Law School Academic Support Blog

Academic and Bar Support Scholarship Spotlight

1.  Griggs, Marsha (Washburn) and Curcio, Andrea Anne (Georgia State), Book Review, Joan Howarth, Shaping the Bar: The Future of Attorney Licensing, 71 J. of Legal Educ. 543 (2022).

From the abstract:

In Shaping the Bar: The Future of Attorney Licensing, Professor Joan Howarth issues a clarion call to the academy, the legal community, and the judiciary to reform how we license lawyers in the United States. In this book Howarth identifies the current crisis in law licensing, the history of racism that created this crisis, and the tools available to address it. Shaping the Bar challenges our entrenched notions of professional identity, and it forces us to confront vulnerabilities in attorney self-regulation. It does so in a manner that will stir even those not immersed in the current debate about law licensing. This review highlights Howarth’s explanation of how the attorney licensing system fails to protect the public by failing to assess the skills and abilities new lawyers need to competently represent clients while simultaneously unjustifiably excluding people of color and those without financial resources. The review summarizes her data-based arguments that explain how we have developed and perpetuated a system that fails the public and systematically disadvantages particular groups, and her eminently workable suggestions for how to change the system. It discusses how Howarth connects the law licensing process to legal education, highlighting the symbiotic relationship between the two, and noting that as legal educators, we must accept responsibility for our part in creating, and hopefully now dismantling, this system.

2.    Kincaid, Rachel (Baylor), Law Schools: Want to Help Bend the Arc of the Moral Universe Toward Justice? Hire Law Professors with Public Service Experience, __ Univ. of Richmond L. Rev. __   (forthcoming __).

From the abstract:

We are living in momentous times. Social justice and the legitimacy of our political systems are at the forefront of many people’s minds. Demands for change - sometimes revolutionary change - abound, based on myriad crises: the murders of Tyre Nichols, George Floyd, Ahmaud Arbery, and Breonna Taylor; mass incarceration and the criminalization of poverty; the bungled response to COVID-19 and resulting economic precarity of many across the globe; threats to our democratic institutions and educational institutions at home and abroad; the erosion of reproductive rights, the environment, and tribal sovereignty; attacks on LGBTQIA+ people and their rights; and persistent and devastating levels of gun violence, to name a few. During momentous times like these, law schools can and should make a difference. But how we do that is a more complex question. Is it only through career services offices that encourage students to pursue careers fighting for social justice? Or do professors, even ones in required doctrinal courses, have a role to play in transforming our society? In this article, I argue the latter. And I argue that one way law schools can ensure that their professors are equal partners in this fight for social justice is by hiring law professors with experience in public service (more than just a year or two clerking). Doing so requires evaluating the law professor hiring process, both in fact and in the way we talk about it. But if my suggested interventions are adopted, I think law schools can ensure that the legal community contributes to the revolutions and reforms necessary to meet the demands of these momentous times.

[Posted by Louis Schulze, FIU Law]

We Are the Champions, My Friends

Lately, a list-serv I have subscribed to has been a hotbed of political group-wide emails. It is not a political list-serv, so this volley is something of a surprise. The emails are about the war between Israel and Hamas-and they have been ugly. Am I a coward for not engaging in the group email chain but rather writing about it in a blog entry? Perhaps, but I contend that the professionals (that I suppose I can call colleagues) on this list-serv are engaging in behavior that they are absolutely free to engage in but is also demeaning and chilling. One thing some posters on the list do is launch personal attacks.  Others basically argue that if you do not agree with them, it is because you are ignorant and uneducated about the subject area, so they offer a lot of links--some from questionable sources-and one, in a total twist of fate, written by my sister-in-law (a reputable source!). The same email accusing people of being essentially unintelligent is signed, “Yours in Solidarity…” Um, I am not going to actually agree with you that I am an imbecile because I don’t see things exactly as you do, so that’s a big nope on the solidarity.

Some of these posters could learn a lot from Academic Support folks about how to be collegial. That is why I am thankful this year for the amazing community of ASP folks who are the champions:

1. We share well. ASP conferences are the best because we share everything. We share materials, techniques, statistics, joy, triumph, frustrations, and passion.
2. We care about each other. I have had more people in this community inquire about my family in Israel than I ever anticipated. It actually brought me to tears.
3. We care about our students. We always use the possessive when we talk about them-they belong to us and while we cannot help every single student, we would if we could (and they came to office hours, just saying).
4. We celebrate and uplift each other’s work. Think of the work Louis does on this blog every Tuesday to announce recent scholarship-and that is just one example of how we amplify the community.
5. We respect each other. We would never call each other names or require acquiescence to be deserving of solidarity.
6. We are family. We know each other. We welcome newcomers with offers of help and materials.
7. And even if you don’t agree with the above points, I still think the world of you and your intelligence and accomplishments.

Happy end of classes!

(Liz Stillman)

New Contributing Editor

I am delighted to announce Ashley Cetnar from the University of Idaho will join us as a contributing editor.  She will primarily post on Fridays.  Ashley Cetnar joined the University of Idaho in August 2021. She received her B.A. in English and Sociology from the University of Michigan in 2007. In 2010, she earned her J.D. from the University of Miami School of Law, graduating with honors. She is also an active member of the Florida Bar.

Prior to joining the law school faculty for the 2021-2022 academic year, Professor Cetnar gained extensive experience in academic success and bar preparation as an Instructor of Law & Assistant Director of Academic Success at Stetson University College of Law. There, she worked with students to ensure they developed the skills necessary to succeed in law school and on the bar exam. She has been teaching students in bar-skills courses since 2016 and advising law students since 2015. Now, she looks forward to using her experience to support University of Idaho students in the pursuit of their educational and professional goals.

(Steven Foster)

Director of Bar Passage at Lincoln Memorial

Lincoln Memorial University Duncan School of Law (“LMU Law”) in Knoxville, Tennessee seeks

to hire a Director of Bar Success to begin no later than July 1, 2024. LMU Law’s Academic and

Bar Success Program is designed to benefit all students by enabling them to succeed

throughout law school, preparing them to pass the bar exam, and equipping them to practice

law at the highest levels. As one of five full-time faculty members in the department, the faculty

member will teach courses designed to introduce, reinforce, and develop skills to enable

students to be successful on the bar exam. The Director will also coordinate LMU Law’s

supplemental bar preparation programming for its graduates; work collaboratively with other

faculty; work with students one-on-one to provide individualized instruction and coaching; and

mentor students and graduates.

This is a non-tenure-track faculty appointment with a presumptively renewable twelve-month

contract. Because the Director will coordinate LMU Law’s supplemental program for the July

bar exam each year, he or she is eligible to receive course release in the fall or spring semester

every other year. The position includes future eligibility to apply for a long-term contract and

governance rights as to all matters except hiring and promotion of tenured and tenure-track

faculty. For a lateral candidate who has already established a strong record of scholarship, a

tenure-track appointment may be an option.

LMU Law has an institutional partnership with a national bar preparation company and

otherwise provides significant resources for academic and bar success. The faculty and

administration welcome innovative and data-based approaches to bar preparation. The

Director will join a collaborative faculty that values the contributions of Academic and Bar

Success faculty members. The faculty have already made curricular changes in anticipation of

changes in the bar exam and anticipate working with the Director to improve student learning

and performance.

Requirements for the position include a J.D. degree; prior experience teaching in a law school

bar preparation program or working with law school graduates to improve their bar exam

performance; bar membership in any U.S. jurisdiction (can be inactive); demonstrated ability to

devise, coordinate, and implement innovative programming; effective presentation skills in

both small-group and large-class settings; knowledge of learning and teaching strategies for law

students; experience working with, and demonstrated commitment to supporting, diverse

populations; and commitment to LMU Law’s mission. The preferred candidate will have prior

experience coordinating a law school’s bar preparation program; practical legal experience; a

personal record of strong academic achievement; experience preparing students and graduates

for the Uniform Bar Exam; and/or experience or demonstrated interest in data collection, data

management, and basic statistics.

LMU Law is fully accredited by the ABA and has both full-time residential and part-time/hybrid

programs. We are a student-centered institution with the mission of improving access to the

legal profession and legal services in Southern Appalachia and other underserved regions. LMU

Law has a rigorous, practice-focused curriculum that is designed to emphasize student learning

outcomes and ensure that students have the knowledge and skills needed to make positive

contributions to their communities as lawyers and leaders.

In line with our commitment to diversity, we strongly encourage applications from people of

color, women, individuals with disabilities, LGBTQIA+ individuals, veterans, and others who can

enhance our faculty, curricular, and program diversity through unique life experiences,

viewpoints, or philosophies.

Our law school is located in the heart of Knoxville, Tennessee, a city that offers a fusion of

vibrant city life, stunning natural beauty, and a rich historical and cultural scene, complemented

by the backdrop of the Great Smoky Mountains.

Interested applicants should contact Professor Syd Beckman, Chair of the Faculty Recruitment

Committee, at [email protected]. For more information about LMU Law, see

https://www.lmunet.edu/duncan-school-of-law/index.php.

Associate Director of Bar Pass Programs at Widener

Widener University Delaware Law School invites applications for an Associate Director of Bar Pass Programs. Reporting to the Director of Bar Pass Programs, this twelve-month, administrative position will work closely with the Director, faculty and administration to develop and implement programs to help students and alumni pass the bar examination and acquire the skills and abilities required to achieve success.  Apply here.

DUTIES AND RESPONSIBILITIES (including, but not limited to):

• Deliver programming for bar exam success for all students throughout their studies to maximize bar passage
• Collaborate with the Director of Bar Pass Programs to develop and revise programming for bar exam success
• Engage in student mentoring related to bar exam performance and strategies for success
• Advise students on the bar application process, including timelines and requirements
• Mentor repeat bar examinees in their exam preparation and advising them on best practices for repeating the bar exam
• Implement academic success programming and courses under guidance from the Directors of Academic Success
• Provide individual feedback and assessment to help students improve academic performance, study skills, and bar exam preparation
• Create and facilitate workshops to help students improve academic performance, study skills, and bar exam preparation
• Teach Bar Exam Success, Writing Effectively for the Bar, and other courses based on curricular needs
• Compile and analyze bar examination data relating to graduates’ performance and recommend changes to address weaknesses
• Track and mentor students during the commercial bar review periods
• Coordinate and host an in-person simulated bar exam for students during bar review
• Other duties as assigned

MINIMUM QUALIFICATIONS (education/training and experience required):

Required:

• J.D. from an ABA-accredited law school, and membership in a state bar with successful completion of a state bar examination
• Excellent project management skills, organizational skills with attention to detail, oral and written communication and interpersonal skills, and a strong service commitment
• Proficiency with Microsoft Office
• Demonstrated ability to build relationships
• Works closely with the Academic Success Program Directors, helping to implement academic success programming and courses
• Evaluate and facilitate collaborative discussions with administration, faculty and students; lead efforts on data collection and assessment.
• Performing other duties as assigned.

Preferred:

• The successful candidate will have law school professional experience, preferably in the context of a law school bar support or academic success program, and a record of strong academic performance in law school. Experience in the practice of law is also preferred.

PHYSICAL REQUIREMENTS AND/OR UNUSUAL HOURS: 

• Position requires some evening teaching availability, up to 3 nights a week, depending on the semester
• Availability for exam proctoring, which may occasionally fall on a weekend.
• Ability to lift 20 lbs

All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, religion, color, national origin, age, sex, sexual orientation, disability status, or any other characteristic protected by applicable law. Widener University is committed to fostering an inclusive community in which faculty, staff, and students from a variety of backgrounds, cultures, and personal experiences are welcomed and can thrive. We are an equal opportunity employer and are committed to providing equal educational and employment opportunities for all persons without regard to age, color, national origin, race, religion, disability, veteran status, sex, sexual orientation, gender identity, genetic information, or status as a protected veteran.

Widener University, an independent, metropolitan, doctoral-intensive university, connects curricula to social issues through civic engagement. Dynamic teaching, active scholarship, personal attention and experiential learning are key components of the Widener Experience. Located in Chester, PA, Widener's main campus is nestled between Philadelphia, PA and Wilmington, DE, with Law Schools located in both Harrisburg and Wilmington. For more information about the university, please visit our website at www.widener.edu.

NECASP Conference Registration is now open!

Please join us in White Plains, NY for the annual North East Consortium of Academic Support Professionals conference. December 15, 2023 from 11:00-3:00 ET. 

This year's program is entitled ASP Expanding our Reach: Are We Reaching Out and Are We Reachable?  We have an amazing line-up of presenters and are excited to spend the day sharing ideas both in-person and virtually. 

The conference will be hosted in person at the Elisabeth Haub School of Law at Pace University. However we will also have a zoom option for those who cannot travel to NY. 

There is no registration fee but we ask that you please register (whether coming in person or virtually) using this link so that we can adequately prepare. 

https://forms.gle/raNAwUUZxGJYLCYc7

We are reserving a block of rooms at Sonesta White Plains Downtown and will share hotel information with registrants next week. 

We look forward to seeing many of you next month! 

 

Danielle, Stephen, Erica, and Liz

Executive Director of Bar Preparation at CUNY

CUNY School of Law continues the search for an Executive Director of Bar Preparation and Licensing Programs. The Law School has recently received a multi-year commitment from the University for bar preparation and support.  The Executive Director will have the opportunity to help guide this new funding phase as we seek to continue training a diverse group of students in their goal of becoming excellent public interest attorneys.

 

Full details on the position can be found here at CUNY’s main job search webpage, with Job ID 25766 (the direct link to the posting is also available here). Please note that all candidates must go through the application process as detailed on the page to be considered. From our job posting system, select “Apply Now,” create or log in to a user account, and provide the requested information. Applications will be accepted until November 15, 2023. For any questions, please contact [email protected].

Director of Academic Success at Drake

The Director of Academic Success creates programming and provides support to law students to help them set and reach their academic goals throughout their three years at Drake Law School and the bar exam. The role works individually with any Drake Law student seeking to improve study skills, to identify problems interfering with academic performance, and to provide guidance and recommendations for future academic success. The role also teaches two academic success-focused classes and coordinates larger-scale programming to help law students reach their potential, including Integrated Study Group (ISG) for first-year students and Bulldog Bar Prep for alumni studying for the bar.

The Director of Academic Success serves as an administrative staff member on the Student Services team. The role reports to the Assistant Dean for Student Services.

The Director of Academic Success must demonstrate an understanding of and commitment to the principles of diversity, equity, and inclusion; and a strong ability to direct and implement student support functions.

The Director of Academic Success will have the proven ability to communicate clearly, manage multiple deadlines, and engage with students from all backgrounds. The Director of Academic Success will develop and execute intentional, high impact student services experiences and create a positive culture of student success in the Law School.

Minimum Qualifications:

• J.D. degree and successful passage of the bar exam
• Experience related to advising students or clients through high-stress, high-stakes situations
• Superior organizational, communication, and relationship management skills
• Excellent problem-solving and analytical skills
• Demonstrable ability to lead, supervise, and direct student employees and to work as a team with staff at all levels in the accomplishment of goals and objectives
• Ability to gain understanding and proficiency with technologies used in student services

Preferred Qualifications:

• Experience with teaching
• Experience with providing meaningful feedback to improve academic skills
• Creative and innovative mindset for pursuing an effective strategy to serve an ever-evolving student population
• Experience achieving goals both through self-directed projects and while leading a team
• Strong judgment, decision-making capabilities, and problem-solving skills
• Excellent oral and written presentation skills
• Experience with Starfish or other student management programs
• Candidate should be able to work independently with technology and be proficient in the use of Microsoft Office programs including Teams, Outlook, Word, Excel, PowerPoint as well as Zoom and other communication tools

Job Duties:

Bar Exam Support Functions (20%): Coordinate the bar exam preparation program. Provide individual support for at-risk first-time bar examinees, including, meeting regularly, developing customized study plans and strategies, developing and assigning targeted practice exercises, and providing individual analysis and feedback to support preparation for the bar exam. Coordinate the Bulldog Bar Preparation program for alumni. Maintain contact with at-risk bar examinees (first time and repeaters) over the "bar preparation season" (February and July administrations) to provide support, encouragement, and assistance. Provide regular reports analyzing bar exam results, bar support activities, and student outcomes. - (Essential)

Academic Support Functions (20%): Coordinate academic success programming. Continually evaluate student performance, identifying which students appear to be struggling or at-risk; initiate and maintain contact with those who are at-risk or on probation. Provide intensive individual academic counseling to assigned students and advise them on various academic issues. Advise and approve course selections for students below an established GPA with the goal of providing a balanced legal education that aims to improve students' success in law school and on the bar exam. - (Essential)

Teach Bar Preparation Course (Fall and Spring) (15%) - (Essential)

Teach Principles of Legal Analysis Course, in partnership with Assistant Dean for Student Services (Spring) (15%) - (Essential)

Integrated Study Group (ISB) Program (15%): Maintain responsibility for training ISG Leaders. Develop curriculum and direction of the ISG program. Coordinate with relevant faculty to develop curriculum for the program. Direct and implement the practice exam program. - (Essential)

Data Analysis (5%): Analyze law school data and stay current on current trends and best practices in the area of academic success and bar pass, including structural changes to the bar exam and responsive curricular changes. Analyze graduate bar-passage data from all U.S. jurisdictions. Provide periodic internal reports on metrics and progress toward achieving goals for bar passage and academic success to the Law School’s faculty and staff. Research and implement the most current best practices for bar and academic success. Stay abreast of trends in the academic and bar-support fields. Stay current with ABA regulations and bar-admission requirements. - (Essential)

Equity & Inclusion (5%): Support equity and inclusion initiatives and serve as a resource for Law School’s diverse students. - (Essential)

Academic Advising (5%): Serve as academic advisor for an assigned list of students, including a portion of the students on special academic status and academic probation. - (Essential)

Salary & Benefits

The salary is competitive and will be commensurate with the experiences of the selected candidate. 

Drake University offers a competitive benefits package including health, dental, vision, life and disability coverages, flexible spending accounts, retirement plan options and generous time off. Drake University also offers significant higher education cost savings for employees, their partners/spouses, and dependent children through our tuition waiver and tuition exchange programs.

Special Instructions to Applicants:

Interested candidates will be asked to complete the Employment Application. Please attach a current resume/CV and cover letter. Successful candidates must complete the background and reference check process.

If you have any questions about this position, the application process, or working at Drake, please contact us at [email protected]. We are happy to assist you.

Review of Applications Begins:

A review of applications will begin immediately. This position will remain open until filled.  Apply here.

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Academic Support Specialist at University of Illinois Chicago

This position will provide support to law students (day and evening), beginning in their first year, on study skills, critical and analytical thinking, exam strategies, time management techniques, and prepares students and graduates for the bar exam. The Specialist will conduct workshops as well as review and provide critical and constructive feedback on exercises and practice exams. The Specialist will also spend a significant time providing academic advising and counseling with a diverse range of students.

Duties & Responsibilities

• Collaborate with the Academic Achievement Team to develop the curriculum for the lL Expert Learning courses
• Collaborate with the Academic Achievement Team to develop the curriculum for the bar preparation courses
• Work directly with recent graduates in the bar preparation program
• Counsel and assist law students and graduates on law school and bar exam success. Many of our students are from diverse backgrounds and are first generation law students
• Review and provide meaningful feedback on practice exams and other formative assessment exercises submitted by law students and graduates
• Stay abreast and regularly update the deans and faculty of best practices and trends in law school academic support and bar preparation programs
• Communicate and coordinate with and stay abreast of the recent trends in commercial bar review programs
• Plan, assign and review work of staff to ensure that group objectives are met
• Hire, train, develop and manage staff to ensure that a qualified staff exists to meet group objectives
• Cross train the Academic Achievement Team on best practices for reviewing assessment results
• Perform other related duties and participate in special projects as assigned

Qualifications:

Minimum Qualifications

• A J.D. degree from an ABA-approved law school is required.
• Admitted to practice law in at least one jurisdiction
• Ability to work in a multicultural environment; strong commitment to diversity, equity, and inclusion.
• Works collaboratively with members of a professional team
• Excellent and patient listener
• Interacts with people from diverse backgrounds and cultures
• Diagnoses student challenges with a holistic approach
• Familiarity with psychological barriers that affect student performance;
• Optimistic and positive outlook
• Creative and innovative problem solver
• Effective verbal, non-verbal and written communication skills
• Manage time efficiently to handle multiple tasks
• Strong technology skills in Word, Excel, and PowerPoint.

Preferred Qualifications

For fullest consideration, apply online https://jobs.uic.edu by the listed closing date. Include (upload) a .pdf copy of your letter of intent, current CV/resume, and the names of 3 references.

Oregon Approves Alternative Pathway to Licensure

Attorney licensure may have just experienced a massive shift in practice, and the shift was not from NextGen.  Oregon approved an alternative pathway to licensure that could provide the framework for other states to shift away from standardized testing.  You can read the brief release here.

Debate will ensue regarding the ability of this exam to measure competence.  Whether it works or not, I applaud Oregon for attempting to find a way to measure competence without using bubble sheets.  I also applaud everyone who worked on the proposal, lobbied for change (some within our community), and continue to advocate both for students and minimum competence.  Keep up the good work.

(Steven Foster)

 

Hoop Skirts

Last night I had a dream that while I sat in a committee meeting, an airplane flew into the building next door. I could see the tail of the plane from the giant window as well as a second smaller plane coming up behind it to do the same. For the record, the building in my dream isn’t next door and in fact there are no giant buildings adjacent to the law school. I woke up thinking two things: 1. I attend way too many meetings, and 2. the scariness of the world is triggering some 9/11 memories for me. These are fraught times.

I am Jewish, possibly the only female Jewish faculty member at my law school and certainly one of very few if there are any others. I have family and friends in Israel. I have friends and students who have family in Gaza. I am of two hearts in this and since I am trained as a lawyer, I will try to explain it in an analogy.

I think my big feelings about the initial attack and response attacks is analogous to wearing a giant hoop skirt of emotion. It hinders my movement and makes it hard to get around things and other people who are wearing their own crinolines of thoughts. It also makes it easier to bump into and step on others as well. And that means that I am also oversensing things that bump into or step on mine. I spend a lot of intellectual capital on parsing out what is and what is not antisemitism-in other words, has someone actually stepped on my skirt or just bumped into it inadvertently? Similarly, I don’t want my apparel to hinder students, or make them uncomfortable in class, or in the halls, or really anywhere in our school. I see their silhouettes in my office, on line, and in class.

I finally took some action to trim my attire. I called in the best expert I could find: our University Chaplain[1]. Our Chaplain is neither Jewish nor Muslim, but like the character Mother Ginger in the Nutcracker,[2] she has room under her giant skirt for all of us and offered me some good talking points for hard conversations. Most of all, she reminded me that it is very easy to take offense to postings on line, but very difficult to not see the humanity in everyone when in person. I need to trim myself back to my personhood and not my membership in any particular group. I think I may still have a bit of a train drifting behind me, but it is much more manageable.

It is hard to be academically successful while wearing the hoop skirt. It is distracting at best, and a hinderance at worst. Academic Support should be a safe place for students to be welcomed for who they are and not what they are perceived as. Last Thursday I met with one of my students who is anxious about their family in Gaza. I’d love to say we laughed, we cried, we hugged, but we didn’t. We hung up our protective attire for more than a few minutes and talked about law school after acknowledging that the awkwardness we felt wasn’t going to stop us from doing the work that needed to be done. I told them that I was concerned for my family, I was concerned for their family, but most importantly, I was concerned for them. What else is there?

(Liz Stillman)

 

[1] I am not a particularly religious person, but I felt alone, and I thought she would be a neutral and kind person to chat with-and she was indeed that.

[2] Yes, I may have taken the hoop skirt too far, but here is a cite: https://en.wikipedia.org/wiki/The_Nutcracker#Roles