Law School Academic Support Blog

Academic and Bar Support Scholarship Spotlight

This article REALLY should not be overlooked:

J. Findley, et al., JD-Next: A Valid and Reliable Tool to Predict Diverse Students’ Success in Law School, 20 J. Empirical Legal Studies 134 (2023).

From the abstract:

Admissions tests have increasingly come under attack by those seeking to broaden access and
reduce disparities in higher education. Meanwhile, in other sectors there is a movement towards
“work-sample” or “proximal” testing. Especially for underrepresented students, the goal is to
measure not just the accumulated knowledge and skills that they would bring to a new academic
program, but also their ability to grow and learn through the program.

The JD-Next is a fully-online, non-credit, 7-10 week course to train potential JD students in case
reading and analysis skills, prior to their first year of law school. This study tests the validity and
reliability of the JD-Next exam as a potential admissions tool for juris doctor programs of
education. (In a companion article, we report on the efficacy of the course for preparing students
for law school.)

In 2019, we recruited a national sample of potential JD students, enriched for racial/ethnic
diversity, along with a sample of volunteers at one university (N=62). In 2020, we partnered with
17 law schools around the country to recruit a cohort of their incoming law students (N=238). At
the end of the course, students were incentivized to take and perform well on an exam that we
graded with a standardized methodology. We collected first-semester grades as an outcome
variable, and compared JD-Next exam properties to legacy exams now used by law schools (the
LSAT, including converted GRE scores).

We found that the JD-Next exam was a valid and reliable predictor of law school performance,
comparable to legacy exams. For schools ranked outside the top-50 we found that the legacy
exams lacked significant incremental validity in our sample, but the JD-Next exam provided a
significant advantage. We also replicated known, substantial racial and ethnic disparities on the
legacy exam scores, but estimate smaller, non-significant score disparities on the JD-Next exam.
Together this research suggests that, as an admissions tool, the JD-Next exam may reduce the risk
that capable students will be excluded from legal education and the legal profession.

The companion paper testing efficacy of the JD-Next program for improving law school grades is available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3845577.

This next piece sponsored  by the good folks at the Skynet Law Offices:

J. H. Choi and D.B. Schwarcz (Minnesota), AI Assistance in Legal Analysis: An Empirical Study (August 2023, ).

Can artificial intelligence (AI) augment human legal reasoning? To find out, we designed a novel experiment administering law school exams to students with and without access to GPT-4, the best-performing AI model currently available. We found that assistance from GPT-4 significantly enhanced performance on simple multiple-choice questions but not on complex essay questions. We also found that GPT-4’s impact depended heavily on the student’s starting skill level; students at the bottom of the class saw huge performance gains with AI assistance, while students at the top of the class saw performance declines. This suggests that AI may have an equalizing effect on the legal profession, mitigating inequalities between elite and nonelite lawyers.

In addition, we graded exams written by GPT-4 alone to compare it with humans alone and AI-assisted humans. We found that GPT-4’s performance varied substantially depending on prompting methodology. With basic prompts, GPT-4 was a mediocre student, but with optimal prompting it outperformed both the average student and the average student with access to AI. This finding has important implications for the future of work, hinting that it may become advantageous to entirely remove humans from the loop for certain tasks.

[Posted by Louis Schulze, FIU Law]

 

 

Recalculating

Have you ever used a navigator when you are driving? I am probably the user that navigator designers despise the most: I argue and don’t always listen to their advice--mainly because I do not have complete faith in them. I have a strange feud with one particular navigator that I swear is a trust exercise because it will take me to places I have never been to before (like someone’s backyard it seems), but when I make a mistake (or willfully disregard their advice), they just shut down altogether. I swear mine is just leading me to strange places and seeing if I trust them enough to get me out. I don’t and am thus abandoned.

We have noticed (actually, this has been an issue for a long while) that students are not engaging with our 1L study seminars or office hours. Some seem skeptical about them, and some are surprised to learn that these were even happening despite numerous weekly emails, announcements during orientation, and the billboard we erected near Fenway Park (okay, there was no billboard, but it isn’t a crazy idea…). By the time students come to see us, often they are already in some academic distress and likely behind in some aspect of successful “law studenting.” It is frustrating. We spend a lot of time developing and offering resources and yet students seem to want to follow their own path or are afraid to ask for and accept help.

And they need this help because this is a place they haven’t visited before.

So, we decided to do what my (non-trust exercise) navigator does (at least three times during every excursion) and recalculated. This year we created a “Success Syllabus” for our 1L students and posted it on our Academic Support Canvas page. It takes students through the semester-week by week- and tells them what they should be doing during those weeks to be prepared for exams. I included their legal writing assignment due dates, calendar shifts (Monday schedule on a Tuesday for the win!) as well as any already knowable midterm dates. Basically, it tells students when to begin reading and briefing for classes (right now and all semester), outlining (in a few weeks), and practicing exam questions (a week or two after that). It also refers to outside resource lists that we created for each class 1Ls take based on a conducting a survey of 1L faculty members for their recommended study sources.  We added a bold, underlined caveat that anything their professors say to the contrary should take precedence (we are lawyers).

In the end, the route is pretty simple: Prepare for class, Engage in class, Review after class (by outlining), and Practice for exams (PERP), but gaining students’ trust to follow this itinerary is the hard work ahead. If anyone would like an electronic copy of our Success Syllabus, please email me: [email protected], but only if you believe that I know where I am going with it.

Happy fall semester everyone!

(Liz Stillman)

Associate Professor of Academic Success at Southwestern

SOUTHWESTERN LAW SCHOOL in Los Angeles invites applications for full-time entry-level or experienced Associate Professors of Academic Success and Bar Preparation. These non-tenure-track positions can lead to a long-term contract. AS/BP faculty vote on virtually all issues in faculty meetings, serve on faculty committees, are eligible for summer research stipends, and those who are productive scholars are eligible to apply for sabbaticals.

AS/BP faculty work with students from pre-matriculation through the bar-study period. They teach our summer Bison Bootcamp program and serve as bar-study coaches for graduates. They teach the 1L Foundations of Law & Practice course, which instructs students about core law school skills, like reading cases and statutes, note-taking and classroom engagement, rule synthesis, outlining, and exam-taking techniques. They also teach upper-level courses, including Remedies, Multistate Bar Exam, and Cal Bar Writing. As we learn what will be covered on the new California Bar Examination, courses or course content may change.

We seek candidates who are passionate about teaching and can demonstrate success in the classroom, love working with students outside the classroom, and are willing to contribute to the campus community through committee and related service.

Subject to approval from the ABA, we plan to launch a mostly asynchronous online J.D. program (with full-time and part-time options) in Fall 2024, and we hope many faculty we will hire in the coming years will teach in that program.

Founded in 1911, Southwestern is an ABA-accredited, independent law school located in the center of Los Angeles. Our mission includes educating lawyers ready to serve clients, the profession, and our society with excellence, empowering students to reach their potential, cultivating inclusion and belonging, and shaping the law and public policy through teaching, scholarship, and service.

To apply, please send your CV, professional references, research agenda, and preferred areas of teaching via email to [email protected] and put “Faculty Application” in the email subject line. Review of applications and AALS FAR forms will begin in mid- August. Initial interviews will be held via Zoom, and callback interviews will be held in person.

Associate Dean for Academic Success at Pittsburgh

ASSOCIATE DEAN FOR ACADEMIC SUCCESS FACULTY POSITION ANNOUNCEMENT 

The University of Pittsburgh School of Law invites applications for a full-time faculty position at the rank of Assistant, Associate, or Full Professor of Legal Writing, with an administrative appointment as Associate Dean for Academic Success. This position is part of a system of contracts progressing to presumptively renewable long-term contracts, separate from the University’s tenure stream. However, applicants with tenure from another institution may be eligible for a tenured appointment. The position will begin summer 2024.

The successful applicant will serve as Pitt Law’s first Associate Dean for Academic Success, overseeing the implementation of innovative strategies and programs to enhance students’ academic performance in law school and increase their likelihood of success on the bar exam. In cooperation with other members of the law school administration and the faculty, the Associate Dean for Academic Success will also help to shape the future direction of the law school’s curriculum. The position will report directly to the Dean and will supervise the Director of Academic Success and Bar Exam Services (an existing staff position). The Associate Dean for Academic Success will also teach courses related to academic success, some or all of which may be writing courses.

Minimum requirements for the position include a J.D. from an ABA-accredited law school, excellent writing skills, an outstanding academic record, and professional experience in academic support as a counselor or teacher. Additional experience in bar exam preparation and familiarity with the NextGen bar exam are strongly preferred. The ideal candidate will be skilled at initiating and maintaining engagement with a diverse group of students, and open to input from students, administration, staff, and faculty.

Pittsburgh is consistently ranked among the most livable cities in the United States, offering 90 unique neighborhoods, a wide variety of cultural and recreational activities, and an affordable cost of living.  It boasts a vibrant modern economy, driven to a significant extent by Pitt and its neighbor, Carnegie Mellon University. The city is defined by its unique topography, including the three rivers and over 400 bridges. 

To apply, please provide a letter of interest, resume, and list of three references addressed to Professor Ben Bratman, Chair, Appointments Committee, at [email protected]. Write “Academic Success Faculty Application” in the subject line of the email. Applicants are strongly urged to submit by September 8, 2023, after which the committee will begin reviewing applications.

The University of Pittsburgh is an Affirmative Action, Equal Opportunity Employer (EEO/M/F/Vets/ Disabled). In furtherance of our strong institutional commitment to a diverse faculty, we particularly welcome applications from minorities, women, and others who would add diversity to our faculty.  Recruitment is subject to approval by the University’s Provost. 

Beginnings

Yesterday we dropped our youngest child off at college. We have done this twice before and it does not get any easier. By the time we drove away in our huge rental minivan, I was sore, dehydrated, and a little dazed. The bicycle, giant duffle bags, small bits of furniture, tea bags, contact lenses, monitor, coffee maker, bedding, bathroom supplies, and my son had all been unpacked. The giant car and I were both similarly empty. The van was delightfully air-conditioned after a day of admiring the view from the 4^th floor dorm room on a very muggy day in Dutchess County, NY and that was very comforting.  During this long day, there were many activities for students and parents. We wandered the lush, verdant campus (it seemed even larger in the heat) and listened to administrators tell us that they will challenge, transform, and take care of our children. I think we all chose to 100% believe it in that humid and emotionally fraught moment. It was a lot. I’m feeling the aftermath physically and spiritually this morning.

This afternoon, I will teach the first ASP orientation class for one section of our fabulous 1Ls[1]. They started orientation yesterday and will have events throughout the week to get them ready for being a 1L. I will try to cram all the necessary academic support information into their heads over the next two days that I have the privilege of teaching them, but I think my experience yesterday will remind me of a few things as I move forward:

1. The energy of new students is something that should be harnessed- it is clean and renewable.
2. These new students are likely to believe very word you say because this is a scary time of transition. It is scary even if you were born thinking you want to be a lawyer. I will choose my words carefully. I don’t want some glib thing I uttered in orientation to be the voice in their heads for the next 3-4 years. If they are going to channel me throughout law school[2], I am hoping it will be something profound (or more likely comforting, because have you met me?).
3. These students do not know their way around--physically or culturally. I know the law school is in one building but giving directions (and signage--yay for signage!) will really help. And some patience on my part in answering the questions outside my “jurisdiction” will be key (even if it is just who else they should ask besides me).
4. This is still a social situation, and even though everyone is an “adult”, for some students, meeting 400+ new people will be overwhelming. I will remember to remind students about the sessions where they will be in smaller groups during the week. I will try to build community in our time together.
5. Our students are likely tired, sore, and maybe a little sad today too. Some have moved large geographical distances, and some have moved large mental distances to be here. That is hard.

As we all head off to orient our students,[3] let’s remember that they are feeling all the feels this week and sometimes the best we can do is tell them, over and over, that we truly want them to succeed and exactly how to find us later on.

And yes, if you see me this week, I do need a hug.

(Liz Stillman)

 

[1] We have an accelerated program that started in May and teaching those students was also extremely fabulous.

[2] And that is a big “if.”

[3] Yes, I am always tempted to put a google satellite picture of our building on a slide with a big red x that says, “you are here” and drop the mic, but I feel that this may be too minimalist.

Academic and Bar Support Scholarship Spotlight

Good morning, 

Another installment of ABSSS:

Scott, Jason M., et al (AccessLex), Putting the Bar Exam to the Test: An Examination of the Predictive Validity of Bar Exam Outcomes on Lawyering Effectiveness, AccessLex Institute Research Paper No. 23-03 (2023).

From the abstract:

How well does bar exam performance, on the whole, predict lawyering effectiveness? Is performance on some components of the bar exam more predictive? The current study, the first of its kind to measure the relationship between bar exam scores and a new lawyer’s effectiveness, evaluates these questions by combining three unique datasets—bar results from the State Bar of Nevada, a survey of recently admitted lawyers, and a survey of supervisors, peers, and judges who were asked to evaluate the effectiveness of recently-admitted lawyers. We find that performance on both the Multistate Bar Examination (MBE) and essay components of the Nevada Bar have little relationship with the assessed lawyering effectiveness of new lawyers, calling into question the usefulness of these tests.

H.A. Lloyd (Wake Forest), Langdell and the Eclipse of Character, 85 Pitt. L. Rev. __ (forthcoming 2023):

From the abstract:

Christopher Columbus Langdell has not only damaged the study of law with his three follies: his legal formalism, his redacted appellate case method, and his notion that legal practice taints the professor of law. His three follies have also impaired character development critical for legal actors. This Article focuses on four such critical character traits and virtues impaired by Langdell: (i) imagination, (ii) empathy, (ii) balance, and (iv) integrity. Readers wishing to explore virtues beyond those addressed in this Article might note my earlier examination of the role of virtue in good legal analysis found here.

This Article also calls out potential character issues with two professor types inspired by Langdell: (v) the hazing professor who confuses intellectual rigor with intense discomfort and who uses the redacted appellate case method to inflict such discomfort at the expense of better pedagogy, and (vi) the professor without substantial practice experience who is substantially paid to teach what she has never practiced.

[h/t TaxProfBlog]

[Posted by Louis Schulze. FIU Law]

Childcare Assistance for Bar Takers: Impactful Opportunities to Assist

When it comes to taking the bar exam, it seems that the primary resource concerns expressed by various stakeholders involve time, money, materials, and dedicated study spaces. However, other impactful factors are important to consider alongside these items, including the impact of working while studying, housing insecurity, food insecurity, and other life quality factors.

One factor that has been on my radar recently is the apparent lack of available resources for childcare assistance for bar takers. Although we often take into consideration the aforementioned factors, the impact of a lack of childcare assistance is one that unfortunately often gets overlooked. However, the time, attention, money, and energy that goes into the care of children, especially young children, can be especially taxing on bar takers who are already strained in terms of resources, therefore it is an important area to address.

In order to assist Academic Support Professionals and other stakeholders in the legal education community, I wanted to share how I was able to assist a bar taker in securing childcare assistance resources in my state (Georgia), and then also wanted to provide you with eight tips you can share with your bar takers to assist them in finding resources to assist them post-graduation while studying for the bar exam.

Childcare Assistance Resources in Georgia: The Georgia CAPS Program

The Georgia Childcare and Parent Services (‘Georgia CAPS’ or ‘CAPS’) program provides financial assistance to eligible families to help with the cost of child care. In assisting bar takers with access to the resources of this program, we had to generally follow the below steps (please note that specific identifying information and other narrative modifications have been made to protect bar takers' identities and for illustrative-ease purposes regarding the general processes and procedures).

1. Determine Eligibility:

Eligibility for the Georgia CAPS program is based on factors such as income, family size, work, or education status. We researched specific eligibility criteria on the Georgia CAPS website and by contacting the Georgia Department of Early Care and Learning (DECAL). The bar taker also had to complete a PreApplication Screener.

2. Apply for Assistance:

Once we were confident in eligibility, it was time to apply for childcare assistance through the Georgia CAPS program. Our bar taker needed to fill out the application which can be obtained online through the Georgia CAPS website or at local CAPS offices. A Georgia Gateway account was required.

3. Submit Required Documents:

The application process typically requires individuals to submit various documents to verify eligibility, such as income documentation, proof of work or education, and information about family size. It is imperative to provide all the necessary documents along with an application.

CRITICAL MOMENT: Our bar taker was no longer enrolled in law school, and this is where the snag in the process typically occurs. However, the eligibility requirements specifically list “State-Approved Activities” which includes online coursework in pursuit of vocational goals, so the critical part of this process was getting a commercial bar prep course approved to satisfy the proof of education requirement. We worked with a commercial bar prep provider to have them provide the documentation to the state regarding the course hour requirements weekly, and the state approved this for educational/vocational purposes. Voila, we were on the way!

4. Attend an Interview (If Required):

Depending on a bar taker’s situation and the local Georgia CAPS office requirements, the bar taker in Georgia may be required to attend an interview to further discuss eligibility and childcare needs. This was not required in our circumstances.

5. Receive Approval and Voucher:

Once our application was approved, we received notice of eligibility along with a childcare assistance voucher. The voucher can be used to access childcare services from approved providers participating in the Georgia CAPS program, so the next step was our bar taker choosing an approved provider.

6. Choose an Approved Provider:

Our bar taker then had to research and select an approved childcare provider who participates in the Georgia CAPS program. The provider must be licensed or exempt from licensure and willing to accept CAPS payments, and our bar taker was able to select one that the bar taker was comfortable with and felt was trustworthy.

7. Provide Ongoing Eligibility Documentation:

After receiving childcare assistance through the Georgia CAPS program, our bar taker was required to provide ongoing documentation to ensure their continued eligibility. This could potentially include updates on the bar taker’s coursework progress, education status, employment, and any income changes.

8. Celebrate Success: It’s always important to celebrate success in helping! Our bar taker was able to complete the process and obtain childcare assistance in the state of Georgia for the full cycle of bar study. This greatly assisted this individual with being able to dedicate study time, and attention, as well as provided the ability to balance financial resources to ensure the taker was in the best position for success on the bar exam.

It is very likely that your state also offers similar opportunities for assistance, and by partnering with your bar vendors to provide documentation and evidentiary support of your bar takers’ programs and time requirements, you will very likely be able to help similarly-situated individuals who need assistance during this critical time.

Eight Tips for Bar Takers Seeking Childcare Assistance

Remember, getting childcare assistance while taking the bar exam will depend on the specific programs and resources offered by the state in which you are taking the exam. Each state will have different options and eligibility criteria. Here are eight tips you can pass on to your bar takers to explore childcare assistance options:

1. Check the State Bar Association Website: Start by visiting the website of the state's bar association. Look for information on any childcare assistance programs they may offer for bar exam takers. Make sure to carefully review bar exam dates and to think carefully about what childcare coverage and assistance you may need.

2. Contact the State Bar Association: If you cannot find specific information on the website, reach out to the state bar association directly via phone or email. Inquire about any available childcare assistance programs or resources for bar exam takers.

3. Inquire with Law Schools and Universities: Law schools in the state where you are taking the bar exam may have programs or services to support their graduates during the exam period. Contact the law schools in the area and ask if they offer any childcare assistance for bar exam takers. Although bar takers often consult their law schools, it is important to utilize all potential resources, so conduct a broad search.

4. Government Assistance Programs: Check with local government agencies or social service organizations to see if there are any childcare subsidies or assistance programs available to individuals in your situation.

5. Scholarships or Grants: Some states or organizations may offer scholarships or grants to help cover childcare expenses for individuals taking the bar exam. Look for any relevant opportunities that you might be eligible for.

6. Law Firm Support: If you are currently employed by a law firm, inquire about any policies or programs they have in place to support employees taking the bar exam, including childcare assistance.

7. Online Communities and Forums: Join online forums or social media groups related to law students or bar exam takers. Other individuals who have gone through similar situations may be able to provide advice and guidance on finding childcare assistance.

8. Plan in Advance: It is essential to start researching childcare assistance options early in your bar exam preparation. Some programs may have limited funding or availability, so planning will increase your chances of securing support. It will also help you in considering budgets in terms of financial resources and your valuable study time.

Remember that childcare assistance programs may vary significantly from state to state and may be subject to budget limitations, vocational and educational requirements, and other limiting factors. It is essential to be proactive in your search for support and explore all available resources in your area. Additionally, be prepared to provide the necessary documentation and meet any eligibility requirements to qualify for childcare assistance programs.

(Scot Goins - Guest Blogger)

Director of Academic Excellence at Wake Forest

Wake Forest School of Law seeks a Director of Academic Excellence and Bar Support.  The posting is here.  The Director is responsible for the oversight and implementation of academic success and bar support programs and initiatives in support of strong educational and bar examination outcomes. Using a data-driven approach and continuous improvement mindset, the Director will set goals and measure outcomes, develop plans, and engage students to help improve their ability to succeed in their academic program, as well as recent graduates in their preparation for the bar examination.

Job Description

Essential Functions:

Academic Excellence:

• Manage and implement all major support services related to academic excellence and academic support.
• Develop and implement programming, including workshops, information sessions, and training on academic skills and general topics such as reading and briefing cases, time management, class preparation and participation, and exam strategies.
• Provide academic support counseling for all students who have self-engaged, who have been identified as at-risk through data analysis, or have been referred through regular, one-on-one appointments.
• Administer Academic Excellence Program (AEP) for first-year law students, identifying best practices and seeking ways to improve offerings.
• Teach one section of Critical Academic Skills Enhancement (CASE) course each Spring semester for students who require additional academic support, recruit and supervise additional instructor (if a second section is needed).
• Explore and implement innovative approaches to academic support, reviewing data and best industry best practices, revising programming and support mechanisms to meet support demands.
• Work with Student Affairs and Academic Affairs to identify and support struggling or at-risk students.

Bar Support:

• Coordination and implementation of all major services related to bar examination support, with emphasis on continuous improvement of first-time and ultimate bar passage rates.
• Develop and implement programming including workshops, information sessions, and training on various topics for students and recent graduates such as bar examination and MPRE applications, Character & Fitness, commonly tested legal subjects, and MBE strategies.
• Teach the Applied Legal Concepts course each Spring semester.
• Track bar examination taker study progress using data and predictive analytics, identifying at-risk takers and providing encouragement and support.
• Provide law school leadership team with regular updates on bar taker engagement and leverage former student relationships for motivational outreach.
• Coordinate July North Carolina bar examination support efforts in Raleigh
  (e.g., lunch, staff greeters, etc.).
• Explore and implement innovative approaches to bar exam support, reviewing data and revising programming and support mechanisms to meet support demands. 
• Lead school efforts to understand the NextGen bar exam, work with faculty and staff to recommend changes/additions to curriculum to address NextGen bar exam.

Reporting:

• Lead data coordination and tracking for ABA Bar Passage Reporting purposes, ensuring data integrity and accuracy for all first time and recent bar takers.
• Work with Academic Affairs and Student Affairs to ensure ABA Bar Passage Report is accurate and submitted timely.
• Identify opportunities to visualize and report progress in academic excellence and bar support.

Additional Job Description

Other Functions:

• Manage Academic Success and Bar Support Budget.
• Supervise Teaching Assistants for Academic Engagement Program.
• Other duties as assigned.

Required Education, Knowledge, Skills, Abilities:

Juris Doctor degree with at least three years of successful student programming administration, teaching, or a combination thereof, in law schools. Superior writing and oral communication skills. The ability to deliver difficult news and manage difficult conversations. Must be able to work independently and as a member of a team, including interface with all faculty, staff, students, and senior administrators.

Superior judgment, high resilience and energy, strong emotional intelligence, compassion and positivity, innovation, and a continuous improvement mindset. Serving as a community model the successful candidate will have sophistication in academic best practices, understanding of the state of the legal profession and law pedagogy.

Proficiency with technology and software navigation, and the ability to learn new technology.

Time Type Requirement

Full time

 

Note to Applicant:

This position profile identifies the key responsibilities and expectations for performance. It cannot encompass all specific job tasks that an employee may be required to perform. Employees are required to follow any other job-related instructions and perform job-related duties as may be reasonably assigned by his/her supervi

Tenure Track Position at Washburn

WASHBURN UNIVERSITY SCHOOL OF LAW invites applicants for the tenure-track position of Director of Academic Enrichment and Bar Passage, beginning in the 2024-2025 academic year. Washburn Law has a unitary tenure-track with scholarship support including summer writing stipends, year-round research assistants, and funding for travel to conferences. This nine-month tenured/tenure-track position is one of five open tenured/tenure-track positions in the School of Law.  The posting is here.

The Director will design a comprehensive academic enrichment program for law students, supervise other academic support professionals, teach in the academic enrichment program, direct the provision of a full range of academic enrichment services, and supervise the bar passage program. The successful candidate will have taught in a student success program, will be experienced in developing or teaching in bar exam support programs, and will have the ability to report on assessments and outcomes. It is anticipated the successful candidate will also teach selected courses as assigned. The selected candidate will have a demonstrated commitment to pursuing teaching excellence, including a dedication to developing inclusive teaching practices that engage students from diverse backgrounds.

Washburn University is a teaching-focused, student-centered, public institution located in the metropolitan setting of Topeka that has earned national recognition for its high-impact programs for first-generation students. Washburn has a student body of over 5,550 undergraduate, graduate, and law students, a significant and growing number of whom are first generation and Pell-Grant eligible. The University has created educational pathways for all students to be successful and achieve their educational goals.

The Washburn campus is located blocks from the historic state capitol. Topeka features affordable housing; beautiful, historic neighborhoods with well-maintained parks; and a nationally recognized public library. It is also the home of the Brown v. Board of Education National Historical Site.

Washburn University School of Law moved into its new, state-of-the-art building in July 2023. The building features classrooms equipped with up-to-date recording technology, including closed captioning; a green room recording studio; and beautiful trial and appellate courtrooms.

Washburn is dedicated to recruiting and retaining a diverse faculty, staff, and student body and cultivating a vibrant and inclusive working environment and curriculum. We offer competitive wages, an excellent benefits program, supportive leadership team, and a healthy work/life balance. At Washburn, we strive to ensure a campus climate that supports the success of every employee and appreciates the unique skills and expertise each contributes to serving our students.

Essential Functions:
• The appointed hire will be responsible for fulfilling teaching expectations associated with a tenure-track appointment, teaching a full workload as outlined in the faculty handbook. They will administer and teach the academic enrichment and bar passage program and other courses as assigned.
• The appointed hire will be responsible for fulfilling scholarship expectations associated with a tenure-track appointment.
• The appointed hire will be responsible for fulfilling service expectations associated with a tenure-track appointment.

Required Qualifications:
• JD degree from an ABA accredited law school.
• Demonstrated commitment to academic enrichment and bar passage.
• Demonstrated commitment to developing inclusive teaching practices that engage students from diverse backgrounds.
• Demonstrated commitment to institutional service.
• Demonstrated potential for scholarship.

Preferred Qualifications:
• Training or experience appropriate to teach complementary courses.

Special Instructions to Applicants:
Please upload a letter of interest as part of your application. Contact information for three professional references will also be collected as part of the application. If you have questions about the position please contact Professor Michelle Ewert, Chair faculty recruitment committee, at [email protected]. The successful candidate will be required to submit to a background check prior to hire. Official transcripts required once hired.

Assistant Director of Academic Success at Florida

University of Florida seeks an Assistant Director of Academic Success.  The Assistant Director of Academic Success will be responsible for the implementation of innovative strategies and programs that will enhance students’ law school success and prepare students and graduates for the bar examination.  

 Work closely with the Associate Dean for Academic programs to help facilitate the academic goals of the law school faculty and students.  Be a resource for and advise faculty on topics such as providing helpful feedback, academic advising, bar coaching, and integration of skills and learning strategies into academic coursework and co-curricular efforts.

Organize and facilitate workshops for 1Ls, 2Ls, and 3Ls, focused on academic excellence and bar preparation.  Teach one course per semester designed to introduce, reinforce, and develop skills to enable students to be successful in law school and beyond.  Work with students one-on-one to provide individualized instructions and coaching.  Recruit, train, and oversee academic tutors.

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.  Coordinating the program assessment by collecting and analyzing bar examination statistics, tracking students through law school, reporting data related to bar exam outcomes and pass rates, maintaining all information on the bar exams outcomes from all jurisdictions for all law graduates, and providing data to and working collaboratively with faculty and staff.

The Levin College of Law is growing and changing daily. All College of Law community members are expected to perform other duties as assigned in furtherance of our strategic goals.

The posting and submission portal is here.

All Shiny and New

Last week we bought a new car. It had been 13 years since the last time we had done this, and it was both exciting and terrifying. On the one hand, the old car made funny noises that seemed to say, “you may think I’ll stop when you hit the brakes, but I might not…..” but on the other hand, the car also said, “at one time you had three car seats in me.” Sigh. It was a leap--most likely absolutely one we needed to take--and it was hard. Cleaning out the car and finding the original upholstery color (dark gray, who knew?) under the years of sand and fur was bittersweet.

Last week, I took my son to the dentist and had to drive the new car into a parking garage. This is a garage I never liked, but it was nerve wracking to drive into it with a car that I feel should not yet be scratched and dented. Today I parked at Trader Joe’s and needed a drink, a shower, and a nap afterwards. It is going to take some time to understand the nuances and become skilled, but the bottom line is that this is a car, and while it does things I haven’t yet discovered, it is still at its core a big machine to move from place to place. I know how to drive a car (some might argue otherwise, but I live in Massachusetts, and I am better at this than a lot of folks). My skills are translatable from car to car.

I think this is like being a 1L. Next week at orientation, law school will be all new and shiny for students. And like the 700 page owner’s manual that came with the car (with a 300 page abridged version), there is going to be a lot of reading and information coming at students. I think part of what I need to tell students at orientation is that they have learning and study skills, and while the vehicle they will be using these skills on is not the one they are accustomed to, the skills are still there. These skills will need a little tweaking to capture the nuance and quirks of law school, but they will get the job done until those finer skills emerge.

(Liz Stillman)

Academic and Bar Support Scholarship Spotlight

Welcome to Fall '23.

The ASP community had a busy summer on the scholarship front, so I have my work cut out for me over these next few weeks.  Congrats to all with recent publications.

1.  Marsha Griggs (St. Louis), Outsourcing Self-Regulation, __ Wash. and Lee L. Rev. __ (forthcoming 2023).

From the abstract: 

Answerable only to the courts that have the sole authority to grant or withhold the right to practice law, lawyers operate under a system of self-regulation. The self-regulated legal profession staunchly resists external interference from the legislative and administrative branches of government. Such resistance allows lawyers the functional independence to challenge laws, policies, and practices in service to the public and the profession. Yet, with the same fervor that the legal profession defies non-judicial oversight, it has subordinated itself to the controlling influence of private corporate interests. By outsourcing the mechanisms that control admission to the bar, the legal profession has all but surrendered the most crucial component of its gatekeeping function to an industry that profits at the expense of those seeking entry. The judicial outsourcing of the bar exam has privatized bar admission in ways that can be detrimental to the goal of public protection and damaging to those seeking licensure. Outsourced self-regulation is a costly and potentially dangerous phenomenon that has left a vulnerable component of our society without remedy to redress harms suffered through the regulatory process and has deprived the public of the procedural protections of transparent governance. This article applies the lenses of multiple political-economic theories to the normative framework of attorney self-regulation and bar admission. In so doing, it seeks to identify justifications for outsourcing a judicial regulatory function that is essential to the goals of self-regulation. This article ultimately questions whether the legal profession has lost, or will soon lose, the ability to regulate itself.

2.  Colin M. Black (Suffolk), The Rise and Fall of the Mental Health Inquiry for Bar Admission, 50 Cap. U. L. Rev. 537 (2022).

From the abstract:

For millennia, legal advocates have been expected to have good moral character. There can be no doubt that effective lawyering requires honesty and integrity. Over the years, how character is defined for practitioners has changed. In the 1970’s, the American Bar Association began evaluating bar applicant mental health as part of the good character evaluation. Ostensibly, this was done to protect the public and the administration of justice. In 2017, the American Bar Association recommended the elimination of the mental health questions on the character and fitness portion of the application to the bar. Notwithstanding, many jurisdictions continue to inquire into an applicant’s mental health status as a prerequisite to admission. Recently, however, the growing concern for lawyer well-being has highlighted the criticisms of this prophylactic inquiry. There is little evidence of a causal connection between mental health issues and unethical lawyering. Additionally, meritorious disability discrimination claims have warranted a reexamination of the practice of inquiring about the mental health of bar applicants. To be sure, the American Bar Association, bar authorities, law schools, and local bar organizations have all implemented various programs addressing the symptoms of the profession’s mental health crisis, including changes, and in some cases, the complete elimination of the mental health inquiry of the character and fitness evaluation portion of the bar application. All of these actions lead the author to conclude that the practice of inquiring about a bar applicant’s mental health serves no apt purpose nor predicts the ultimate elimination of the inquiry completely.

[H/t: TaxProf Blog]

3.  Carolyn Williams (North Dakota), Brace for Impact: Revising Legal Writing Assessments Ahead of the Collision of Generative AI and the NextGen Bar Exam, 28 L. Writing __ (forthcoming 2024).

From the abstract:

Generative AI chatbots like ChatGPT generate human-like text to interact with users in a conversational way. Most significantly for legal education, users can prompt it to draft legal documents and AI detectors struggle to detect AI-generated content. GenAI products that have been trained on legal databases are not far behind and will not fabricate legal sources, will be able to draw from more current and relevant legal information, and will provide citations to relevant legal sources. Concurrently, the NextGen bar exam, which will be administered beginning in July 2026, will explicitly test legal writing and require students to both draft original legal documents and revise others.

Legal writing professors should choose a mix of assessments to help prepare students for the NextGen bar exam while simultaneously reducing the odds that students are relying too heavily on GenAI to produce a written product without using critical reading, critical thinking, and legal analysis. This article explores how GenAI works, its strengths and weaknesses, its use among students, its ability to produce legal documents, the shortcomings of GenAI detectors, and the skills students need to pass the NextGen bar. It discourages assessment of document drafts as the sole assessment method in legal writing courses, and instead explores a wide range of assessments and adaptations that legal writing professors can use to properly measure student learning in light of GenAI and the skills needed to pass the NextGen bar exam.

[Posted by Louis Schulze, FIU Law]

Director of Academic Success at LSU

The LSU Paul M. Hebert Law Center seeks to hire a non-tenure-track Associate Professor of Professional Practice or Professor of Professional Practice to serve as its Director of Academic Success, developing and implementing a comprehensive Academic Success Program to assist students in the transition to law school and to promote their successful completion of the J.D. program and bar passage.  The comprehensive program will emphasize success in bar passage as well as in first-year courses, both of which require the development of strong critical reading, analysis, and legal-writing skills.

Juris Doctor degree from an ABA accredited law school (or international equivalent).

Minimum of two years’ experience in law practice and/or law teaching with a focus on critical reading, analysis, and legal-writing skills. Some experience related to program support, management, and/or coordination is required. Admitted to practice law in at least one state.

All applicants must apply through workday.

https://lsu.wd1.myworkdayjobs.com/en-US/LSU/details/Law-Center-Director-of-Academic-Success_R00080581-1?q=hebert.

LSU is committed to providing equal opportunity for all qualified persons in employment opportunities without regard to race, creed, color, marital status, sexual orientation, gender identity, gender expression, religion, sex, national origin, age, mental or physical disability, or veteran’s status. LSU is committed to diversity and is an equal opportunity/equal access employer. LSU believes diversity, equity, and inclusion enrich the educational experience of our students, faculty, and staff, and are necessary to prepare all people to thrive personally and professionally in a global society. 

Questions may be directed to Missy Lonegrass, Chair of the Faculty Appointments Committee, [email protected].

Assistant Director of Academic Success at Akron

Akron Law – Assistant Director, Academic Success Programs

Description: The University of Akron, School of Law Dean's Office, is seeking an Assistant Director of the Academic and Bar Success Program.

Primary responsibilities include: Teaching relevant law courses to students, counseling and tutoring students to ensure academic success, providing support to students by conducting workshops and supplying assistance with basic writing and analytical skills as needed.  

Summary: Independently coordinates and executes tasks in support of a programs, event, service or department. Serves as point-of-contact to internal and external parties providing both information and assuring service delivery. Must foresee and rectify complications preemptively and in real time.
Student Success, Advising and Enrichment focuses on programs and services that support attainment of educational goals and enhance students' academic and life skills. Includes advising students on university policies, procedures, program and degree requirements and a range of other academic matters. Provides referrals to appropriate units for financial, mental health and other services. Examples of programs developed and administered include first year experience, learning centers, skills workshops, tutoring services, new student orientation and other learning experiences for the general, international, and other identified populations.

Additional Information:

Required Qualifications: Juris Doctor degree and a minimum of 2 (two) years of relevant experience.

Application Deadline: Review of applicants will begin on August 24, 2023.​

Compensation: The compensation for this position is commensurate with experience and qualifications. The University of Akron offers a competitive total compensation package comprised of a competitive salary and comprehensive benefits for eligible employees including medical, dental, vision, short and long-term disability, life insurance, and paid leave of absences including time off for illness, vacation, and maternity or paternity leave. In addition, eligible employees and their dependents are provided tuition remission.
All staff and eligible non-bargaining unit faculty have the option to request a Flexible Work Arrangement (FWA).
The University of Akron participates in state retirement systems and offers alternative retirement options with competitive employer contributions. Optional investment opportunities are available including deferred compensation programs (403(b) and 457(b)). Please visit our benefits home page for more information.

Application Instructions: In order to be considered for this position, please attach your resume, cover letter and a list of three professional references.

Associate Professor of Law at Southwestern

SOUTHWESTERN LAW SCHOOL in Los Angeles invites applications for full-time entry-level or experienced Associate Professors of Academic Success and Bar Preparation. These non-tenure-track positions can lead to a long-term contract. AS/BP faculty vote on virtually all issues in faculty meetings, serve on faculty committees, are eligible for summer research stipends, and those who are productive scholars are eligible to apply for sabbaticals.

 
AS/BP faculty work with students from pre-matriculation through the bar-study period. They teach our summer Bison Bootcamp program and serve as bar-study coaches for graduates. They teach the 1L Foundations of Law & Practice course, which instructs students about core law school skills, like reading cases and statutes, note-taking and classroom engagement, rule synthesis, outlining, and exam-taking techniques. They also teach upper-level courses, including Remedies, Multistate Bar Exam, and Cal Bar Writing. As we learn what will be covered on the new California Bar Examination, courses or course content may change.

We seek candidates who are passionate about teaching and can demonstrate success in the classroom, love working with students outside the classroom, and are willing to contribute to the campus community through committee and related service.
Subject to approval from the ABA, we plan to launch a mostly asynchronous online J.D. program (with full-time and part-time options) in Fall 2024, and we hope many faculty we will hire in the coming years will teach in that program.

 
Founded in 1911, Southwestern is an ABA-accredited, independent law school located in the center of Los Angeles. Our mission includes educating lawyers ready to serve clients, the profession, and our society with excellence, empowering students to reach their potential, cultivating inclusion and belonging, and shaping the law and public policy through teaching, scholarship, and service.

 
To apply, please send your CV, professional references, research agenda, and preferred areas of teaching via email to [email protected] and put “Faculty Application” in the email subject line. Review of applications and AALS FAR forms will begin in mid-August. Initial interviews will be held via Zoom, and callback interviews will be held in person.

Academic Success Position at Utah

The faculty of the University of Utah S.J. Quinney College of Law is excited to invite applications for five faculty positions at the rank of Associate Professor (tenure track), Assistant/ Associate Professor (Clinical), or Assistant/Associate Professor (Lecturer): one position to run an asylum/refugee clinic, one position to run a medical-legal partnership clinic, one non-tenured academic success and support position, and two positions in any area. Applicants for the asylum/refugee and medical-legal partnership clinics may choose to apply for a tenure track or non-tenure track position. Non-tenure track faculty enjoy long-term, presumptively renewable contracts. Qualifications for the positions include a J.D., LLM, and/or S.J.D., a strong academic record, capacity for scholarly merit, and proven or potential teaching distinction. The University of Utah promotes diversity, equity, and inclusion in its faculty and student body and seeks faculty who can contribute to our Law School Diversity and Anti-Racism Goals, which can be found here: http://sjquinney.utah.edu/diversity. Candidates should submit an application to the University of Utah Human Resources website: http://utah.peopleadmin.com/postings/xxxxxx.