Lubbock, Texas – "The Friendliest City in America." Lubbock has grown from its Wild West roots to a modern cultural crossroads featuring award-winning wineries, museums, and world-class musical and theatrical talent.

Major/Essential Functions

This is a full-time, 12-month staff position that serves as the Associate Director for Academic Success Programs. The Associate Director's is to work with the Director to help law students develop the skills and knowledge needed to reach their top academic performance in law school and when taking the bar exam.

Responsibilities include:

  • Collaborates with the Director to design and implement academic success programs
  • delivering and assessing a comprehensive program of academic success for all law students from orientation until taking the bar exam 
  • working one-on-one with law students on academic probation and self-referred law students to help them develop good habits and effective methods to improve their academic performance
  • Collaborates with the Director to plan and host academic success workshops related to legal analysis, critical reading, exam-taking, time management, etc. 
  • Teaching and/or supporting one or more sections of Introduction to the Study of Law, a required first-year, 1-credit  course taught by several faculty/staff;  possibly teaching other courses related to academic success
  • Co-coordinating the tutoring program with 1L doctrinal professors
  • providing academic counseling for students
  • participating in activities for academic success professionals through regular participation at conferences
  • cooperating with the Associate Dean for Student Life on student success and support
  • collaborating with faculty/staff who assist with the Law School’s student success initiatives
  • collaborating with faculty/staff who assist with the Law School’s bar preparation program by hosting bar exam and MPRE preparation workshops, especially during the spring semester and during the summer leading up to the bar exam

Required Qualifications

A J.D. degree from an ABA-accredited law school. Successful passage of a bar examination. Three years or more progressively responsible experience. Additional education may substitute for experience on a year-for-year basis.

Preferred Qualifications

  • Proven track record as a collaborative and cooperative team-player
  • Additional years of progressively responsible experience
  • Demonstrated commitment to teaching and mentoring
  • Experience in academic success programs at a law school (or equivalent experience) 

April 2, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Associate Director of Academic Success at Tennessee

UNIVERSITY OF TENNESSEE COLLEGE OF LAW invites applications from candidates to direct and expand the bar preparation component of its Academic Success program.  The Associate Director of Academic Success Program develops, administers, and assesses the bar preparation program and makes additions and modifications to the program, focusing on initiatives to increase bar passage rates.

Among other things, the Associate Director will be responsible for the following:

  • Administering all aspects of bar examination preparation services for the law school’s students and graduates, including teaching and/or administering the law school’s bar preparation course;
  • Compiling and analyzing bar examination data relating to graduates’ performance;
  • Providing individualized tutoring, mentoring, and counseling of students and graduates to prepare them for the bar examination;
  • Identifying “at-risk” students, and encouraging their full participation in the law school’s bar preparation program;
  • Monitoring bar-takers’ compliance with commercial bar preparation study programs;
  • Maintaining expertise in all aspects of the bar examination with particular emphasis on the Uniform Bar Exam (UBE);
  • Regularly assessing the quality of the program and making modifications to the course to ensure the program’s effectiveness in preparing students for the bar exam;
  • Regularly interacting with the faculty to facilitate improvement in student performance in law school and on the bar examination; and
  • Monitoring the program budget, ensuring proper use of funding associated with the Academic Success Program; and
  • Performing other tasks as assigned from time to time by the Dean, the Associate Dean for Academic Affairs, and the Director of the Academic Success Program.

Minimum Qualifications:

Juris Doctor from an ABA-accredited law school and admission to the practice of law, preferably by taking and passing the UBE. Three years legal experience, preferably in the area of legal education. Excellent written and verbal communication skills, with an emphasis on communicating clearly and concisely. Strong interpersonal skills with the ability to work effectively with a wide range of constituencies in a diverse community. Detail-oriented with excellent organization and time management skills. Ability to work collaboratively and professionally. Ability to work empathetically and patiently with students and graduates. Ability to properly protect and disseminate confidential and sensitive information.  Excellent program planning, implementation, and assessment skills.

Preferred Qualifications:

Three (3) years of experience working in legal education in the areas of teaching, academic assistance, or academic advising, or similar administrative, teaching, or practice experience. Proficiency in Microsoft Office Suite, including Word, Excel, Outlook, and PowerPoint. Familiarity with University of Tennessee academic policies and procedures and FERPA requirements.

In furtherance of the University’s and the College’s fundamental commitment to diversity in our faculty, student body, and staff, we strongly encourage applications from people of color, women, individuals with disabilities, LGBTQ+ people, veterans, and others whose background, life experiences, viewpoints, or philosophy would contribute to the diversity of our faculty, staff, curriculum, and programs.

The University of Tennessee, Knoxville, is an R1, land-grant university located in Knoxville, Tennessee. The City of Knoxville is a hidden gem with a beautiful and walkable downtown, varied nightlife, active neighborhoods, and eclectic shopping and restaurants. UT is located within easy driving distance to Asheville, Nashville, Atlanta, and the Great Smoky Mountains.

Applications must be submitted through this link. Applicants should submit a letter of interest, a CV, and the names and contact information for three references. While applications will be considered on a rolling basis, applicants should submit their materials no later than April 17, 2023, for best consideration. For questions, please contact Professor Michael Higdon, chair of the search committee.

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment and admission without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, genetic information, veteran status, and parental status.

April 2, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Saturday, April 1, 2023

Quick Response to MBE Mean

The National Mean MBE score came out on Friday.  You can read the NCBE press release here. My quick research indicates that it is either the lowest or one of the lowest mean scores in history.

I waited a day to think about what I wanted to say about the score.  My thoughts ranged from disdain to despair.  Anxiety skyrocketed for my students who won't get results for a couple weeks.  I wanted to talk about how this can't possibly be the worst set of test takers in history, or the rigidity in licensing continues to ignore at least a year of pandemic education for many of those students.  However, I always fell back on heartbreak.  I am heartbroken and sad for all those who didn't pass.  My disdain for the MBE pales in comparison to graduates' inability to pursue their dreams.  The focus on percentages misses the individual stories of graduates who will lose tens of thousands of dollars in delayed work.  I could write for hours about the problems with the MBE, but until NextGen, it will continue to be an artificial hurdle to practice.  That is heartbreaking.

(Steven Foster)

April 1, 2023 in Bar Exam Issues | Permalink | Comments (0)

Director of Academic Advisement at Georgia State

Georgia State Law in Atlanta, GA is hiring a new Director of Academic Advisement and Bar Success.  This faculty position will be responsible for our academic advisement, academic success, and bar preparation programs.  The job posting is attached.  Please share with anyone you think might be interested.  Applicants should apply with a statement of interest, resume, and list of references at  

If you have any questions about the position, please feel free to reach out to me directly at [email protected].

April 1, 2023 in Jobs - Descriptions & Announcements | Permalink | Comments (0)