Sunday, October 16, 2022

ASP Position at Atlanta's John Marshall Law School

 Atlanta’s John Marshall Law School (‘AJMLS’) is looking for a motivated individual to join the school in a full-time, non-tenure track position as an Academic Support Professional (‘ASP’). The ASP is an important team member in the Office of Academic Achievement and Bar Success (‘AABS’) who works with students and alumni to enhance, develop, and expound upon the critical skills associated with success in law school and on the bar exam. AABS offers instruction and assistance in a variety of formats, including one-on-one counseling, conducting workshops, teaching required bar success courses, and developing specialized course offerings available to all enrolled students and graduates preparing for the bar exam. The ASP position may have some weekend responsibilities but generally is a Monday-Friday position. 

This is a full-time, contract position, with opportunities for advancement and renewal, after an initial evaluation period. This is an in-person role, located in AJMLS’s brand-new location in downtown Atlanta. 

Ideal Experience and Qualifications: 

Applicants must have a J.D. from an ABA-accredited law school, excellent academic credentials, and a demonstrated commitment to working with students to improve their academic performance. Applicants must have passed a bar in at least one jurisdiction within the United States. Preference will be given to applicants who have experience teaching in academic success or legal writing programs and to those who demonstrate a commitment to long-term student success. 

The Academic Support Professional will be responsible for, but not limited to the following: 

  • • Assisting with implementation and management of all AABS programming focused on preparing students for the bar exam 
  • • Teaching courses, academic workshops, and labs to students with the focus of strengthening the academic skills of critical reading, briefing, outlining, and analysis, and content related to the mission of the department 
  • • Participating and delivering instruction in the orientation program offered for credit to first year students 
  • • Providing learning strategies and techniques to enhance and leverage the academic skills that underline law school success 
  • • Providing written and formative feedback to students on practice problems and exams 
  • • Assisting with the development and the assessment of the academic success program by collecting and maintaining data relevant to academic performance 
  • • Assisting with the development of personal action plans for those studying for law school and bar exams 
  • • Identifying students’ academic strengths and opportunities for improvement, developing long-term academic plans, and assisting in providing effective instruction to help enhance performance 
  • • Showing interest in, and staying current on, educational learning theory 
  • • Working with students who perform relatively poorly on law school examinations and assessments 

Atlanta's John Marshall Law School values a diverse workforce and inclusive culture. We are committed to providing equal opportunities without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, or veteran status. We encourage applications from all qualified individuals. Applicants with disabilities who may need accommodations in the application process are welcome to contact Director Cynthia Davenporte directly. 

All interested candidates should submit their letter of interest, a current professional resume, and three professional references to: 

Cynthia Davenporte 

Director of Human Resources 

Atlanta’s John Marshall Law School 

245 Peachtree Center Ave., NE, Suite 1900 

Atlanta, Georgia 30303 

October 16, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Saturday, October 15, 2022

Professor of Lawyering at USC Gould School of Law

USC Gould School of Law is thrilled to announce that the school is hiring a full-time Professor of Lawyering Skills to serve as the Director of Academic Success beginning in the spring of 2023.  

Gould is located on the vibrant USC Park Campus in downtown Los Angeles.  For more about the school, please visit our website:

To access the job description and submit application materials please use this link:

Director of Academic Success Program

USC Gould School of Law seeks applications for a full-time Professor of Lawyering Skills, who will serve as the Director of the Academic Success Program (ASP). The position will begin in the spring of 2023. This position is an open rank, meaning that we may hire a full or associate professor depending on experience. Professor of Lawyering Skills is a year-round Research, Teaching, Practitioner, or Clinical (RTPC) faculty position. RTPC positions are non-tenure track positions. Gould anticipates making final hiring decisions by February of 2023.

The Academic Success Program

The mission of the law school’s ASP is to ensure that all JD students have the support they need to succeed academically and be prepared for the legal profession. The program has a Director and Assistant Director.  The Director reviews the program regularly and modifies it, in collaboration with the Dean and the faculty, to ensure that it continues to offer services and support that meet the needs of our students and address the current requirements and demands of the continually evolving legal profession.


In the spring of the first year, ASP offers a one-credit course, Topics in Legal Analysis, for invited JD students who want to improve their analytical and exam-taking skills. Topics comprises three sections, one for each 1L supersection, and typically enrolls up to 30 students total (around 10 per supersection). Students who take the course practice outlining legal concepts in 1L courses and writing essay-exam questions that call for an analysis of legal issues raised by a hypothetical fact pattern. The program also offers a two-credit course, Legal Analysis of Evidence, to a segment of JD students during the fall of their second year. Legal Analysis of Evidence typically enrolls between 20 and 30 students and analyzes the rules of Evidence using weekly problems, multiple-choice questions, and essay exams designed to improve analytic skills and problem-solving.


Upper-division students in ASP receive one-on-one academic counseling to help them achieve academic success, success on the bar exam, and success in the practice of law.

Other Programming

ASP also offers a full range of programming for 1Ls, including workshops about academic skills and a simulated practice exam. ASP also organizes and leads Gould Preview, a pre-orientation program designed to provide additional transitional support to a segment of incoming 1Ls (see Gould Preview takes place two weeks before fall classes begin and requires planning and preparation during the summer.

The Director Role

The Director is the faculty member responsible for overseeing ASP. The responsibilities of the position include the following.

Program Development

The Director is expected to keep abreast of developments in ASP pedagogy and bring fresh ideas to the program with the goal of optimizing the program and its offerings. To serve this goal, the Director must continually assess the ASP curriculum and programming and modify it as needed.

The Director is also expected to stay abreast of efforts to modify the California Bar Exam and the Uniform Bar Examination (UBE) to ensure that ASP is prepared to address any changes.

Program Supervision

The Director oversees and mentors the ASP Assistant Director, a faculty member who also supports the program by teaching Topics in Legal Analysis and other ASP courses, counseling students in ASP, and assisting with ASP programming. The Director also hires, trains, and supervises the Academic Success Fellows, upper-division students who mentor first-year students.


The Director is responsible for teaching Legal Analysis of Evidence in the fall semester. Although Legal Analysis of Evidence is a two-unit course, it meets for 150 minutes a week to give students time to write practice exams in class. Teaching the course involves giving regular feedback on the students’ written work. The Director is also expected to teach one additional three-unit spring course (whether in the ASP program or not).


The Director meets regularly with students and counsels them regarding academic, analytical, and study skills, as well as course selection and preparation for the Bar Exam.


The Director is responsible for developing and running ASP programming, including 1L workshops and practice-exam sessions. The Director is also responsible for organizing and running the Gould Preview program and supporting other 1L orientation activities.

Collaborating with Others Who Support Students

The Director collaborates with the Dean of Students and the first-year faculty to identify students in need of academic support and other resources. The Director also communicates regularly with the Registrar’s office concerning academic scheduling issues that arise in student counseling sessions.

Participating as a Faculty Member

The Director participates in committee work and other service activities expected of Gould faculty.


A J.D. degree from an ABA-accredited law school, prior law teaching experience, substantial experience in academic support or teaching legal writing, and familiarity with academic support pedagogy.  

The Director must have a keen interest in academic support and bring energy and innovation to the program. The Director must also have excellent oral and written communication skills with strong attention to detail; excellent writing and editing abilities; sound legal skills and knowledge; an affinity for counseling and mentoring students; strong people skills; cultural competency; strong public-speaking skills; and excellent time-management and organizational skills. The position requires the ability to establish and maintain cooperative working relationships within a diverse environment, including the ability to motivate and manage those who teach in ASP and work productively with others at the law school who support students. Relevant teaching experience (e.g., legal writing) and experience as a practicing attorney are strongly preferred.

Compensation and Benefits:

The University of Southern California offers a competitive salary within an academic environment based on the candidate’s experience and accomplishments. The university also offers excellent benefits, described here:

Applying for this Position:

Please submit a CV/resume, statement of interest, one or more sets of sample teaching evaluations, and names and contact information for three references. Applications should also include a succinct statement on fostering an environment of diversity and inclusion.

Applicants are encouraged to include in their statement of interest their own vision for ASP.

Equity, diversity, inclusion, opportunity, and access are of central importance to the Gould School of Law. Gould holds a unique position in society, and within the university, as every aspect of these principles are influenced by and can be protected through legal rules and institutions. At Gould, we are proudly committed to maintaining a community in which each person respects the rights of others to live, work, and learn in peace and dignity, to be proud of who and what they are, and to have equal opportunity to realize their full potential as individuals and members of society.

October 15, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Assistant Dean of Academic & Student Services at Penn State

  • Penn State Dickinson Law, located in Carlisle, PA, is seeking an Assistant Dean for Academic and Student Services. The Assistant Dean for Academic and Student Services provides leadership and vision in support of the law school’s commitment to antiracism and mission to prepare students to practice greatness. The Assistant Dean is charged with ensuring a superior educational experience for all students. Reporting directly to the Dean, this position is responsible for academic advising and personal counseling, student life initiatives, strategic planning, community engagement, and best practice administration.

    Job Responsibilities:

    • Addressing academic, personal, and professional issues that arise during law school, including managing disability accommodations, mental health resources, culture and climate concerns, personal counseling, and more.

    • Providing leadership and direction to the law school’s student organizations and their extracurricular activities.

    • Organizes critical student events throughout the year such as Orientation, Commencement, diversity and inclusion initiatives, and wellness programming.

    • Involved when matters arise with potential Honor Code, Code of Student Conduct, or other disciplinary violations.

    • Manages the Assistant Director of Student Services and coordinates with the Director of Academic Success and Bar Passage.

    • Work closely with the Associate Dean for Academic Affairs, the Associate Dean for Admissions & Financial Aid, the Financial Officer, and the Associate Dean for Administration.

    • Serves as the principal liaison between the administration and faculty, and students, providing leadership and strategic direction to ensure a positive student experience.

    • Expected to provide strategic leadership and oversight of student services provided at the law school.

    • Manage the first-year orientation program, transfer and visiting student onboarding, faculty advisor programs, and commencement; oversee internal communication and the Student Academic Handbook.

    • Interpret and ensure compliance with ABA Standards, the Law School’s Honor Code, the Code of Student Conduct, FERPA, and other applicable federal, state, and local laws; provide support for reporting required by the ABA, State Bars and Boards, and US New and World Report.

    • Facilitate the review and resolution of student complaints and issues.

    • Collaborate with the Office of Career Services on the implementation of strategic goals to support professional development and academic success; partner with the Financial Officer to develop an annual budget and operating plan that supports mission strategic goals and core values.

    • Provide direction to law-school contracted mental health professionals and promote available counseling and crisis resources.

    Additional Responsibilities:

    • Maintain a regular schedule of student appointments, providing individual counseling on a variety of student issues and concerns; expand web-based academic advising resources.

    • Develop a wide range of programs that enhance students’ academic experience; collaborate on resources and programs for academic support and bar preparation, including services to students whose performance indicates an opportunity for improvement.

    • Advise the graduate education administrator on initiatives for LL.M. and S.J.D. students.

    • Oversee all student conduct, discipline, and grievance proceedings; and provide advice on character and fitness matters related to bar qualification. Other related duties will be assigned as necessary by the organization.

    • Work with law school leaders to create an engaged, inclusive environment for students.

    • Be a liaison to other campus offices serving student needs to ensure the comprehensive administration of services and resources to law students.

    • Serve on law school task forces, standing committees, and advisory groups, and participate in the ongoing development and evaluation of law school policies, services, and systems.

    • Work with faculty and administration to identify and address problems arising within the student learning environments, social communities, or co-curricular activities.

    • Work closely with individual students and student groups to cultivate and enhance the diversity, equity, and inclusion of the law school community.

    Typical Education & Experience:

    • Juris Doctor; at least five years of progressively responsible related work experience (for example, in higher education student services, counseling, student advisement, law, or similar fields)

    • Exceptional written, verbal, organizational, and interpersonal skills.

    • Strong computer skills including but not limited to the Microsoft Office Suite of applications; demonstrated ability to work well with a diverse population.

    • Ability to collaborate across organizational boundaries; ability and willingness to adjust to changing priorities on very short notice.

    • Ability to manage multiple projects with varying deadlines; and ability to maintain confidentiality and use discretion.

    • Experience with the administrative structure of a large university is desired.

    The Assistant Dean must be familiar with pedagogy, curriculum design, and learning theory to collaborate on student learning and bar preparation advising with the faculty. In addition, this position is the Dickinson Law liaison with campus-wide offices, including the Counseling Center, Disability Resources, Behavioral Threat Management Team, Student Conduct, Title IX Office, Affirmative Action, Coalition for Diversity, Equity, and Inclusion, and more to ensure that students receive the full spectrum of services available through the university.

    The Pennsylvania State University is committed to and accountable for advancing diversity, equity, inclusion, and sustainability in all of its forms. We embrace individual uniqueness, foster a culture of inclusion that supports both broad and specific diversity initiatives, leverage the educational and institutional benefits of diversity in society and nature, and engage all individuals to help them thrive. We value inclusion as a core strength and an essential element of our public service mission.

    Job Posting located here.

October 15, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Monday, October 10, 2022


We all make mistakes. We have all made mistakes that have inadvertently or thoughtlessly hurt others and ourselves. In this season of atonement (Yom Kippur was on Wednesday), we are supposed to confess our misdeeds, ask for forgiveness, and most importantly forgive those who have apologized to us. Forgiveness is a power we all have, but unlike some other super-powers (like laser eyes and Hulk-like strength), it is one we should never use sparingly.

I spend a lot of time telling students to give themselves a little grace. I am guessing we have all told students that they need to stop beating themselves up over the circumstances (or actions-or omissions) that led them to academic distress. Owning whatever the issue was is a great first step but dwelling in the shame of it is not a productive way to achieve success. That being said, I also think that students who do not own their role in getting into academic distress--people who blame the professor, the administration, or anything else without taking on some of the accountability--are less likely, in my experience, to turn things around. We can only change what we control-and if the circumstances that led to academic distress are out of their control, they cannot plan to do better.

One of my favorite traditions of Yom Kippur is something called tashlich where we symbolically cast our transgressions of the past year (in the form of bread) into a body of water (for my family, the Muddy River in Boston). I always joke that our local geese are extremely cranky from having eaten all those sins[1]. It is an exercise in physically controlling our errors and then not letting them take up space in our lives anymore. Does it mean that throwing bread into a river will change your life if you’ve, let’s say, committed murder? Absolutely not. But it does let you give yourself some grace from smaller errors-even where the person who was affected has not used their super-powers to forgive you.

To that end, I will throw my breadcrumbs of misdeeds out to you all and ask for forgiveness. And I will also engage my super-power to forgive others, even those who have not asked for it. I cannot control how others have behaved, but I can control whether or not I let it live in my head, so consider my forgiveness an eviction notice.

(Liz Stillman)


[1] I will also always answer the question of how my holidays were with, “Sho-far, sho-good.” You’ve been warned.

October 10, 2022 in Current Affairs, Religion, Teaching Tips | Permalink | Comments (0)

Wednesday, October 5, 2022

What to Expect When Your Loved-One is Expecting Bar Results!

Here's a terrific handout for bar takers to share with loved-ones as bar exam results are released (created by the Young Lawyer's Division of the Center for Legal Inclusiveness, Chair Marika Rietsema Ball, Esq.):

What to Expect - Bar Results

What to Expect - Bar Results  2

October 5, 2022 in Advice, Bar Exam Issues | Permalink | Comments (0)

Tuesday, October 4, 2022

Academic and Bar Support Scholarship Spotlight

Ashely London (Duquesne), Who Watches the Watchmen? Using the Law Governing Lawyers to Identify the Applicant Duty Gap and Hold Bar Examiner Gatekeepers Accountable, __ Mich. St. L. Rev. __  (forthcoming 2022).

From the abstract:

The legal profession holds lawyers to high standards in their personal and professional lives and expects aspiring members to follow the ethical rules with scrupulous precision and candor. Yet the profession, and those monitoring admission to the profession, afford no protections or recourse to this class of young professionals during that critical period between graduation and successful bar passage.

Without reform, this previously unacknowledged duty gap will continue to demoralize and potentially harm future lawyers and reflect negatively on the profession as a whole. Supervising bodies, discussed within, treat applicants as if they have already committed an ethical breach. Indeed, applicants are charged with meeting standards strikingly similar to those required for lawyer reinstatement after disciplinary action. Throughout the licensing process, duty remains a one-way street with applicants bearing the burden of compliance.

This ethical duty gap was laid bare as these self-appointed supervisory bodies- boards of law examiners across the country, displayed a deeply entrenched commitment to a gatekeeping function by maintaining rigid and opaque lawyer licensing procedures as they administered the bar examination multiple times in the midst of the COVID-19 pandemic. Many boards made decisions putting the health, safety, and emotional well-being of bar applicants at risk, and in some instances prevented applicants’ exam scores from being portable. Times such as these have historically prompted changes to the ABA Model Rules of Professional Conduct.

What the Covid-19 bar exam crisis has revealed is an uncomfortable truth: the legal profession appears to exhibit a marked lack of compassion, fairness, and ethical obligation to bar applicants in the period between graduation and licensure. The newest members of a so-called noble profession appear to be owed fewer duties than a potential client by every entity involved in the lawyer licensing process, and have little to no recourse to have their complaints heard or addressed.

This truth is shaking the foundations of the law licensing system, and applicants and others are calling for reform. Yet, on an individual basis, many boards of law examiners across jurisdictions cling to the status quo, or adopt the Uniform Bar Examination (UBE). Promulgated by the Madison, Wisconsin-based non-profit organization the National Conference of Bar Examiners (NCBE), the UBE is written by psychometricians whose duty is to maintain the statistical reliability of its product, and whose transparency is limited due to its nonprofit status. Boards of law examiners give broad deference to the NCBE, even though the company is not subject to actionable ethical oversight by the jurisdictions that employ it – not in regard to its business practices, profitability, or code of conduct.

Bar applicants, meanwhile, lose the protection of being enrolled in ABA-accredited law schools. The commercial bar preparation companies they are forced to employ do not owe any ethical duties to applicants either, as most are privately-held companies who bind users with arbitration clauses, choice of law provisions, and threats of reporting applicants to their jurisdiction’s board of character and fitness if products are misused.

This article calls attention to the duty gap between bar examiners, the legal profession, and aspiring lawyers, identifying and scrutinizing its genesis and presence. It also suggests bar reform is best achieved through greater oversight of the lawyer licensing process by current members of the profession, and insists jurisdictions treat bar applicants with the duties prescribed by the rules of professional conduct. Who watches the watchmen? In a self-regulating profession, we all do.

[Posted by Louis Schulze, FIU Law]

October 4, 2022 | Permalink | Comments (0)

Sunday, October 2, 2022

Tenure Track Position at Widener

Widener Law Commonwealth welcomes individuals with expertise in promoting student success to apply for a tenure-track position. We are seeking an individual to direct our academic and bar success programming beginning in the 2023-2024 academic year. This individual will be responsible for developing and implementing courses and programs that foster student success from orientation through bar exam preparation. This is a tenure-track faculty position.

Established in 1989, Widener Law Commonwealth is an independently accredited law school within Widener University. Located in Harrisburg, PA, the law school’s location in the capital of Pennsylvania provides impactful experiences for both our faculty and students. The law school is situated in one of the fastest growing areas of the state. Harrisburg provides many cultural amenities and outstanding access to outdoor activities. Additionally, it provides a reasonable cost of living and a strong job market.

WLC is a dynamic community of teachers and scholars. We pride ourselves on our dedication to our students, our engagement with teaching, and our scholarly impact.

The law school is committed to fostering an environment in which faculty, staff, and students from a variety of backgrounds, cultures, and personal experiences are welcomed and can thrive. Faculty and staff are active participants in our work to enhance diversity, equity, and inclusion. We welcome applications from persons of color, people with disabilities, veterans, women, members of the LGBTQ+ community, and other members of historically disadvantaged groups.

We are looking for candidates with knowledge of best practices in academic success and bar exam preparation, commitment to excellence in teaching, and potential to be productive scholars. Candidates must possess at least a JD degree or its equivalent. Please submit a cover letter, CV, and list of three references to the Appointments Committee at Please contact Professor Susan Raeker-Jordan, Appointments Committee Chair (, with any questions. Applications will be considered on a rolling basis, and we encourage applications by November 1.

October 2, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

2 ASP Positions at New York Law School

New York Law School is hiring to fill 2 bar prep positions on its very well-supported Academic and Bar Success initiatives team. One is an Assistant Dean position; the other, an Associate Director position. Ideally, the school would like for the new hires to be able to start in January 2023. They will consider applications on a rolling basis, but they would prefer that they be submitted before the end of October 2022 to ensure they receive full consideration.
Application materials for either position should be sent to This includes NYLS's employment application form.

October 2, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Saturday, October 1, 2022

Assistant Professor of Lawyering Skills at Western State

Western State College of Law at Westcliff University Faculty Hiring Announcement 

Assistant Professor of Lawyering Skills--Academic Success Program 

Western State College of Law (WSCL) at Westcliff University invites applications for an Assistant Professor of Lawyering Skills in our Academic Success Program beginning July 1, 2023. Candidates should have a record of academic excellence, experience in supporting student-centered learning, and a commitment to supporting the success of students from a diverse range of backgrounds. The Academic Success Program seeks candidates who are enthusiastic about teaching and supporting students from orientation through the bar exam. This position is designed to lead to a long-term contract that culminates, after five years of meeting standards in terms of teaching, service, and professional development, in successive five-year contracts with voting rights (on everything but promotion and tenure issues). We are particularly interested in candidates who will enrich the diversity of our faculty and welcome applications from women, underrepresented minorities, persons with disabilities, LGBTQI+ individuals, veterans, and others whose backgrounds, experiences, and viewpoints would contribute to the diversity of our institution. 

WSCL is located in the city of Irvine, California – close to miles of famous beaches, parks, recreation facilities and outdoor activities as well as the many museums, music venues, and diverse cultural and social experiences of greater Los Angeles. 

Founded in 1966, WSCL is the oldest law school in Orange County, California, and is a fully ABA approved for-profit, private law school. Noted for small classes and personal attention from an accessible faculty focused on student success, WSCL is proud that our student body is among the most diverse in the nation, with a majority of our students from minority backgrounds. In our 50+ year history we have nearly 12,000 alumni and have had over 150 judges elevated to the bench. Our alumni are well represented across public and private sector legal practice areas. 

WSCL is committed to providing workplaces and learning environments free from discrimination on the basis of any protected classification including, but not limited to race, sex, gender, color, religion, sexual orientation, gender identity or expression, age, national origin, disability, medical condition, marital status, veteran status, genetic marker or on any other basis protected by law. 

Confidential review of applications will begin immediately. Applications (including a cover letter, complete CV, teaching evaluations (if available), a diversity statement addressing your contributions to our goal of creating a diverse faculty, and names/email addresses of three references) should be emailed to Professor Susan Keller, Chair, Faculty Appointments Committee: For more information about WSCL, visit 

October 1, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Director of Academic Success at LMU Loyola

LMU LOYOLA LAW SCHOOL invites applications for a full-time position of Director of Academic Success to lead Loyola Law School’s Academic Success Program (ASP), which helps JD students, especially those who are struggling academically, succeed in law school and graduate. The Director of Academic Success reports to the Associate Dean for Faculty and collaborates with various departments and directors, including the Associate Dean for Equity and Inclusion and the Director of Bar Programs, as well as the faculty who teach in the Program. Responsibilities of the Director of Academic Success include:

  • Providing academic support and counseling to ASP students and students who are at academic risk on a range of issues including law school skills, academic policies, graduation requirements, and course planning.
  • Developing and implementing academic success programming, including but not limited to workshops for 1Ls on law school skills and individual or group meetings with ASP students and students who are at academic risk to help them improve their academic performance.
  • Teaching and coordinating the curriculum for Loyola’s one-semester, 3-unit Law & Process course, which teaches legal analysis, examination, and practice skills in the context of the study of privacy torts and is designed to build law school and bar examination skills. Law & Process faculty collaborate to ensure a uniform core curriculum and assessment approach but retain substantial academic freedom to develop and teach their own classes. Depending on the interest of the candidate and needs of the law school, the teaching package could also include teaching Legal Research and Writing (LRW), a 4-unit year-long course that introduces 1Ls to legal research, writing, and analysis.
  • Teaching in Loyola’s three-week Summer Institute Program, which is an academic program during the summer for approximately 40 incoming students that builds essential law school skills (i.e., legal reasoning, analytical skills, and writing skills) and develops a sense of community among students and faculty.
  • Collecting and analyzing data and developing reports regarding the academic performance of ASP students including assessing student performance, effectiveness of academic interventions, and graduation and retention rates.
  • Developing a comprehensive communication strategy to inform JD students about ASP workshops, resources, counseling, and requirements, including developing and maintaining content for the ASP webpage.

Minimum Qualifications

  • JD from an ABA-accredited law school and admission to a state bar.
  • Three to five years of practice and/or teaching experience.
  • Ability to handle confidential information, exhibit good judgment, communicate clearly and effectively, and work collaboratively with a diverse community of students, faculty, staff, and external audiences.
  • Strong analytical and problem-solving skills.
  • Ability to manage multiple competing priorities and meet deadlines.

Preferred Qualifications

Strong preference will be given to candidates with the following qualifications and experience:

  • Experience in academic support programs at the law-school level.
  • Ability to think imaginatively and critically about techniques to improve law students’ academic performance, and to design, implement, and manage innovative programs to promote that performance.
  • A strong understanding of the conceptual frameworks of growth mindset, stereotype threat, and belonging.  

Salary and rank are commensurate with experience. 


Loyola is in the middle of Los Angeles’ thriving academic, cultural, and commercial center.  Our network of almost twenty-thousand alums has consistently yielded the highest number of Superior Court judges in the state and Southern California’s highest number of Super Lawyers. For more, see  We boast over twenty live-client clinics and an award-winning trial advocacy program.


Applicants should submit a cover letter indicating an interest in the position, curriculum vitae, diversity statement, the names of three references, a writing sample, and any teaching evaluations from the last two years via this link.  Applications should be submitted by October 16, 2022, but applications will be accepted and reviewed after that date until the position is filled.  Our goal is to make hiring decisions by the end of 2022. Loyola is an equal employment opportunity institution actively working to promote a diverse learning community.  We are an equal opportunity employer committed to providing an environment free from discrimination and harassment. We enthusiastically encourage all persons of diverse and intersectional identities, life experiences, and beliefs to apply. 

October 1, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Tuesday, September 27, 2022

Academic and Bar Support Scholarship Spotlight

Lots of chatter about these two excellent pieces of ASP scholarship.

1.  Scott Johns (Denver), Putting the Bar Exam on Constitutional Notice: Cut Scores, Race & Ethnicity, and the Public Good, 45 Seattle Univ. L. Rev. __ (forthcoming 2022). 

From the abstract:

This Article challenges conventional stories told about the bar exam. Part I describes the background of the bar exam as currently used by most jurisdictions to include a hypothetical “Socratic” conversation as a prelude to understanding the bar exam and its impact on demography and the public good. Part II catalogues stories we tell to justify our recurrent resort to bar exams as the penultimate source of wisdom in making licensure decisions. Part III exposes fallacies behind many of these justifications. Part IV analyzes whether we might look to common law tort principles as a tool for exposing whether the bar exam, by producing recurrent well-known racial disparate impacts, might suffer from constitutional infirmity. Part V concludes with an exploration of some common-sense alternatives to the behemoth of the bar exam to better protect the public.

2.  Beth A. Brennan (Montana), Explicit Instruction in Legal Education: Boon or Spoon?, 52 U. Mem. L. Rev. 1 (2021):

From the abstract:

This Article examines explicit instruction as a pedagogical tool for legal educators. Part I examines cognitive psychological theories of thinking and learning to understand the differences between spoon-feeding and explicit instruction and explain why initial explicit instruction is useful. Part II delves into the cognitive differences between novices and experts that support initial explicit instruction. Part III examines experts’ cognitive barriers to effective teaching. Part IV provides examples of how explicit instruction can be used in the law school classroom.

The Article concludes that the time is ripe for the academy to bring explicit instruction out of the shadows, and to incorporate initial explicit instruction into legal education.

H/T:  Paul Caron, TaxProf Blog

(Posted by Louis Schulze, FIU Law)

September 27, 2022 | Permalink | Comments (0)

Monday, September 26, 2022

Apples and Honey

Today is Rosh Hashannah. Rosh Hashannah, as you may know, is the Jewish New Year and a holiday of thankfulness and promise. One of the traditions of the holiday is to dip apples in honey to have a sweet new year. As we speak, I have honey cookie dough chilling, waiting to be baked and apples ready to be called into play on the counter. I think apples and honey are also a good analogy for Academic Support.[1]

Apples are often associated with teachers and we are --above anything else--teachers. Apples can mean wisdom and insight-think Sir Isaac Newton and his discoveries in physics all due to falling apples (or so the story goes). Academic Support people are also big thinkers and scholars-just look at the catalog of our collective work. Apples are also a sign of fall, like your friendly neighborhood ASP professional teaching at orientation. We are versatile and come in many varieties as well.  We work well alone or with other ingredients.

However, we are also like the honey. We work incredibly hard (like bees) to make things a little sweeter for the people around us. We work together like a hive. We cooperate and collaborate to make structures that provide comfort to our students. In fact, as academics go, I think we are the most generous and willing to share. We do not hold back. And yet, like bees, sometimes we are not adequately valued.

So, to all of you who celebrate-and those of you who don’t-I wish you a sweet year ahead in every part of your personal and professional life.

Shana Tova. Happy 5783!!

(Liz Stillman)


[1] Just a warning that I will let this analogy play out beyond its logical conclusion.

September 26, 2022 in Food and Drink, Religion | Permalink | Comments (0)

Sunday, September 18, 2022

Assistant Professor of Law in Academic and Bar Success at Lincoln Memorial

Lincoln Memorial University is searching for an Assistant Professor of Law in Academic and Bar Success. This position could start as early as Jan 1, 2023, but no later than July 1, 2023. 

LMU Law is a wonderful place to work with incredible students, collaborative faculty, and supportive administrators. While this is a 12-month contract position, the person hired will get every other summer off from teaching. Also, it is worth noting that this is a faculty position.
If you have questions, you may also contact the Faculty Recruitment Chair, Stevie Swanson, at

September 18, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Thursday, September 15, 2022

A Possible Exercise in Interpretation

I heard a recent joke that goes something like this, in a conversation between an insurance agent and the insured homeowner:

  • Agent: Hello.
  • Insured: Hi.  I'd like to report a theft from my house.
  • Agent: I'm so sorry to hear the news.  Let me take a look at your policy.
  • [pause]
  • Agent: Okay, tell me more.  Did your house also catch on fire?
  • Insured: Oh, no.  Just a theft.
  • Agent: Well, in that case, I'm so sorry.  You're not covered.
  • Insured: What do you mean I'm not covered? My policy says right here that it is fire and theft protection.
  • Agent: Well, that's precisely right.  You see, you bought fire and theft protection, not fire or theft protection.  So, since you didn't also have a fire, you aren't covered.  It's as clear as day.

All kidding aside, contracts are often like that, as is much of law.  

So, as you study cases, statutes, and other legal materials, pay attention to the writing, the terms, and the connectors.  Be curious.  Think outside the box.  Be on the lookout for ambiguities in the text because that's the heart of lawyering, precision.  Parse the words, particularly criminal statutes.  And, if you seen ambiguities, try to clear them up.  And, don't forget to do the same on midterm exams and practice exams.  That's because it's in the ambiguities in which the points are most heavily concentrated.  And if you'd like more advice and exercise in how to become better at reading, check on Prof. Jane Griese's book on Critical Reading for Law School Success.  It's the book that I wished I had had in law school. (SJ).

September 15, 2022 in Advice, Exams - Studying, Learning Styles, Reading | Permalink | Comments (0)

Monday, September 12, 2022

Grief that is old enough to drink....

The attacks of 9/11/2001 were twenty-one years ago.

I probably have students who were born in 2001. I probably also have students (my undergraduates) who were not yet born when the events of 9/11 unfolded. I can tell you that I was standing in the hallway of my law school building looking up at multiple TV screens, watching planes crash into buildings over and over on a seemingly endless and tragic loop, some slightly out of sync-all against the backdrop of the bluest September sky. Thousands died that day, and what was most terrifying about it was that we didn’t think it could ever happen. It never dawned on us that we would be targeted this way. Were we blindsided because of optimism, privilege, pride? Possibly all, or none, of these things. Nonetheless, we were stunned.

Twenty-one years later, where are we? Sure, there are new buildings where the World Trade Center stood, but we have never been the same: we do not fly on airplanes or trust people as we did on 9/10/2001. But 9/11 also sent the fight against racial profiling back at least 30 years. We might be almost back to our 9/10 senses at this point, but that wasn’t a great place either. The Patriot Act seemed to allow law enforcement to do things that had been, at least on 9/10, held illegal. The immigration implications of 9/11 are still clearly visible in calls for bans and walls. Fear and anger are never good starting points for sweeping legislation. The desire to return to when things seemed “better” isn’t actually a plan for governance.

I look at the recent decision in Dobbs[1], and I wonder, is this also a sentimental journey back to when we, as Americans, thought we had more control?  In 21 years, will we be getting close to recapturing the rights we held in 1973?

Or will we have another moment where we realize that the grief is now old enough to drink?

(Liz Stillman)



September 12, 2022 in Current Affairs, Miscellany | Permalink | Comments (0)

Sunday, September 11, 2022

Assistant Dean of ASP at Baylor

Assistant Dean/Academic Support Program

Baylor Law will be interviewing to fill a full-time, non-tenure-track lecture position.  The selected individual will hold the title of Assistant Dean/Academic Support and will have the opportunity to lead in further significant development of Baylor Law’s formal program for academic support.  This individual will work closely with members of the Law School leadership, staff, and faculty to envision, design, manage, and implement programming to support the school’s educational, training, and professional development goals for its students. The Director will draw on experience, research, and national best practices to develop and coordinate programming to support teaching and learning at Baylor Law.

Core Responsibilities:

  • In collaboration with the faculty, develop, and implement cohesive and comprehensive programming to help transition students into the law school learning environment and to promote their academic success through graduation and bar exam passage.
  • Research and implement the most current best practices for fostering academic success skills and bar exam success.
  • Develop data-driven mechanisms for evaluating the academic success of students and program goals.
  • Regularly review Baylor Law’s academic and bar support program and make recommendations to the faculty to enhance the educational experience for students.
  • Teach in the Academic Success Program.
  • Attend and participate in faculty meetings as requested.
  • Serve on faculty and staff committees that seek to advance the goals of Baylor Law and the Academic Success Program.
  • Supervise academic support staff.


  • J.D. from an ABA-approved law school; strong law school and undergraduate academic credentials.
  • Admitted to the bar in at least one jurisdiction.
  • At least two years working as a practicing attorney in any field.
  • At least two years of prior law school teaching experience in or related to academic support or bar preparation is preferred.
  • Superior written, oral, and interpersonal communication skills.
  • An understanding of the dynamics of diversity and accessibility (including first-generation college graduates) in legal education and a demonstrated ability to incorporate this understanding into one’s work.
  • Demonstrated ability to work collaboratively with a diverse population of students, faculty, staff, and administrators.
  • Excellent organization and time-management skills.
  • Excellent critical thinking and listening skills.
  • Knowledge of advising, coaching, and counseling techniques.
  • Flexibility to work in the evenings, and sometimes on weekends.
  • Experience working with statistics and data is a plus.
  • Prior successful experience directing, or serving as an associate director, of an academic support or bar preparation program is a plus.

September 11, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Friday, September 9, 2022

Assistant Director of Academic Success at Chicago Kent

Chicago-Kent is looking to hire an Assistant Director of Academic Success.  You can find the job description online here:
Reporting to the Director of Academic and Bar Success, and working with other student affairs personnel, the Assistant Director will be responsible for implementing the law school’s academic success program, including working closely with faculty and administration to maximize student learning and achievement in law school and on the bar exam. The Assistant Director supports the Academic and Bar success department to train law students for the rigor of law school, the bar exam and practice through academic workshops and individual advising. The Assistant Director will develop, enhance, and implement academic support programming; work with other student affairs personnel to provide academic counseling throughout law school; and present workshops related to academic and law-specific skill development (as needed). Additionally, the Assistant Director will support the academic needs of students in the Legal Writing program.

September 9, 2022 in Jobs - Descriptions & Announcements | Permalink | Comments (0)

Thursday, September 8, 2022

Impervious to Facts

"Too often facts around me change, but my mind doesn't.  Impervious to new information, I function like a navigation system that has missed a turn but won't re-route,"  writes attorney Mike Kerrigan in a story about "A Sweet Lesson From Pie," WSJ (Sep. 8, 2022).

I suspect that is true of most of us.  But why?  In my own case, my stubborn mind clings to the facts as I know them because, to admit that facts have changed and a new course of "navigation" is required is in someways to admit that I'm a human being, frail in more ways that I wish to admit.

I think that is especially a challenge in legal education and for bar exam authorities.  We cling to the past because that's all we know and, to be frank, sometimes all we want to know.

Take legal education.  We know that learning requires much from our students and from us.  But many of our classes go on despite the new facts that have emerged from the learning sciences. Louis N. Jr. Schulze, Using Science to Build Better Learners: One School's Successful Efforts to Raise Its Bar Passage Rates in an Era of Decline, 68 J. Legal Educ. 230 (2019)., Available at SSRN:

Take the bar exam.  The best available data suggests that there is a dearth of evidence to support a relationship between bar exam scores and competency to practice law.  Yet we cling to the past. Putting the Bar Exam on Constitutional Notice: Cut Scores, Race & Ethnicity, and the Public Good (August 31, 2022). Forthcoming, Seattle University Law Review, Vol. 45, No. 1, 2022, Available at SSRN:

I've made lots of wrong turns in my career, my work, and in my life.  To keep on going in the wrong way gets me no closer to where I should be going.  So let's give ourselves and each other the freedom to be changed, the freedom to travel a new path, the freedom to, in short, be curious, creative, and courageous about our work in legal education, on the bar exam, and in life in general.  (Scott Johns).


September 8, 2022 in Advice, Bar Exam Issues, Encouragement & Inspiration, Study Tips - General | Permalink | Comments (0)

Saturday, September 3, 2022

Alarming Information on Challenging Students

If you talk to older faculty members, you will inevitably hear about "kids nowadays".  Their inability to read or write complete sentences.  I don't agree with that sentiment.  However, a recent article in Education Weekly indicates the pandemic may have exacerbated problems with some populations access to challenging assignments.  Over the past few years, kids may not have been challenged as much as before, so their skills may be lagging behind.  I believe that may have happened in law school classrooms as well.  The expectations changed to merely survive under the circumstances.  That approach was warranted, but we need to now increase expectations in a way that stays within desirable difficulties while improving student performance.  I find that balance difficult.  Looking to other areas of education may help in that process.  

Good luck to everyone in the new year.

Here is the link to the Education Weekly article:

(Steven Foster)

September 3, 2022 in Teaching Tips | Permalink | Comments (0)

Thursday, September 1, 2022

A Soothing Approach to Calming the Nerves

Many law schools have been at it for a few weeks and, at our law school, some of our student are having their first midterms exams, right after Labor Day. What a shock!  

If you find one of your students (or yourself) already fatigued and stressed by the many tugs and pulls that constitute the first few weeks of law school, you are not alone.  I too can't seem to find a quite space for my mind, which seems to ramble and ruminate all day long.  

That's why I am personally excited to share this little article:   Elizabeth Berstein, "The Underrated Therapy for Anxiety and Stress: Water It gives our brain a break from the intense, focused attention that much of daily life requires." WSJ (8.23.22).      If I understand the research correctly, just a little bit of going often, sitting by even a trickle of a stream or perhaps a campus water fountain or pond, and listening and watching, can quiet our minds, calm our spirits, and help us appreciate a little bit of the awe of the experience of being present in something that seems to move so effortlessly.  That's a richness that money cannot buy.  

So feel free to put away the headphones and go out and experience nature's wonders, wherever they lie.  Right now, as I write, I see snow-glaciated mountains in the distant despite this hot close-to-ninety degree day.  They tower so high and yet seem to float so majestically on the horizon.  Well, it's time for me to stop writing and to start staring out the window, appreciating the beauty that abounds.  Oh, and I almost forgot.  I think it is A-okay to let your mind wander a bit, to let your students take a moment in the midst of class to look out the windows to see something that's always been there but never been seen, to be still and quiet and present.  That's a true gift.  (Scott Johns).

Water Photo (free photo download)



September 1, 2022 in Advice | Permalink | Comments (0)