Law School Academic Support Blog

Connectional Intelligence: ASP’s Hidden Strength

What I truly love about attending AccessLex conferences are the moments of learning, inspiration, transformation, and most importantly – connection.

Every LexCon conference I attend has helped shape my ASP career. LexCon24 was no exception. So many sessions offered insightful information and innovative strategies by well-known experts in our AASE community and beyond. Session topics ranged from how to help incoming first-year students engage to how to incorporate bar programs into your institutional bar prep offerings.

The most memorable session for me was the plenary titled “Get Big Things Done: The Power of Connectional Intelligence” with Erica Dhawan. Erica shared an innovative approach to productively engaging with students and colleagues in law schools. Connectional Intelligence (CxQ). There is a growing need in legal education to fully maximize the power of our networks and relationships.   

So how can ASP and Bar Prep professionals harness this power? By carefully identifying how each of our constituencies prefers to communicate (e.g. in-person meeting, email, phone call, text, and/or social media) we can decide how we create these communications. Of course, we must acknowledge that we have a wide spectrum of technological expertise ranging from digital natives to tech dinosaurs.

Communication design factors we need to consider should include word choice for written communications, the structure and length of in-person meetings, and response time expectations. For example, with in-person meetings, we can gain far more engagement from attendees by soliciting input, questions, and matters to consider as part of the agenda. There might be related issues and concerns we simply were not aware of and will lead to a more productive meeting for all involved.

Erica mentioned effective communication methods can serve as a “super connector” and break down communication silos that often block collaboration and innovation for our curricular and programming efforts. This led her to discuss several key principles for CxQ.

Key Principles of Connectional Intelligence

• Choose Clarity over Brevity

Work backwards as you develop the message you wish to communicate. What is the goal for this communication? Think before issuing communications. All too often our students complain they receive far too many emails. Is this really the best method to communicate with our students? Be clear with expectations and define quality terms. For example, with our students what does “good” mean for this assignment?

• “Communicate Your Mind” Mindset

Be explicit about what your “ask” is and the priority level for the request. More so than ever our body language must be translated into our digital communications. Example: If we wish to respond with praise to an email – would an emoji smile or high five be ok with the recipient? Erica also mentioned the importance of asking yourself the following questions before responding to communications:

• • Why do others and I need this information in my response?
  • How am I feeling about this communication? Grateful? Happy?

• Hold Your Horses

Emails have driven many of us to equate less haste with more speed when it comes to responding to emails. However, studies have shown our email response time have a direct impact on the level of anxiety experienced by those trying to communicate with us. For example, if we take too long to respond to an email the sender might wonder what is going on, get upset, and/or start analyzing last conversation for clues. If your response is still outstanding, some may simply assume you forgot to follow up with them.

To avoid these communication misinterpretations, inform senders about the email response timeline they should expect from you. Also, change the change of communication as needed. If an in-person meeting would be best instead of a series of back-and-forth emails to address an issue which could prompt a series of related follow-up questions. Often a quick phone call could accomplish the same goal.

Another possible technique is to acknowledge receipt of the email and provide the sender with an expected response time frame. For example, I will send you feedback by EOB on Friday.

• Assume the Best Intent

Always assume the sender had positive intention with their communication. Take the time to confirm your interpretation of the communication was correct before responding. Understand the preferred communication styles of your colleagues and students.

• Find Your Voice

There are so many new communication platforms. Your online presence can help increase engagement with your students. There are ways to use technology to connect intelligently. Erica explained the differences in preferred communication styles between digital natives and digital adapters.

Digital natives prefer informal mediums (e.g., WhatsApp, GroupMe), consistently use preferred mediums, and more frequent and shorter messages. Digital adapters prefer in-person meetings, are often resistant to new technologies, and prefer high-quality and less frequent messages.

Erica shared the story of a law firm that noticed their young associates were billing fewer hours and completing projects without issue. They found the associates had created peer-to-peer chats in Teams to tackle and problem solve projects using horizontal collaboration. The firm expanded this practice across all offices, and it helped build connections among employees nationally.

For in-person meetings, small breakout groups to address large agenda items can help build this horizontal collaboration. Erica shared that in her own classes, she engages with her students using brief 1-minute dance or singing activities at the start of class to help address student stress and share something personal.

For virtual meetings and classes, use closed captioning and transcription. This can be extremely useful for neurodivergent and ESL communicators.

Laws of Connectional Intelligence

• Value Visibly

In the past, handshakes and meals with colleagues were the norm to express appreciation. However, time is sacred, and everyone wants to maximize their time. Erica suggested practicing radical recognition, choosing carefully what tasks should be prioritized in-person versus via email, and acknowledging the preferred communication styles among your colleagues and students.

• Communicate Carefully

Think carefully before typing. All too often we focus on a speedy response to emails and not delivering a message that is clear and effective. Choose the right communication channel. If you do decide to pursue communicating via your online presence, it must be excellent to get strong student engagement.

Erica shared some tips for drafting emails. The recipients in the “To” field should be those who need to respond. The recipients in the “Cc” field should have no need to respond. The subject should clearly state what you need from the “To” recipients – be explicit and direct and think about adding a response timeline notation to the subject line (e.g., 2D for two days, 4D for four days, 1 wk, etc.) Erica stated email norms must be set from the top of the organization. These norms must focus on clear subject lines, the first two lines of the email must identify tasks to be completed and deadlines, and emails are not for discussion among recipients for serious issues – that is what in-person meetings are for.

• Collaborate Confidently

Effective communication and project delegation can be transformative and accomplish great things. One department created “Cut the Crap” committees and considered who in the school is in the best position to innovate and change ineffective practices within the department. The colleagues identified were the faculty assistants who proceeded to use MS Teams to tackle each ineffective practice and created effective solution.

For in-person meetings, be more effective by deciding up front if a meeting is necessary or could an MS Teams chat or email be more effective for all involved. If an in-person meeting is needed, then everyone should be actively involved in discussion in the first 5 minutes. Scheduling shorter meetings (20 minutes long) can help focus efforts and lead to more effective task delegation.

• Trust Totally

Spark courageous conversations about challenges the school is facing. Acknowledge our own limits and vulnerability. What did I miss during our last meeting? Create water cooler moments to increase trust.

Post-Plenary Thoughts

Erica’s insights inspired me to rethink how I collaborate within my own law school with colleagues and students. There are so many ways using Connectional Intelligence we can improve engagement, increase recognition of our subject matter expertise (SME), and share our expertise across departments within and outside of the law school.

Networking is one of the cornerstone strengths of our amazing AASE community. We get the most valuable takeaways from informal conversations and brainstorming with colleagues. So many within our community already use the principles and laws of connectional intelligence – now it time to reveal our shared strength and take collaboration to the next level.

 

(Guest blogger: Carlota Toledo, AASE Vice President, Assistant Professor of Professional Practice, Director of Academic Success, Louisiana State University Paul M. Hebert Law Center)

This Place Doesn’t Deserve You—You Are Too Amazing!

Photo by Jon Tyson on Unsplash

 

Walking down the hallway of the law building, I overheard a student say to their favorite administrator, “This place doesn’t deserve you; you are too amazing!” The administrator smiled awkwardly, perhaps unsure how to respond. Then another student chimed in, echoing the sentiment, “This place doesn’t deserve you. There are so many places where you would be truly appreciated.” The administrator smiled again and replied, “Thank you. I appreciate those words because, honestly, you’re not always appreciated at home.”

This brief exchange struck a chord. It’s a reminder that we don’t always receive accolades or recognition for the work we do. When we consistently deliver excellent results, people can become accustomed to it, treating exceptional effort as the norm. While pride in one’s work and steady productivity are admirable, acknowledgment should extend beyond criticism when things go wrong. It should also include appreciation when things are going well.

Gratitude and Recognition

Students often have a remarkable sense of what’s happening around them. They can tell who genuinely supports them and who is merely seeking recognition. Their words of encouragement often reveal truths we might overlook: that even those who seem strong or self-assured might be longing for validation.

If no one has thanked you or acknowledged your hard work recently, perhaps the first step is to extend that kindness to others. Offer encouragement and recognition in the same way you wish to receive it. It doesn’t take much—a sincere compliment, a “thank you,” or a “great job” can go a long way. Over time, these small gestures build a culture of support. And one day, someone will tell you they see you, appreciate you, and support you.

Recognizing Your Own Worth

What if external recognition never comes? How do you stay motivated and recognize your own value? It starts with self-awareness and self-appreciation. You are the only one who fully understands the depth of your contributions and the reasons behind your efforts. Remind yourself why you strive for excellence—whether it’s creativity, problem-solving, making an impact, maintaining integrity, or modeling leadership for others.

Even if you don’t receive the appreciation you feel you deserve, your work can still resonate with others in unexpected ways. Your influence may extend beyond your immediate environment, touching lives you might not even know about. So, ask yourself: How and where will you devote your energy to refine your skills and build recognition? Who will you choose to surround yourself with to nurture your growth?

Someone Will See You

Not everyone will recognize your brilliance, but that doesn’t mean it goes unnoticed. Somewhere, someone will see your efforts, hear your voice, and appreciate the impact you’re making. Until then, let your own passion and sense of purpose drive you forward. You are too amazing to let anything or anyone diminish your value.

Keep striving. Shine bright like the diamond you are. You deserve to be seen and celebrated. And remember, even if this place doesn’t deserve you, the world might just be waiting for you to shine your light.

(Goldie Pritchard)

1L of a Blog Series: Manage Stress for Success

Welcome to law school! This is a biweekly series with tips and tricks for success in law school. We’ll cover things like time management, outlining, preparing for exams, and more! Although this series covers skills and tricks that might be new to 1Ls, I hope that every member of the law school community can find something helpful here.

Final exams are (almost) here! This is a high-stress time for law students, particularly 1Ls who haven’t taken a law school final exam before. The volume of material and the pressure to perform can be overwhelming. However, managing stress effectively is critical for maintaining mental health and achieving academic success. Here are a few tips to stay calm, focused, and resilient during this intense time.

1. Create a Realistic Schedule

To make sure you’re hitting all of the material, you should map out your study schedule. However, make sure that schedule is realistic! It’s not reasonable to plan to study contracts for 14 hours straight. Instead, break your syllabi into manageable chunks and allow time for study breaks. Tools like the Pomodoro Technique can help keep you motivated and focused.

2. Prioritize Sleep & Physical Activity

Sleep and physical activity should be included in your study plan. It’s tempting to stay up all night studying, but sleep is critical for cognitive function. Aim for 7-8 hours of sleep to ensure your brain is well rested. Physical activity should also be a priority. It’s a natural stress reliever, so planning a quick workout or a walk around the block can help reduce anxiety and improve your focus.

3. Seek Help if Needed

If stress becomes overwhelming, don’t hesitate to seek help. Reach out to your support system for encouragement and perspective. Additionally, many law schools have mental health counseling services. There’s no shame in reaching out for support at any time.

4. Keep Perspective

When you’re in the midst of exams, it’s hard to remember that one exam does not define your worth or future career. You have been working hard all semester, and the final exam is your opportunity to show off that work to your professor. Focus on doing your best and remind yourself that exams do not define you.

Final exams are tough, but with proper planning and self-care, you can navigate them successfully. By managing stress effectively, you’re preparing for exams, and you’re building resilience and skills that will serve you throughout your career. Good luck!

(Dayna Smith)

From BOO to WOO: Turning Tricky Midterms into Sweet Success

Midterms can be a spooky experience. Maybe you thought you were prepared, but now you’re staring at your grade and it wasn’t what you’d hoped for.  If this is you, don’t worry—you have plenty of time to improve before finals. Here are some tips to help you turn your midterm frights into finals delights.

1. Face your Fear: Look Closely at Your Midterm

Receiving less-than-ideal grades and feedback can feel a bit like watching a horror movie, but it’s essential for growth. Take the time to thoroughly review your graded midterm. Look for patterns and reflect on your preparation: Were you losing points due to missed issues, incomplete analysis, or misunderstanding key concepts? Pinpointing where you went off course is the first step to plotting a path forward.

2. Breathe New Life into Your Study Habits

If your midterm didn’t go as planned, consider whether your study methods need a transformation. Were you cramming too much information at the last minute? Did you focus on memorization without practice? Find ways to study smarter: take practice exams, craft and review outlines consistently, and create summaries for complex topics. The goal is to transform your study habits from lifeless routines into active, effective learning strategies.

3. Seek Wisdom from Your Guides (aka Professors and TAs)

Much like a Halloween film protagonist seeking guidance from a wise mentor, reach out to your professors, teaching assistants, or academic support professionals for help. Professors can offer valuable insights into your performance and suggest specific areas to improve. Attend office hours with prepared questions about the material or your midterm feedback, and consider bringing concrete examples of areas where you struggled. They’ll appreciate your initiative, and you’ll gain a clearer idea of what to work on.

4. Form a “Coven” of Study Buddies

Collaborating with classmates can be a game-changer, especially if you’re haunted by similar questions. Join a study group or start one yourself, focusing on areas where you all need improvement. Comparing notes, discussing hypotheticals, and testing each other on tough concepts can make the learning process feel more collaborative and less daunting.

5. Tackle the “Monster” Topics Head-On

Every class has those tricky concepts that can feel monstrous to master, whether it’s the Rule Against Perpetuities or Constitutional levels of scrutiny. Make a list of the topics you found most difficult on your midterm and set aside time each week to revisit them. Use practice problems to break these down into manageable parts, and remember that repeated exposure is key to mastering complex material.

6. Craft a Plan and Stick to It

One of the best ways to overcome the ghost of a disappointing midterm is to create a focused study plan leading up to finals. Break down your outline by topic, schedule regular review sessions, and incorporate plenty of practice questions along the way. Stick to your plan with commitment, and you’ll find that each study session helps you gain confidence and clarity.

7. Treat Yourself: Don’t Forget to Reward Your Progress

Improvement takes time and persistence, so don’t wait until finals are over to give yourself a pat on the back. Celebrate small victories along the way—whether it’s mastering a tough concept or hitting your study goals for the week. These little “treats” will keep you motivated as you work toward a stronger finish.

Final Thoughts

Your midterm grade doesn’t define you—it’s simply a snapshot of where you were at that moment in time. Midterms are an opportunity to assess, reflect, and improve. By facing your feedback, adjusting your study habits, and tackling challenging concepts head-on, you’re setting yourself up for finals success. With a fresh plan and the determination to improve, you’re ready to turn those “boos” into well-deserved “woos” come finals season.

Happy Halloween!

(Erica Sylvia, UMass Law)

Earning a Student's Trust

As bar results are announced, and numbers are crunched, there is one bar success metric which always feels elusive: participation in supplemental programming offered by the law school. Sure, workshop attendance, essays graded, number of coaching meetings are objective measures of participation. Still, I’m never sure if these metrics sufficiently describe participation.

It’s the graduates who turn to you in a moment of need or despair, sometimes just that once, who make me reconsider what participation means. These are the conversations that often leave me feeling like I made a difference in a graduate’s bar preparation journey.

I sat down with some colleges this week to talk about engagement in bar programming. How do you get students to engage? Keep them engaged? Or make a difference when it counts? There was a common theme to proposed answers – you develop a relationship with the students before bar preparation begins. You earn their trust. And hopefully, they will then ask for help and receive advice when it matters.

I’ve been thinking about earning students’ trust this week. Do I know when a student trusts me? Am I earning their trust in an effective way? I decided to ask some students for help with the answers.

I asked:

What makes you trust a professor or their advice?

Here are some unfiltered law student responses:

• “I feel I can trust a professor when they demonstrate a true love and passion for what they do. When a professor is truly passionate and finds great enjoyment in distilling knowledge to students, it is easy to trust them/their advice because they have shown they take student’s best interests to heart.”  

 

• “They are humble, knowing their own capabilities but not casting an aura of superiority. They are not trying to be “a friend.” I am not looking for a peer in a professor, I am looking for someone with superior knowledge that I can rely on. Supportiveness is fine, but too much focus on being supportive cuts against their trustworthiness. They recognize that they are dealing with individuals who are capable, and they relatedly do not talk down to the students.”

 

• “I trust professors that I think are competent. I trust professors that challenge me, either by introducing me to new ideas and arguments or by asking me to stretch and grow in life/academic skills.”

 

• “To be honest, building any relationship with professors can be hard at first because they all seem so infallible and, without meaning to, can intimidate the students from wanting to come to them with anything. I feel that the type of professor I am more likely to approach is one who approaches me with equal respect and can admit to any of their own missteps or mistakes from their days in law school.”

 

• “I feel confident seeking help from a specific professor when I’m struggling if they foster an approachable environment that encourages academic growth and reassures students that making mistakes is a normal part of the bar prep process. Most importantly, if the professor doesn’t pressure students to grasp concepts more quickly due to the time constraints between bar prep and exam day but rather encourages additional practice.”

 

• “I would say what makes me trust a professor’s advice is first building a relationship with them and understanding their background and experiences. From then on, once I have a relationship built, it’s easier to be able to talk and trust what they say instead of taking everything at face value without me knowing their background or who they are as a person.”

 

My takeaway: love what you do and always show respect.

(Ashley Cetnar)

"I Get Knocked Down, But I Get Up Again"*: Overcoming Bar Exam Setbacks

Few things hit harder than finding out you didn’t pass the bar exam. It’s a tough moment, no question about it. But as devastating as it feels, failing the bar exam isn’t the end of your legal journey — it’s just a detour. If you’re in this situation, here are some steps you can take to regroup, rebuild, and move forward.

1. Allow Yourself to Feel Sad

Failing the bar exam can trigger a range of emotions: disappointment, frustration, even embarrassment. They are all valid. It’s important to allow yourself to feel these emotions rather than suppress them. Take a few days to process the result.  Try talking to family, friends, or mentors at your law school who can support you through this difficult moment.

2. Gain Perspective: You’re Not Alone

Remember, you are not the first or the last person to fail the bar exam. Many successful attorneys, including judges and law professors, did not pass on their first attempt. Failing does not define your future career success; how you respond to this challenge does. Once you have your license in hand, no one will ask you how many times you sat for the exam, or what your MBE score was.

3. Analyze Your Score Report

If you choose to re-sit, when you are ready, it’s time to focus on the next steps. Most jurisdictions provide a breakdown of your scores. Analyze it to see which areas need improvement. Did you fall short in the MBE? Were your essays or performance tests a weak point? Understanding your performance will help you triage, prioritize, and make a better individualized plan for your next attempt.

4. Reflect on Your Preparation

It’s important to consider whether your study approach worked or if it needs to be overhauled. Did you give yourself enough time to study? Did you focus on the right areas? Was your test-taking strategy effective? Did you do enough practice questions and essays? Asking yourself these questions and being honest with yourself can help you refine your approach for next time.

5. Make a Plan 

Once you’ve reflected on what went wrong in your study approach and/or on exam day, it’s time to put together a plan for success. Reach out to your law school’s bar prep or ASP professional for help.  Consider if you need to change your study schedule, invest in a bar prep course, if you didn’t already use one, and if you did use one, ask the company if you are entitled to a free retake of the course. Break your study schedule down into manageable chunks, focusing on the areas where you need the most improvement.

6. Seek Support

Failing the bar can feel isolating, but you don’t have to go through this alone. Many law schools, bar associations, and bar prep companies offer support for repeat takers. Reach out to professors, mentors, or peers who can provide guidance and encouragement. Sometimes, working you’re your law school, a study group, or tutor can make a significant difference.

7. Focus on Self-Care

The bar exam process is grueling, and it's easy to burn out. Take care of your physical and mental health by building breaks, exercise, and sleep into your study plan. Balance your intense preparation with self-care to ensure you're in the best mindset for success. The bar exam is as much a test of mental endurance as it is of legal knowledge. Stay positive, be persistent, and remind yourself that success is still within your reach. Each failure brings you one step closer to success if you learn from it and apply those lessons to your next attempt.

Final Thoughts

Failing the bar exam is a setback, but it doesn’t have to be the end of your legal career. Use it as a learning experience, reach out for help, adjust your preparation, and come back stronger. Countless lawyers have failed the bar exam and gone on to have fulfilling careers. You can, too. Keep your head up, and keep moving forward.

 

(Erica Sylvia, UMass Law)

 

*(Reference to the song "Tubthumping" by Chumbawamba)

What Are We Made For?

I know you all saw the Barbie movie, but if you haven’t, please go do that now. I’ll wait. For those of you who did not follow my directions,[1] there are spoilers ahead.

The Barbie movie is about a lot of things, some aspirational (like a completely matriarchal society), and others just simple human quests to understand the point of being alive.[2] Generally speaking, our protagonist is a standard Barbie who suddenly becomes aware that she is living in a fictional world and isn’t quite sure why she is there or her purpose. She goes on a journey to try to find answers and (your interpretation may vary) figures out that the journey to seek answers is the key to being human and while being human has its downfalls (emotions, aging, pain, the patriarchy, etc.), it is what she needs to be.

Those of us in ASP are similarly on a journey to figure out our purpose and place in law school academia.  The status of ASP folks is a little all over the place. Some of us are Deans; some are faculty; some are staff; some are at-will employees. But extremely few of us are tenured or even are afforded tenure-like job security. I have written about this many times. But there was a brief glimmer of hope over this past summer when the ABA proposed the following amendments to Standard 405 (as well as Definition 9 which defines "full time faculty" under 404 and 405):

“(c) To attract and retain a competent faculty, and to secure academic freedom as outlined in Standard 208, a law school shall:

(1) Afford all full-time faculty members, other than visiting faculty members or fellows on short-term contracts, tenure or a form of security of position reasonably similar to tenure.

    (i) “A form of security of position reasonably similar to tenure” means such security of position as is sufficient to attract and retain a competent faculty and to ensure academic freedom. Providing such security of position requires that, following an appropriate probationary period, a full-time faculty member may be terminated or suffer an adverse material modification to their contract only for good cause. Such good cause determination shall be made only after the full-time faculty member has been afforded due process.

    (ii) Full-time faculty members need not all be subject to the same rules regarding tenure and security of position.[3]”

Cue up Etta James’  “At Last”[4]

The ABA goes on to say that a change in ASP status is needed because (among other reasons), "When faculty members lack security of position, it undermines the quality of legal education and harms law students. Non-tenure track faculty members in the areas of academic support/success and bar readiness report being afraid to help students who have substantive questions about doctrinal areas of law because they fear that a tenured faculty member will complain to the dean that the academic support faculty member is trying to teach Torts, Contracts, or some other substantive doctrinal area of law. This fear has led many faculty members without security of position to limit their assistance of students to the “skills” aspect of teaching which frustrates the efforts of students who seek out academic support to ensure their own academic success through full understanding of the substance of legal doctrine as well as the skill of applying legal doctrine."[5]

I would also add that people who have an entire faculty (or just one Dean) determine their employment also lack a voice and cannot freely engage in political speech or other aspects of academic freedom enjoyed by those who need not fear offending anyone in order to keep their job. This proposal might be the end of that boxed in feeling.

But let's wait a moment before rejoicing.

In ASP, we are not all considered faculty (although by other ABA current and proposed metrics, we should be based on our roles and responsibilities). For ASP professionals who are still considered staff by their institutions, the ABA then goes on to take away any cause for celebration by including an explanation of the parameters of the proposed change to Standard 405 that says,

“A significant addition to Standard 405(c) is the requirement that the director or supervisor of the academic success, bar preparation, field placement, and legal writing programs have tenure or a form of security of position reasonably similar to tenure. This requirement does not necessitate transforming a staff position into a faculty position: the requirement can be satisfied by having a faculty member with tenure or security of position reasonably similar to tenure overseeing these programs. For example, if a law school’s academic success/support unit is comprised of staff members and these staff members are supervised and overseen by an associate dean – or other faculty member who has tenure or security of position reasonably similar to tenure – the law school can satisfy Standard 405(c).”[6]

In other words, under this proposed “change”  law schools don’t have to convert ASP staff to faculty members to follow this standard. It is sufficient if you appoint an anointed adult to supervise them and that this person alone has tenure. This seems like relegating ASP to be the help rather than family.

Again.

And here’s the thing: we should be family. We are the folks that bolster rankings by improving bar pass rates (Standard 316), and lowering attrition, and closing gaps before the bar is ever undertaken (Standard 308). Law schools cannot meet other ABA Standards without us. We often are the faculty who teach Professional Identity Formation (Standard 303), and we are absolutely required under Standard 309 in order for a school to be ABA Accredited,

“Standard 309. ACADEMIC ADVISING AND SUPPORT

(a) A law school shall provide academic advising for students that communicates effectively the school’s academic standards and graduation requirements, and that provides guidance on course selection.

(b) A law school shall provide academic support designed to afford students a reasonable opportunity to complete the program of legal education, graduate, and become members of the legal profession.”[7]

So, if we are not fundamental to the essence of a law school, what are we made for?

Billie Eilish (and her talented brother) wrote the multiple award winning “What was I made for?” song for the Barbie movie, and in it, they ask,

“…

Takin' a drive, I was an ideal

Looked so alive, turns out I'm not real

Just something you paid for

What was I made for?

…

Something I'm not, but something I can be

Something I wait for

Something I'm made for

Something I'm made for.[8]”

Please feel free to send your comment (right now because comment closes today) to the ABA.[9] Add your voice to the AASE/AALS comment filed earlier.

Tell the ABA to stop relegating ASP to second class status.

We do more.

We impact more.

We were made for more.

(Liz Stillman)

[1] Feel free to get on the non-follower line behind my kids, husband, and pets….

[2] I agree that was a fast switch, but again, I am not asking for almost 2 hours of your attention here.

[3]https://www.americanbar.org/content/dam/aba/administrative/legal_education_and_admissions_to_the_bar/council_reports_and_resolutions/aug24/24-aug-notice-comment-standard-405.pdf

[4] https://www.youtube.com/watch?v=1qJU8G7gR_g

[5] https://www.americanbar.org/content/dam/aba/administrative/legal_education_and_admissions_to_the_bar/council_reports_and_resolutions/aug24/24-aug-notice-comment-standard-405.pdf

[6] Id.

[7] Id. 

[8] https://en.wikipedia.org/wiki/What_Was_I_Made_For%3F

[9] Per the ABA, "We solicit and encourage written comments on all the proposals listed above. Please note the changes to the submission instructions as follows: All written comments should be addressed to David A. Brennen, Council Chair, and sent electronically as a .pdf attachment to [email protected] by October 14, 2024."

 

Words Matter

When I was in law school, I took a criminal trial practice class where the "final" was a trial. The case I had to try (as a prosecutor) for that assessment was a rape case (it was a different time) and the issue was whether there was consent (maybe not that different....). I made my opening argument, prepped, examined, and cross-examined witnesses, had evidence admitted, and then did my closing argument. After all the work that went into the trial, the jury (composed of undergraduates) decided in my favor and convicted the defendant. Was it the evidence or the skillful examination of witnesses that persuaded them? Nope. It was one line in my closing argument where I speculated that no one would chose a romantic moment in a car with the engine off on a cold February night. I hadn't even practiced that bit, it was impromptu, but the jury agreed that consent didn't seem likely under those circumstances. And that is when I learned that, in law, words really matter. An unscripted sentence could have changed things against me just as easily. 

Late last week I got an email from a frantic 1L. At their first TA "law school bootcamp" session, the teaching assistant had told an entire section of property about the "real reason behind the grading curve" and how it is requires that professors fail some students. They also explained the academic standards that lead to being put on probation.  I suppose if any of what the TA had said had been truthful, I would have been frightened too. Telling students that the curve is intended to prevent them from being able to transfer to another school because of a perceived low GPA was creative-- but entirely made up. Further admonishing them that the curve required professors to issue unsatisfactory and even failing grades was utterly false. And advising students that if their GPA was below a 3.0, they would be put on academic probation was just fake news. 

I cannot imagine why a TA would do this. Were they engaging in the ultimate flex by trying to make 1Ls impressed that they, the TA, had not fallen into any of these traps? Were they gatekeeping by making it seem as if 2L was only available to a chosen few? Were they trying to emulate a 'scared straight' session for 1Ls? Again, I will never know. But I do know that there are over 100 students in that class and certainly more than the four or five I heard from attended that session. If more students were frightened by this misinformation, I hope they are friends with the students I spoke to and were able to hear the truth. I did report this to our TA coordinator who in turn also gave our Dean of Students a heads up in case frightened students went there. 

It made me really look back at what I have said in orientation lectures and other classes. If you know me, you know I talk a mile a minute and attempt to be funny, but you never know what will actually come out of my mouth. I tend to avoid scripting my lectures and sometimes go rogue with improvisation. What if I inadvertently started a group scare? I hope I didn't and haven't heard that I did-but I am comforted to know that the students certainly received the message that I was someone who could speak truth to flexing in a pinch. 

In ASP, we sometimes deal with the most vulnerable students in law school. And while a glib turn of phrase can make all the difference in a mock trial, it won't always hit right.

Words matter.

(Liz Stillman)

Gearing Up-A checklist for starting a new academic year....

Welcome back ASP’ers!! I know a lot of us have already started teaching either at orientation or our regular full blown classes. To make your transition from "summer you" to "law school you" easier, here is a brief checklist to help you prepare:

1. Prepare your family. My ADULT children have felt no shame in calling and asking me to do them favors all summer (they have been home between their school years). Practice with me: Can you bring me a jacket? No. Can you make my lunch? No. I am locked out of the house, where are you? No. Should I walk the dog? Yes. This leads nicely to the next item on our list.

2. Prepare your pets for your absence during the day. They will miss you (dogs) or your laptop (cats), so they need to make alternate plans for the days you are at school. Also, if Zoom is coming back into your day-to-day, they will need grooming and voice lessons.

3. Prepare your wardrobe. You are going to need work appropriate attire (sigh) and big person pants for the semester ahead. Have a pile of dry cleaning that you meant to drop off in May? Have a bunch of dry cleaning you did drop off in May? Drop it off, pick it up…. now.[1]

4. Prepare your transportation. I don’t drive to work here in Boston because it would literally (seriously, not in the purely embellishing sense) take me longer than the train --and parking here is insane.[2] For me this means that I need to make sure my monthly subway pass is set to refill for the semester. It also means I need to get ready to have the beginning of my semester coincide with baseball season because I live on the train line that goes to Fenway Park. Bracing myself for the onslaught is a time honored tradition here. Did I mention I am a Yankees fan? Sigh. The good news is that the Red Sox do not seem to be in a position to ruin my commute past September this year, but we never assume anything here. If you do drive, make sure your vehicle is inspected, clean (ish-sand never comes out), filled with gas (or electrons) and stocked with healthy snacks and extra outerwear.

5. Prepare and shore up your boundaries. We are givers-it is hard for us not to give as ASP’ers. Carve out your time now. Set up your calendaring app to keep some of your time (for exercise, scholarship, lunch etc.) sacred. And really keep it sacred.[3] As a corollary, go to your bathroom mirror and practice saying, “no” until it genuinely rolls off the tongue. It takes time, be patient with yourself.

6. Prepare to enjoy the energy of a new year. We are academics because we love this stuff. Revel in it. Open a new box of binder clips, or pens. Fill your stapler. Get ready to learn something new, because if we aren’t learning, we aren’t teaching.

Have a great year everyone!

(Liz Stillman)

 

[1] That always reminds me of the theme song of the TV show Rawhide as made famous in The Blues Brothers, https://www.youtube.com/watch?v=rtP7yH7l87w. Pick ‘em up, drop ‘em off…Rawhide. Yes, this is how my mind works….

[2] Even Harvard faculty cannot park in Harvard Yard because it is not a parking lot and it is actually in Cambridge, not Boston. Oh, and I don’t teach there. So many reasons….

[3] I am, admittedly, not good at this.

Congratulations to Everyone

In thinking about this post, I originally planned to congratulate students finishing the JD, then I thought about 1Ls making it past the first year.  I couldn't then forget about the middle-child 2Ls, and of course, ASP staff and faculty help students in those journeys.  So instead of focusing on one group, I want to congratulate everyone for making it through another year.

3Ls/Graduates - Great job completing 3-4 years of extremely difficult work.  Completing your JD is an amazing accomplishment and puts you in elite company.  Celebrate safely, but also, get right back to studying for the opportunity to take the bar exam.

1Ls - You made it.  I know some of you didn't believe you could keep going, but you did it.  Now is the time to take a slight break and get some legal experience.  Some of your professors will probably tell you that experience will help you contextualize what you learned and help you understand it better.  They are right, and working in a law firm is fun.

2Ls - We didn't forget about you.  You are over halfway finished, and we are proud of everything you accomplished.  Your law school is ready to help you cross your last hurdle next year.

Last, but certainly not least, ASPers - Thousands of students will reach their dreams at the end of July because of you.  The sleepless nights, constant feedback, and worrying will be worth it when you see your students take the oath of attorneys in your state.  Keep up the good work.

(Steven Foster)

Getting to No

Can we stop for a minute and discuss how much fun, “I’m Just Ken” was last night on the Oscars? It was pink, sparkly, and joyful. And, like my scholarship (as noted in a prior blog post), delightful, but insufficient for the win.[1]

I don’t know about you, but I am exhausted (and maybe, therefore, a bit cranky). I am teaching four classes this semester, have a regular load of one-on-one students, am enmeshed in both writing and presenting topics, and have other committee, university, and non-university tasks waiting. Not to mention writing for this blog.[2] This spring “break” will be full of obligations, but also some much needed downtime.

As much as I love the book, “Getting to Maybe[3],” being successful in law school is a matter of doing smart, efficient things to get others to say “yes” to you: yes to an A, yes to a clerkship, yes to a job.

I need a book that teaches me how to say no.[4]

One of the downsides of the job security status most academic support folks find themselves in is the unspoken but real subtext of not being able to say no to requests from supervisors and colleagues. This, coupled with my desire to do some of the things ordinarily not available to academic support folks (like chairing committees and participating in leadership institutes) makes us (me, at least) very busy.  It is like begging to sit at the grown-up table, but your feet can’t reach the floor in the big chairs. You are grateful to be there, so you cope and insist you do not want the chicken nuggets the kids are having.

But let’s be clear: since we are sitting at the grown-up table, we are often then asked to do things that tenured, doctrinal faculty would not be asked --or would never agree-- to do. I need a way (besides retirement) to get myself off (or pushed closer to the bottom of) the “usual suspects” list of folks who can be relied on to do various jobs.  

Yet, I have a hard time thinking of myself as someone who wouldn’t be reliable or diligent. I would argue that academic support folks are constantly proving their worth by showcasing these attributes. We are also kind and generous people (I see you!) who wouldn’t want to let someone down even if it is above and beyond our bandwidth and paygrade. I think the pandemic has also made some formerly solid boundaries much more permeable.

Therefore, I propose we start finding a “no buddy.” This can be someone we see at work, a colleague we know through our ASP community, friends, partner/spouse, or really anyone. We can text that person, “I said no!!!” and they will respond, “I am proud of you!!!”[5]

I’ll start: last Friday, a student asked me my next availability for a meeting since they were unprepared for our late Friday afternoon before spring break meeting, and I said, “after the break.” Essentially, saying I wouldn’t meet with them during the break. Y’all: I said no!!!![6]

(Liz Stillman)

 

[1] Which is not to say Billie Eilish and her lovely brother did not deserve the win-they truly did.

[2] Which actually gives me great joy! Really!

[3] It really can be a game changer for students! https://cap-press.com/books/isbn/9781594607349/Getting-to-Maybe-Second-Edition

[4] I am not advocating for a book that teaches others how to say “no” to me. I don’t think there is a need for that text. See, Tenure, not happening.

[5] Yes, the exclamation points are required.

[6] And I am proud of myself. And I still feel a little guilty….

Lost and Found

Today, I will have two former members of the United States House of Representatives come and speak to my undergraduate class as part of an amazing program called Congress to Campus. I am always incredibly excited to have these gentlemen (and so far, they have only sent me white men) come and speak to the class. More importantly, I am fervently hoping my students have questions for them[1]. I have provided their biographies; we have discussed checks and balances and separation of powers, and they should know what Congress does (and cannot do) well enough to be curious about what differs between the textbook and the reality in terms of the Federal Legislature. I think I have done my job (we’ll see, of course) of piquing their curiosity.

But that leads me to a broader question in teaching: how do we nurture curiosity in all of our students? I am not sure the first year of law school, in general, does that. Where is the adventure in the Commerce Clause? The cliff-hanger in Adverse Possession?[2] What happens when students lose their sense of wonder about law? And notice, I say when and not if, because I think the vast majority of students do (at least temporarily) lose their sense of wonder about six weeks in to the first semester, and again just about now in the second.

Part of the issue is that 1L students do not get choices. They cannot choose their classes, professors, or schedules. I don’t think that changing this entirely would be a great plan since (among other things) 1L subjects are bar tested and finding doctrinal faculty to teach 1L classes is hard enough without a popularity contest built in.[3]

I once read in a parenting book that offering your toddler choices-where you, as the adult, control all the options-prevents meltdowns. For example, offering a blue cup or a red cup (you have both ready) is easier than giving a blue cup and then trying to explain that all cups are the same in the end. You still control the options, but they get to make a choice. Don’t get me wrong, I am not saying our students are toddlers, but they may similarly feel that they have very little control over their education in the first year (and beyond depending on your law school’s policies and requirements).

We are currently planning to offer an optional 1 credit Pass/Fail elective to students in their 1L spring after we freed a credit when we semesterized[4] all of our 1L classes. We have discussed this at length and even had our faculty vote (in favor) of making it happen. I am thinking the classes we offer need be something interesting enough to combat the idea of just enjoying the semester without that extra credit. It needs to feed and restore curiosity. Granted, at the moment the only times available for such classes are late on Thursday evening or early Friday morning, so not primetime, therefore I am not certain our first foray will be representative of what we could do with this credit. But we shall see. One member of committee suggested we try Accounting for Lawyers. Since I wonder if that will attract any students, my curiosity is already piqued.

(Liz Stillman)

 

[1] God knows I have questions about the governance of the country recently, but this isn’t about me.

[2] Although an elemental test in 1L Property is always nice to see….

[3] And the logistics would be difficult. We have an incoming 1L class at or near 400 students, so that would be chaos for us.

[4] It turns out this is not a word-but indulge me here.

Go have a little fun!

It’s the third week of spring classes here in Idaho. Grades from the fall term were released and exam reviews are underway. A few students are feeling elated with their fall performance. The majority (even those who did well) are experiencing disappointment. Emails are going out to students from all directions with words of encouragement and tips for what to do next.

When I think back to my best and worst semesters of law school, I can’t remember the grades earned. I can remember the key ingredient that made the difference: fun. I worked hard, yes. I remained diligent and met all deadlines. But when my head was swimming with legal theory, or I had simply finished my workday in the library, I went and had fun. That’s right, I actually spent time doing things I enjoy with the people I love – as a law student!

The bad semesters, the ones full of stress and anxiety, were full of wasted time and wasted opportunities for fun. I should get ahead on my reading. I don’t have time for the things I like to do. I can’t meet you for dinner because I’m sitting here looking at my books (not reading, looking at). When I gave myself permission to create more balance in my life and schedule, my work was more efficient, I felt happier, and I learned more.

We spend a lot of time talking about wellness in law school. I love meditating. I love thinking about ways to optimize my wellness. I also think we forget that having fun is a big part of being well. So, let’s all commit to blocking off some time for hobbies, time with family and friends, and doing something for the sake of fun. It’s good for us.

(Ashley Cetnar)

Diving into Spring...

I spent yesterday at a collegiate swim meet. It was indoors for those of you wondering just how crazy we are in Massachusetts (not quite there yet). I sat with an alum of my son’s team, and as a relative newbie (he’s a freshman), I asked a lot of questions about the etiquette and process of this kind of competition. My son is a walk-on to the team (maybe a dive-in?), and he didn’t swim in high school, so my knowledge of swim meet procedure fossilized somewhere in late middle school. My alum guide was very patient with me (she is planning a demeanor-appropriate career in clinical psychology).

As much as I was excited to see my son (he’s my youngest and college has hit me hard), swim meets are not the most pleasant spectator sport. First of all, it is hot-and humid--I could hear my hair frizzing, the “seats” in the viewing gallery are hard (and without backs), and it is incredibly loud in a space that seems intended to warp and amplify sound. Having spent time underwater in my lifetime, I was surprised at the way coaches were cheering for their swimmers although it seemed like the swimmers would be unable to hear them (as their ears were mostly in the water) or see them (as they had to look straight ahead or at the ceiling for the back strokers). I asked my kind college swim meet guru who was in that position just a few years back if the swimmers could even hear the cheering. She confirmed that you really couldn’t hear it, nor could you really see the folks on the side of the pool jumping up and down and urging you to go faster.

But, every single person on the side or end of the pool was either a current swimmer or coach (who has no doubt had competitive swimming experience) and thus must have known that the swimmers couldn’t hear or see them. To me, this is almost the team sport definition of altruism: cheering for someone who couldn’t see or hear you just because they are your teammate. It is true that everyone wanted to win the swim meet, but each individual swim was neither victory nor loss defining.

In a way, Academic Support folks are the coaches on the side of the pool. As students start to come see us (or are asked to see us) with their fall grades, we will review their performance and coach them on their form, their entry, their turns, their methods between exams (meets), and their finishes.  We will tell them that grades are not defining (and they might not believe us, and they are, sadly, somewhat right about that).

First, we will consider entry. We will go back to beginning of how students handled the competing tasks of the semester and look for cleaner and more efficient ways for them to get into the material. Then we will look at the course of the semester in terms of study methods, outlining, juggling responsibilities, and time (and resource) management. Finally, we will discuss how to push to the finish. We will work towards personal records rather than pure wins.

Getting students to understand that you are on their team in helping them succeed is pivotal in this process. Like college athletes, our students may have had other coaches who taught them differently; or may have been told that they have natural talents that will propel them through challenges. Some students will blame outside circumstances for poor grades-and while this may be true in some circumstances[1]- it is often not  a helpful mindset. Students need to see that there are things that they can control that can be tweaked (or entirely overhauled) in order to perform better. Pools may have warmer or colder water than where you practice, but you can be ready for these issues if you prepare. The issues students have can be input issues like reading, outlining, engagement in class; or output issues like exam writing or multiple choice methods. And we need to remind them that they valuable members of our community/team. Everyone in law school belongs on the team and (this one is not easy to see) we all win when we do our personal best.

In the meantime, I’ll be sweaty and frizzy and yelling my support to all the students who were hoping for better grades whether they see me or not. 

(Liz Stillman)

 

[1] Family emergencies, medical emergencies, mental health, financial issues, disruptions during the exam, and many other things happen-and they can change exam outcomes. However, it is very unlikely, especially in a school (like ours) that uses blind exam grading, that personal animus or even annoyance on the part of faculty is a factor in a final grade.

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)

Being Moved

I would be remiss if I did not start this entry by taking a moment to remember 9/11/2001 and everyone and everything we lost on that day. It was a day where the sky was impossibly blue. We lost so much: loved ones, security, peace, and years of reform on police profiling. We have tucked some of the new normal of the aftermath into our everyday jeans, but it changed us, and I am not sure I can even accurately remember some aspects of life before it as well as I can remember parts of that day that are as clear in my mind as the sky was that morning.

I spent some time over the last weekend on various sized boats that carried passengers and cars. On the larger ferry, we drove the car onto the boat and left it there--we put it in park, turned off the engine, locked it, and took a seat on the boat itself. It was clear to me that someone else was in charge of  moving us along and that was fine. On the smaller ferry, we just drove onto the boat and sat in the car. To be very clear, I am not a great boat person (I start feeling a bit queasy standing on a dock…), but I preferred the large ferry even though the ride was longer.

What I didn’t like about the small ferry, despite it being a much shorter journey, was the sense that everything about controlling the car was right there-the steering wheel, gas pedal, brakes-but I had no choice but to sit there while it seemed that the roadway was moving without any input from me. It freaked me out a bit to be in a car that was being moved when I had all the indicia of power to move it but could not engage them. Driving off the boat was also a strange feeling: now I did have control, but I wasn’t sure I knew the route once we hit land.

I wonder if our 1Ls feel this way.  I remember in my first year of law school often feeling like classes were moving forward but that I was not in charge of where they went, or how fast they’d go, and even when they would stop. And yet, at the end of the class, I’d have to immediately know where to go next or I’d cause a back-up.

First year classes seem to start so abruptly that even what is intended to be a gradual entry can seem like a full immersion that occurs before students are even aware that it is happening. As ASP faculty, we need to remember to tell students that this weird feeling of both being in and out of control is normal. Yes, they have done the reading and come to class ready to take great notes, but sometimes it is going to feel like you are just sitting there being moved along until you reach the shore and then, before you know it, you have to know where to go next with what you learned along the way. We need to acknowledge and reassure students that it (justifiably!) feels strange at the beginning--because it is.

We also need to assure students that they are not alone in feeling this way—and that after a few trips, they will feel like regular commuters. They will see the rhythm of classes and have a muscle memory of getting ready to enter and then leave the vessel. But, most importantly, we also need to tell students that if this unsettled feeling lingers for too long, ASP is a lifeline and that we will help them try to catch up rather than be left in the wake of a boat that is going to continue its set journey.

And yes, they may feel queasy for a bit, but that too will pass.

(Liz Stillman)

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.

Numbers Game

Academic Support and Bar Prep educators are among the hardest working people I know. We are selfless student supporters. We are scholars. We are generous with our work, praise, and time. As a group, we would probably be voted “Most Likely to go Above and Beyond” in a fictional law school yearbook. However, one accolade we are not going to get in this fictional yearbook (at least at this moment) is “Most Likely to get Tenure.”

We need to go above and beyond on our own behalf to gain the job equity, security, and salary that recognizes the work we do.  We need to take a small fraction of our focus and use it for ourselves and each other.

In about two weeks, you will get two surveys from AASE. One is for you individually, and the other for your institution. If you are the director of your program, you should fill out one of each, if not, please only fill out the individual survey and nag your director to fill out the institutional survey for your school. If you don’t see the survey by April 1st, please contact AASE at: [email protected] and we will send you the surveys.

Here’s the thing, we all need this data. We need to know who we are and how we are doing as a group. We need to know what job security looks like for us --or if there is any at all. We need to know how much we are being underpaid compared to other groups of law school faculty. Knowing what we all do both in and outside of the ASP realm is important. Knowing what we teach, how often, and when we teach it, is incredibly valuable information. I know it seems intrusive, and my mother would often say that asking about salary is just “tacky,” but our institutions will be looking for this information when we propose a change.

Data is how the legal writing community successfully waged their tenure battles. Numbers seem like unlikely armaments, but at the moment, they are the tools we need. When the results of the survey are presented at the AASE conference in May, please do not be the person listening and thinking, “they haven’t captured my situation.” We want to capture you (not in a kidnapping or any other creepy way, you know what I mean….hopefully…).  We want the team photo of "ASP educators with tenure" to be big enough to need a full page spread in future yearbooks.

Getting the appropriate and earned equity, security, and pay for our community will be a numbers game. Please play.

(Liz Stillman)

37 Pages of Love

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

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

(Liz Stillman)

Muscle Learning: A Hypo a Day

That's my summary of a wonderful article sharing a helpful learning practice and the reasons behind it.  In the article, Prof. Dawn Young at the University of Idaho shares that "working a hypo a day can help you grow a gigantic analytical muscle" because the daily practice helps organize thoughts, see patterns, and learn exam analysis skills.  I wholeheartedly agree.  Here's the link for the details: Brunette, J, "3 Reasons a Hypo a Day will Keep Bad Grades Away," National Jurist (Nov. 30, 2022) (quoting and referencing Prof. Dawn Young).  (Scott Johns).

P.S. And, if you're in the midst of final exams, as many of you are at present, there's still ample time to start the habit, today.  In fact, starring at your outlines, trying to memorize them, is not near as useful as using your outlines to solve hypes and past final exam problems.  So take charge of your learning by courageously tackling and experiencing problems before you take on your remaining final exams.