Wednesday, June 24, 2020

AALS-ASP Webinar on Self-Care

The AALS Section on Academic Support’s next Final Fridays Webinar, titled “Supporting Ourselves & Each Other,” will focus on self-care.

On Friday, June 26 at 1:00 EST, panelists Tracy Kepler (CNA Insurance), Danielle Kocal (Pace), and Courtney Lee (U. of Pacific McGeorge) will provide concrete suggestions on how we can implement self-care techniques like mindfulness, mind-body-connections, grit, and resilience into our everyday lives.  Jamie Kleppetsch (DePaul) will moderate the discussion.

AALS-ASP Final Fridays Webinar Series

“Supporting Ourselves & Each Other”

June 26, 2020

1:00 – 2:30 p.m. EST

CHECK OUT THE GOOGLE GROUP FOR LINK AND PASSWORD

Participation is free and open to all. The webinars will also be available for on-demand viewing later, via the members-only section of the AALS Section on Academic Support webpage.  The benefit of participating live is the ability to ask questions of our panelists and to engage in the discussion.

June 24, 2020 in Professionalism | Permalink | Comments (0)

Friday, June 12, 2020

Call for Proposals for ASP Co-Sponsored Program at AALS

Call for Proposals

AALS Section on the Empirical Study of Legal Education and the Legal Profession
in Cosponsorship with AALS Sections on Student Services, Academic Support, and
PreLegal Education and Admission to Law School

January 2021 Annual Meeting in San Francisco, CA

Disrupted Gatekeeping: An Empirical Look at How Gatekeeping Influences Access to Legal
Education and the Legal Profession & How This Decision-Making Has Been Impacted By COVID-19

The Section on the Empirical Study of Legal Education and the Legal Profession is organizing a
panel featuring newly emerging empirical research related to gatekeeping, key decision making
stages that affect students’ admission to law school, success during law school, and entry into the
legal profession. In light of the pandemic underway across the United States and world, we
encourage presenters to present empirical research on these critical gatekeeping moments and to
discuss how this gatekeeping may be, is being, or has been impacted and disrupted by
COVID-19.

In short, our goal is for panelists to present: (1) first, empirical research on gatekeeping, broadly
defined, that influences access to law schools, law student engagement and success, and entry
into the legal profession, and (2) second, to theorize, hypothesize, discuss, or present data on
how these processes may be disrupted, impacted, or altered by COVID-19.

1.  Gatekeeping. Panelists will first present research spotlighting one of three critical
gatekeeping stages in a law student’s career. While not an exhaustive list, possible topics
for discussion might include any of the following, including how any of these
gatekeeping stages impact members from underrepresented and disadvantaged
backgrounds:

Getting into Law School : Proposals examining the use of data to determine access to and
admission to law school. Possible topics might include the use of LSAT, or other exam
scores in admission determinations, policies and practices in the award of financial aid or
scholarships, access to legal education (pipeline) programs and topics relating to the
affordability of legal education. Proposals may also examine change in the number of law
school applications over time, and change in the composition of these applications.

During Law School : Proposals examining data related to the law student well-being and
the impact of legal education on student learning, growth, belonging, decision-making,
trajectories, or success. Possible topics might include changes in law students’ perception
of career paths and opportunities including movement away from prior public interest
practice goals (i.e., public interest drift), and the extent to which institutional decisions
and practices or law teaching, grading, and clinical experiences influence law student
well-being, learning, belonging, growth, or trajectories. Possible topics may also include
gatekeeping to student services and prestigious opportunities within law school.

After Law School : Proposals examining either the use of data or data related to law
school graduates’ entry and engagement in the profession. Possible topics might include
empirical analysis relating to bar exams and licensure systems, use of data in hiring and
employer selection processes, the data collection practices and reporting by trade and
accreditation organizations, and debt and income considerations in career pursuits.

2. Disruption. In light of the disruption produced by COVID-19 in legal education and
within our communities and home life, we encourage presenters to discuss how this
gatekeeping may be, is being, or has been disrupted or changed by COVID-19. We
encourage participants to theorize, hypothesize, discuss, or present data on how
gatekeeping decisions may be disrupted, impacted, or changed by COVID-19, and/or
how this disruption may be overcome.
Last year, we jointly sponsored a successful program on leadership co-sponsored by the Sections
on Leadership, Professional Responsibility, Pro-Bono & Public Service Opportunities, and
Student Services, which attracted a large and diverse audience. This year, we seek to develop a
program that has similar breadth and appeal. The Journal of Legal Education has graciously
agreed to consider for publication papers presented in connection with our program, with
particular consideration given to papers exploring changes to legal education and the profession
engendered by the response to COVID19.
Proposals. Proposals should contain an explanation of both the substance of the presentation and
the methods used in it. The planning committee would prefer to highlight talent across a range of
law schools and disciplines and is especially interested in new and innovative research. Please
share this call with colleagues—both within and outside of the legal academy and the academic
support community.


Proposals must include the following information:
1. A title for your presentation.
2. A brief description of the objectives or outcomes of your presentation.
3. A brief description of how your presentation will support your stated objectives or
outcomes.
4. An explanation of how your presentation can accomplish its goals in an allotted
15 minutes.
5. A description of both the substantive content and the presentation techniques to be
employed, if any, to engage the audience.
6. Your current CV.

Proposals will be reviewed on a rolling basis, so please send yours as soon as possible, but
no later than Monday, July 1, 2020 to Professor Jennifer Gundlach. If you have any questions,
please email jennifer.gundlach@hofstra.edu or call (516) 463-4190.

Section on Empirical Study of Legal Education and the Legal Profession

Program Committee:
Program Chair: Jennifer A. Gundlach, Maurice A. Deane School of Law at Hofstra University
Section Chair: Victor D. Quintanilla, Indiana University Maurer School of Law
Secretary: Joel Chanvisanuruk, University of Cincinnati College of Law
Catherine Christopher, Texas Tech University School of Law
Meera Deo, Law School Survey of Student Engagement
Neil W. Hamilton, University of St. Thomas School of Law
Trent Kennedy, Georgetown University Law Center
Rachel F. Moran, University of California, Los Angeles School of Law
Jeremy Paul, Northeastern University School of Law

June 12, 2020 in Professionalism | Permalink | Comments (0)

Saturday, June 6, 2020

AALS 2021 Call for Papers

AALS Section on Real Estate Transactions and Section on Academic Support


THE CHANGING ARCHITECTURE OF LEGAL EDUCATION:
REAL ESTATE TRANSACTIONS AS A CASE STUDY

Program Description:

In the past decade, legal education has experienced a number of body blows from which it still struggles to recover. In 2007, Educating Lawyers: Preparation for the Profession of Law (more commonly known as the “Carnegie Report”) criticized the academy for insufficiently preparing students for legal practice. In the aftermath of the 2008 Financial Crisis and global recession, many attorneys (especially from Big Law) were laid off and new graduates faced fewer and fewer job prospects. Mainstream and social media spotlighted lawyer and law student discontent, worries about sustainability of legal careers and the high cost of legal education, schools skewing data to try to game US News rankings, and the growing number of for-profit institutions. Law firms and their clients started exhibiting an increasing hesitancy with respect to hiring and training inexperienced attorneys. Law school admission rates tumbled as college graduates changed their opinions about the value of a legal education, as the ABA began making new demands of law schools pertaining to skills training and assessments. The practice of law, in the meantime, has changed dramatically, with automation, internet resources, and contract attorneys (or non-attorneys) taking the place performing tasks lawyers once controlled. Furthermore, schools have struggled to adapt to different expectations of the Millennial and Gen-Z generations of law students. Then, in March 2020, legal academia and law practice suddenly shifted to operating (temporarily?), primarily in the digital/virtual realm. The world has changed over the past 15 years, the practice of law has changed, and law schools struggle to adapt quickly enough to stay relevant and valuable.

The evolving demands and expectations for law schools are not just issues to be addressed by deans and administrators. Nor can the task of preparing new lawyers be allocated exclusively to clinicians and adjunct instructors of specialized “skills” classes. Doctrinal professors may want to also change their approach in the classroom in response to new industry demands for practice competencies and evolving attorney roles in an ever-changing marketplace, but have our pedagogical approaches adequately adapted to this new world? And how has law schools’ increasing reliance on adjunct professors impacted the students’ experience and preparation for the bar and beyond? In short: In what ways do we need to rethink what we teach and how we teach it in order to remain optimally relevant to tomorrow’s lawyers.

The Section on Real Estate Transactions and the Section on Academic Support seek to explore these questions and related issues at the 2021 AALS Annual Meeting during their joint program panel titled The Changing Architecture of Approaches to Legal Education: Real Estate Transactions as a Case Study.

Call for Papers:

The Sections invite the submission of abstracts dealing broadly with issues related to curricular choices, course content and design, teaching, and pedagogy, both best practices and innovations, in the area of real property and related courses (mortgage finance, securitization, commercial leasing, housing law, real estate development, etc.). The Sections are specifically looking to highlight issues related to both curricular design/course offerings and teaching methodologies that can better prepare students for modern practice and ensure student achievement of course objectives. Some questions that we are looking to explore include:
• What real estate law courses / topics should law schools be teaching?
• Who should be teaching these courses?
• How should the courses be taught and student competencies assessed?

To respond to this call for papers, please submit an abstract of your proposed paper/presentation. There is no formal paper requirement associated with participation on the panel and papers submitted will not be published.

Please email your submissions to Andrea Boyack at andrea.boyack@washburn.edu by July17th, 2020.


Eligibility:
Per AALS rules, only full-time faculty members of AALS member law schools are eligible to submit a paper/abstract to Section calls for papers. Faculty at fee-paid law schools, foreign faculty, adjunct and visiting faculty (without a full-time position at an AALS member law school), graduate students, fellows, and non-law school faculty are not eligible to submit.

June 6, 2020 in Professionalism | Permalink | Comments (0)

Monday, June 1, 2020

Despicable Us

My house is made of candy, and sometimes I eat instead of facing my problems! – Gru, Despicable Me 2

As a nation we have problems to face, but a complacent majority seems to be turning to self-comfort and denial instead of confronting the problems head on. In the legal profession, complacency will cause the voice of the oppressed to fall on deaf ears. The greatest risk of self-regulated and unregulated professions is smug indifference to social change. As legal professionals, we are trained advocates. Trained first to advocate for ourselves and then for our clients, our students, and the protection of the rights of the commonwealth.

We took oaths to defend the Constitution and to conduct ourselves ethically. History and now recent events have proven and reminded us that silence in the face of injustice is unethical.  We are not powerless to uphold law and order. We are equipped with the voice, credibility, network, skill, education, and training to effect change and to preserve lawfulness. In our silence and inaction, we become complicit in crimes and civil wrongs against those in dire need of advocacy.

Like all of us in ASP, I am a fervent advocate for my students and alumni. I want them to have sufficient bar prep resources, and fair and reasonably transparent practices in the administration and scoring of the bar exam. One of the most important things about our bar policy advocacy is that we are advocating for positions that will not affect us personally or professionally. On a daily basis, we demonstrate staunch support and fervent advocacy for a fair exam process for bar takers, even though we already hold law licenses and don’t need to take a bar exam.

In that vein, we should also be able to lend our voices to causes that may not “seem” to directly impact us. The ABA Model Rules of Professional Conduct remind us that as lawyers, we have a “special responsibility for the quality of justice.” As legal educators we are molding the next generation of lawyers. A generation that should be shaped with more than our thoughts and prayers. Last week the world witnessed a modern-day lynching by knee, with the assailant face to camera and hands in pocket. This horrific and callous homicide and all events in its aftermath will not be brought to justice on social media or in the courts of public opinion.

If the Constitution that we are all sworn to uphold means anything, then lawyers, law professors, judges, prosecutors, clerks, and peace officers will put to use their advocacy skills, training, and public reach to bring about the justice that has continued to elude people who look like George Floyd, Philando Castile, Botham Jean, Sandra Bland, Tamir Rice, Michael Brown, Alton Sterling, and others. Unless we use our voices and our knowledge of policy, procedure, and statutory construction to protect people who jog, play in public playgrounds, drive luxury autos, travel by car with their children, and eat dinner or sleep in their own apartments, we will have progressed too far down a path of Constitutional disregard.

Our houses are not made of candy, and we cannot afford to turn a blind eye to challenges to justice and equality.

(Marsha Griggs)

June 1, 2020 in Current Affairs, Diversity Issues, News, Professionalism | Permalink | Comments (2)

Saturday, May 16, 2020

Listserv Problems

In the middle of last week, I realized the ASP listserv wasn't working.  I am sure it was going on well before that, but I was busy enough not to notice.  Chelsea Baldwin created a temporary solution so we could all still communicate.  She created a google group for us to join.  You can email her at Texas Tech or me (sfoster@okcu.edu) to get an invitation.  This will hopefully only be temporary.

(Steven Foster)

May 16, 2020 in Professionalism | Permalink | Comments (1)

Tuesday, May 5, 2020

Reliance Interests

One thing that most of us probably don't full appreciate until we miss it is degree to which we rely on predictability.  When things are going well, it is often largely because so many things are doing just what we expect them to do, without us having to think about it.  When every paycheck is direct deposited, when every mocha latte tastes just like you like it, when your spouse kisses you every morning and your favorite TV show is on every evening, it's all part of one grand comfortable life.  It is not simply or even primarily the easy and convenience that makes it comfortable.  It's the reassurance that comes with knowing that, and understanding how, cause leads to effect.  Things happen because we make them happen, or if not, at least we expected them to happen, and all that generates confidence and a sense of efficacy.

Suddenly we enter an alternative universe in which supermarkets run out of the most basic, boring staples, like flour; in which basic medical precautions like hand washing might be useless because you were unknowingly infected two weeks ago; in which jobs and income just disappear for even the most conscientious employees; in which graduating with a degree, even with honors, from a decent law school may not even be enough to permit you to take a bar examination, let alone begin earning a living.  All of these are aggravating, and some have potentially dire consequences.  But taken as a whole, their greatest effect on us may be that they are contradicting our assumptions about how the world reliably runs.  

Trust is like a vitamin.  When we haven't got a minimum daily requirement -- when there are too many things in our lives that we can't rely on -- it's like a psychic scurvy.  Instead of bruising easily and losing our teeth, we panic easily and lose our self-confidence.  The cortisol levels in our bloodstreams shoot up, because in an unpredictable world we always have to be prepared to fight or flee.  We can't concentrate, we are easily rattled, we might even suffer illness because of it.  It's hard.  We need to be able to rely on some things to perform well.

This is one of the reasons that humans invented lawyers in the first place.  We needed more people we could trust to rely on.  We needed people who could develop frameworks of predictable rules so that we would not feel that conflicts were resolved arbitrarily.  Lawyers are a testament to the human craving for reliability.

And in order to make lawyers that clients can rely on, we need to teach students to rely on themselves, on their own capabilities and judgment.  And this does not happen overnight.  First we teach them that they can rely on others -- on their professors to teach them how the law works and on mentors to show them the ropes -- then that they can rely on systems, like legislatures and administrative bodies, and then ultimately on themselves.  You know these rules and how to apply them.  You understand how to navigate bureaucracy, at least enough to find your way through any new one you encounter.  You know how to come up with solutions, how to suggest them to other interested parties, how to negotiate a compromise.  You're a cause that has effect, because you are a lawyer.

Even with everything going well in law school, though -- and it may not be, at least not for every student, given the range of burdens that they are shouldering -- when the rest of the world is telling you that you can't eat in your favorite restaurant, that the only available toilet paper is the Want Ads section of your local paper, and it may be more than a year before you can begin working, it can be really easy to spend all your time on edge, trembling at the unclear implications of every announcement from the school or your state bar examiners.  And when it is easy to be that anxious, it is usually hard to study, focus, work efficiently, and present yourself to the world as a new lawyer.

So, lately, I've been thinking of how Academic Support professionals are kind of like psychic vitamin supplements.  In a world in which everybody feels that so many things are less reliable now, we are telling our students, "Look, you can trust us.  We'll explain the right answer; we'll send you feedback on your writing; we will find and share information you might not be able to access yourselves.  But we will also teach you that you can trust yourselves.  You're learning the rules you need to learn.  You're developing the writing and analytical and persuasive skills you need as tools to cause the effects you want.  You're going to develop the judgment that makes a good counselor, and some day other people will come to rely on you."

All of that messaging is what we do on a good day.  Lately, I feel like I have had to up my game to extra strength multivitamin levels.  Making myself available for conferences more frequently; responding to emails super-promptly, before students can feel ignored; finding additional resources for students in increasingly dire straits because of the current crisis.  Maybe this is really the core of what Academic Support does best at times like these: by actions that show our students that they can rely on us, we help them see they can rely on their professors, on the law, on the system, so that they can better learn to rely on themselves.  

[Bill MacDonald]

May 5, 2020 in Academic Support Spotlight, Bar Exam Issues, Current Affairs, Encouragement & Inspiration, Professionalism, Stress & Anxiety | Permalink | Comments (0)

Saturday, March 14, 2020

Call for Proposals for Blended Learning Conference

Designing the Law Student Experience in Blended Learning

Mitchell Hamline School of Law, St. Paul, Minnesota

Thursday, September 24 - Saturday, September 26, 2020

This conference will be an opportunity for administrators, faculty, instructional designers, and student services professionals teaching and working in online and blended learning to share ideas and innovations on building student engagement, community, and opportunities for hands-on experience both inside the virtual classroom and outside of it. This conference will also provide opportunities for participants and presenters to engage in strategic discussions about the role of blended learning in legal education. As the first ABA-accredited law school to receive a variance from the ABA to offer a hybrid program, which has now graduated more than 175 students, we look forward to welcoming you to our campus in St. Paul, Minnesota and sharing ideas about this emerging area of legal education. In conjunction with this conference, Mitchell Hamline School of Law will launch a virtual teaching community for faculty nationwide to share teaching innovations in online and blended learning. All conference participants and presenters will receive access to the Mitchell Hamline School of Law Teaching Community.

Presentation Proposals

Online and blended learning programs have had a significant impact on all aspects of legal education. We encourage presentations on a wide range of topics but have also identified six conference tracks below. Proposals may address online and blended learning in Juris Doctor programs, international legal studies programs, LLM programs, and Master of Laws programs.

  1. Best Practices in Curricular Design in Blended Learning Programs

Presentations should focus on the effectiveness of online instruction (synchronous or asynchronous), in-person instruction, or the interplay between both formats and may include best practices from individual course design and teaching methods.

  1. Program Design in Blended Learning Education

Presentations should describe strategies and best practices for developing blended programs (as opposed to individual courses) including promoting active learning and student engagement, meeting student needs, and curricular specializations.

  1. Experiential Learning in Blended Learning Programs

Presentations should address best practices and innovations in providing experiential learning opportunities to students in blended learning programs.

  1. The Complete Law Student Experience in Blended Learning Programs

Presentations should address best practices for engaging students enrolled in blended learning programs in the law student experience including student community building, student services, and student support and advising.

  1. Outcomes and Assessment in Blended Learning Programs

Presentations should address best practices and findings in assessing student outcomes in blended learning programs.

  1. Market Drivers and External Perspectives on Blended Learning Programs

Presentations should include discussion or evaluation of the market forces creating a demand for blended learning programs and the perspectives of external stakeholders (e.g., alumni, employers) on the efficacy of blended learning programs in legal education.

Presentation Guidelines

We welcome and encourage a variety of session formats, but especially sessions that include small group interaction, demonstrations, or individual attendee participation. Preference will be given to these presentations. Individual proposals and panel or discussion group proposals are welcome. Proposals for panels or discussion groups should be 60 minutes in length including questions. Proposals for individual presentations should be 20 minutes in length including questions. The conference organizers may not be able to accommodate all proposals. Individual proposals will be combined into sessions with other presenters. Presenters will pay their own travel, lodging, and conference attendance expenses.

Publication

Following the conference, presenters will be invited to submit an article summarizing or expanding upon their conference presentations. Mitchell Hamline School of Law will publish these articles in an online volume to advance the discussion of blended learning in legal education. Conference presenters are not required to contribute. Additional information about this publication opportunity will be provided to presenters closer to the conference date.

Required Submission Format for Presentation and Publication Proposals

All proposals should be formatted using the following headings and should be a maximum of 500 words.

  1. Title of proposed presentation
  1. Presenter(s) name and contact information (including name, title, school, address, email address, and phone number).

Please also identify one person to serve as the primary contact person for the conference organizers.

  1. Summary of the proposed presentation

A description of your proposed presentation that outlines the content, format, and anticipated length of the presentation, including its goals and methods. If you plan to include an interactive or demonstration component or other visuals, please describe.

  1. Summary of the proposed publication (optional)

A brief description of your proposed publication topic that you would wish to include in Mitchell Hamline’s online journal following the conference. This can be a working description and does not commit you to publishing following the conference.

Please submit presentation and publication proposals to conference@mitchellhamline.edu by April 1, 2020.

March 14, 2020 in Professionalism | Permalink | Comments (0)

Friday, February 7, 2020

NY ASP Workshop on March 20

We are pleased to announce this year’s full-day NY Academic Support Workshop, to be held from 9:30 to 5:00 at New York Law School on Friday, March 20th, 2020 (with informal socializing afterwards). This will be a gathering of academic support professionals and colleagues working actively to learn from one another. Warm welcome to NYLS’s Paulina Davis who is joining in the organizing of this year’s workshop. 

As is our usual practice, the afternoon sessions of the workshop will have an open agenda and room to include any subject of interest to those in attendance. The morning sessions will be related to a more specific theme: Transfer: Fostering the Transfer of Skills and Knowledge/Ways to Address Impediments. This is intended to be a broad topic. We hope our participants will address wide-ranging matters such as helping students see commonalities in legal reasoning, understanding differences in subject matter or instruction approach, addressing real differences in professors’ expectations either on individual or institutional levels, demonstrate lessons or exercises that may facilitate transfer of learning, and any related presentation.

One thing that makes all ASP gatherings exciting has always been our unique emphasis on collaboration — ASP folks DO things together so that we can learn together. NY Workshop participants work with each other to develop or enhance our individual lessons, materials, presentations, or any other part of our professional endeavors. No one who comes is allowed to be a back-bencher. Participants should be prepared to discuss issues they are addressing in their work that others may have struggled with as well, a strategy for dealing with a specific challenge, or a method of teaching or counseling that has helped you work with students. Discussions/demonstrations/presentations may be short or extended, depending on content and our own timing.  Please let us know what you would like do with your fellow workshop participants, and let us know how you will actively engage all attendees. If you aren’t certain let us know that too: we are happy to help you brainstorm. We will send out a finalized workshop agenda when we confirm who will attend and what specific topics the participants plan to address. 

RSVP to Kris and Paulina at kris.l.franklin@nyls.edu and paulina.davis@nyls.edu. This is a collegial interactive workshop and there will be no fee to attend. 

We hope to see many of you soon!

Kris Franklin                                            Paulina Davis

Professor of Law                                     Associate Dean for Academic and Bar Success

New York Law School                           New York Law School

February 7, 2020 in Professionalism | Permalink | Comments (0)

Friday, January 17, 2020

SWCASP Workshop on March 5th and 6th

8th Annual Southwestern Consortium of Academic Support Professionals Workshop on March 6th, 2020 

ASP Across the Curriculum

at

Texas Tech University School of Law

in Lubbock, Texas

 

The Southwestern Consortium of Academic Support Professionals will host a one day conference focused on developing Academic Support programs throughout the curriculum.  ASPers are amazing at the work we do, but we have limited interactions with students.  Students need skills work reinforced throughout every year of law school.  ASP skills range from metacognition to specific test taking skills.  The goal of the conference is to provide ideas for participants to take back to law schools that will encourage everyone at the school to help students improve. 

Registration will be open to anyone interested in academic support.  You can register by filling out the form at this link.


Hotel Information:

Texas Tech secured rooms at:

Country Inn & Suites by Radisson

6225 62nd Street

Lubbock, TX 79424

You should be able to mention Texas Tech and SWCASP to get the conference rate.

 

Conference Dinner and Presenters

Thursday, March 5th

6:30pm – Shuttle from Hotel to Funky Door Restaurant

 

Friday, March 6th

8-9 – Shuttle to Texas Tech School of Law with Breakfast

9-12 – Presentations:

                        It Takes a Village: Establishing Working Relationships with Doctrinal Faculty

                        Reynaldo Valencia, Preyal Shah, & Meijken Westenskow; UNT Dallas – College of Law

                        Using Academic Support Techniques in the Doctrinal Classroom: One Civil Procedure Professor’s Experience

                        Zoe Niesel; St. Mary’s University School of Law

                        Theory, Design, and Implementation of Effective Bar Exam Preparation Programs

                        Raul Ruiz, Director of Bar Preparation & Assistant Professor of Academic Support; Florida International University College of Law

12-1 – Lunch

1-3 – Presentations:

                        Integrating the Multistate Performance Test from Day One

                        Antonia Miceli; Saint Louis University School of Law

                        Why I Lifted the Laptop Ban in My Classroom

                        Yolanda Ingram; Drexel Kline School of Law

                        2L Curriculum Chasm: Creating the Skill Bridge Between 1L and 3L

                        Jamie Kleppetsch; DePaul University College of Law

6pm – Optional Dinner, Drinks, and Socializing at La Sirena Restaurant

 

If you have any questions, please feel free to contact:

 

Steven Foster (sfoster@okcu.edu)

Director of Academic Achievement at Oklahoma City University

 

Cassie Christopher (Catherine.christopher@ttu.edu)

Professor of Law, Associate Dean for Bar Success

 

Chelsea Baldwin (Chelsea.baldwin@ttu.edu)

Director, Academic Success Programs

January 17, 2020 in Professionalism | Permalink | Comments (0)

Tuesday, December 3, 2019

Mentors, Students, and Student Support

I recently attended a meeting of our law school alumni to talk with them about being mentors.  We have a very energetic alumni community, many of whom participate in our school's formal mentoring programs -- one for our 1L students, to help introduce them to law school and the legal profession, and one for our 3L students, to provide guides for their transition into the working world.  Like most mentors, these alumni are eager to provide guidance and support.  Still, those of us who run the mentoring programs know that there are every year a small number of mentors whose experience in the program turns out to be awkward or even unpleasant.  Sometimes their students fail to demonstrate the zeal or professionalism the mentor had expected, and other times the student and the mentor just do not seem to hit it off.  Because our alumni mentors are such a valuable resource to our students, and therefore I don't want to lose any mentors due to a single unpleasant interaction, I offered the following thoughts:

All of our students possess varied interests, strengths and weaknesses, and past experiences, each across a broad spectrum.  Broadly speaking, though, we can divide the students who participate in our mentoring programs -- our "mentees", as we say -- into four groups, based on the extent to which they possess each of two characteristics key to any sort of networking relationship: enthusiasm and know-how.

The first group are the students who possess both.  They understand what goes into developing a professional relationship, and they are genuinely interested in working with their mentors to develop such relationships.  These are the dream mentees -- they ask lots of thoughtful questions, and they listen to your answers; they participate appropriately, whether invited to a one-on-one lunch or to a busy firm event; they know how to make eye contact, what to wear, and when and how it is appropriate to change or cancel planned meetings.  To mentors who are lucky enough to have one of these mentees, I say: Congratulations!  This is a great opportunity for you to help someone make the most of what you have to offer.  Challenge them a bit, and they will likely rise to the occasion.

The second group of mentees are enthusiastic, but they do not quite know what they are doing in a professional relationship.  In the moment, face to face, they may come across as quite interested, perhaps even charismatic.  But they are also capable of making striking faux pas -- wearing torn jeans to a business-casual luncheon, for example, or failing to show up for a scheduled meeting without calling or email to let the mentor know.  These folks are often achievers in an academic context, but have had little experience in practice.  They may want to reap the benefits of a mentoring relationship, but simply not realize that they are missing opportunities, and perhaps even causing offense, along the way.  But . . . that is one of the main reasons we introduce students to mentors -- to help them learn this kind of professional behavior that they may never have encountered before.  And even if they can be somewhat clueless, at least the members of this group do possess that enthusiastic motivation,  That is something that a mentor can leverage, by inviting participation, in the knowledge that such invitations will usually be accepted, and they by pointing out that the behaviors they are failing to demonstrate are some of the very skills they were hoping to develop.  So this group of mentees may sometimes elicit eyerolls, but by playing off of their enthusiasm, mentors can help them to overcome their deficiencies.

The third group of mentees are those in the opposite position.  They have the know-how -- for whatever reason, perhaps a previous job or perhaps just a supportive upbringing, they have a proper sense of professionalism, and in fact may come across as very worldly.  But they act as if they do not see any value in a mentoring relationship.  They do not display any particular enthusiasm, and may even seem to treat the mentoring relationship as a chore.  They may see a mentoring program as a kind of remedial finishing school for emerging professionals -- one they do not need, because they know which fork to use -- and not recognize the rich possibilities for connection and experience that a mentoring relationship holds.  But, as with the second group, at least this group does possess one asset that can be leveraged -- in this case, their ordered sense of professionalism.  A mentor could take advantage of that by inviting their mentee to participate in gatherings and events, by introducing them to colleagues, by prompting them to talk about their interests and plans.  The mentee's own worldliness will prevent them from totally ignoring all of these opportunities, and each meeting and conversation can be a wedge, opening up their minds to the realization that a mentoring relationship can be much more than a series of ritualistic interactions.

But this brings up to the fourth and final group, the most difficult group for mentors to contend with -- students who are neither enthusiastic nor knowledgeable.  These are the students who don't know how to be a mentee, and don't see why they should.  They might not even participate in a mentor program if it is not required.  These are usually students without any role models in the legal community, or perhaps in any professional community.  They can be tough on mentors, because they are the type who might miss a scheduled meeting, without warning or explanation, and then not see any reason to feel bad about that afterwards.  Sometimes mentors, seeing apparent futility in trying to encourage these mentees to participate, simply give up after a few attempts.  And this is a terrible loss to both the student and the mentor, because these are the students who need this mentorship the most, and theirs are the mentors who would justly feel the greatest satisfaction if they were able to teach these students how to be great mentees.  It can be hard to get these relationships to catch, because there is neither enthusiasm nor know-how there to leverage.  But because these mentoring relationships are, in a sense, the most valuable, these are the ones we, in student services, want to do the most to help nurture and preserve.  So I encourage our mentors to turn to us for support -- to ask us to approach these mentees from our side, so that we can nudge them into at least testing the mentorship waters, and so that, by explaining plainly what is expected of them, and what to expect from their mentors, we can lower the barriers of self-consciousness and dubiousness that might be keeping them from committing to the process.

Mentoring is, after all, only one facet of the larger construct of the legal community, and those who support our students in school can also support those who support our students out of school.

[Bill MacDonald]

December 3, 2019 in Advice, Diversity Issues, Encouragement & Inspiration, Professionalism | Permalink | Comments (0)

Friday, November 22, 2019

Dean Searches

I usually only post Academic Support Positions on the blog.  However, I saw 2 Dean searches recently, and I wanted to point everyone to those positions.  Over the past couple years, we have seen more ASPers get Dean jobs, so I encourage anyone interested to apply for one of these positions.

Lincoln Memorial University Duncan School of Law

Lincoln Memorial University is currently conducting a law school Dean search. Located in Knoxville, Tennessee, LMU Law has a rigorous, practice-focused curriculum that is designed to emphasize student learning outcomes, maintain high bar passage rates, and ensure that its students have the knowledge and skills needed to make a positive contribution to their communities as lawyers and leaders. LMU Law is fully accredited by the American Bar Association.

All applications must be received by the end of January 2020, and interviews will commence shortly thereafter.

If you or someone you know is or may be interested in this position, please contact Akram Faizer, Professor of Law and Chair, Dean Search Committee, at akram.faizer@lmunet.edu.

 

Charleston School of Law

For the first time in thirteen years, the Charleston School of Law invites inquiries, nominations, and applications from experienced leaders and accomplished legal educators for the position of its Dean.

The next Dean of the Charleston School of Law will serve as its chief academic officer and will successfully lead the school and its stakeholders through its 2020-2021 ABA site visit, provide steady guidance towards permanent non-profit status, and initiate a robust program of capital development. This individual will readily assimilate to the school’s unique student-centric culture. Doing so, the new Dean will advance strategic partnerships and relationships with students, faculty, alumni, practitioners, judges, community leaders, regional colleges, and prospective students to promote the school’s growing brand and reputation to the broad legal community and prospective students. Through vision and tenacity, the successful candidate will be dedicated to service and community involvement to accelerate the school’s ongoing upward trajectory in admission criteria, enhanced selectivity, and increased bar passage. Working alongside the faculty and administration, Charleston Law’s next Dean will enhance the school’s prominence and distinctive character through continuation of the collaborative and successful relationships established and promoted by the school’s current Dean who will be returning to the faculty. In embracing such relationships, the new Dean will develop, organize, and oversee ongoing programs and implement new initiatives to meet the compelling opportunities of a law school on the rise in the changing legal profession.


The law school has charged a search committee to recruit and vet candidates for the dean’s
position. Applications and nominations for the position should be submitted electronically in
PDF format to the Dean’s Search Committee at deansearch@charlestonlaw.edu. Questions
regarding the position may also be sent to that email address.


Materials should include:
• A letter of interest in the position; or, a letter nominating a candidate;
• A current CV or resume;
• Names and contact information (telephone and email) for at least three references, none
of whom will be contacted without the written permission of the candidate.

 

November 22, 2019 in Professionalism | Permalink | Comments (0)

Friday, November 15, 2019

AASE Save the Date

AASE

November 15, 2019 in Professionalism | Permalink | Comments (0)

Tuesday, November 5, 2019

Building an Archetype

A couple of years ago, there was a meme making its way across the internet encouraging people to describe themselves as a combination of three fictional characters.  In a rare moment of lucid self-awareness, I described myself as part Encyclopedia Brown, part Johnny from the movie Airplane! ("I can make a hat, or a brooch, or a pterodactyl . . ."), and part Dewey Finn, Jack Black's character in School of Rock.  It was a fun exercise, because it made folks think about what they considered their defining characteristics, and it gave us the giftie of finding out if others saw us the same way we see ourselves.

I thought about that game this week, when it randomly occurred to me that all Academic and Bar Support teachers must feel a bit like -- wait, spoilers; I'm going to save that character for last.  But it led me to consider: Is there a combination of three fictional characters that would constitute the archetypal A&B Support provider?  What are, or should be, our defining characteristics?  And will everyone agree with me?  And so, I submit for your approval my proposed set of three characters (though I am open to criticism and to suggestions for alternatives) that define Academic Support:

  1. Jubal Harshaw -- Harshaw is one of the main characters of Robert Heinlein's novel Stranger in a Stranger Land, a nifty, influential, and slightly heretical book from the 1960s that probably is not read now as much as it ought to be.  Harshaw, who ends up protecting and teaching the naive but powerful protagonist of the book, is a notable polymath: a lawyer, a physician, and a popular writer -- among other things, but those three are the most relevant to our work.  Basically, we have to know a lot about a lot of things.  We have to be comfortably familiar with every subject that is tested on the bar, and at least know enough about other legal subjects to be able to support students struggling in those areas.  A knowledge of the practice of medicine is not usually required -- thank goodness -- but, like a physician, we do have to care for our charges, to recognize symptoms of unease (of both mind and body), and to provide comfort, advice, and referrals when appropriate.  And naturally we have to be communicators skilled enough not just to see and address the communication flaws in others, but also to capture the attention of the sometimes jaded, reluctant, or resentful.  Take it from me: being a tax lawyer was hard, but at least you only had to know the entire Internal Revenue Code and all associated regulations.  To be an Academic Support professional, you have to know something about practically everything.
  2. Mickey Goldmill -- There are a lot of great sports movies anchored by wise, inspiring coaches, but can any of them compare for our purposes with Mick, the man who coached Rocky Balboa to the heavyweight championship of the world?  Because when it comes right down to it, no matter how much we encourage our students to support each other and learn together, no one takes a final or a bar exam as a team.  The people we work with have to step into the ring alone.  Like Mickey, we have to help our students find out just what they are capable, then help them find ways to make themselves capable of even more, and then help them to see that they carry that capacity within themselves.  And, like so many Academic Support providers, Mickey was a great improviser: when he didn't have the latest hi-tech sports equipment, he got Rocky into shape by having him chase chickens and pound on sides of beef.  Who else in law school but Academic Support has to squeeze so many results out of so few resources?  And one last thing: remember, Rocky lost in the first film.  He gave it his all, and he lost, and he thought, I guess I'm done with boxing.  It was Mickey who convinced Rocky that he could step into the ring again, against the champ that had beat him the first time, and that he had what it took to pull out the win.  Mickey Goldmill knew that just because you were down, that didn't mean you were out.
  3. Jiminy Cricket -- In the original Disney movie Pinocchio, Jiminy Cricket actually played two roles.  He started off as the narrator, explaining to the audience that they are about to see the story of a wish coming true.  Then, after the Blue Fairy visits the puppeteer Geppetto, and brings his creation Pinocchio to life, she tasks Jiminy with the job of being Pinocchio's conscience.  If, with Jiminy's help, Pinocchio can prove himself worthy, then he will become a real boy.  I feel we have a lot of Jiminy Cricket in us.  We often start by explaining to our audience -- during orientation, or as part of a class or workshop -- what they are going to see and experience while they are in law school.  But then, inevitably, we get involved with our students as individuals, trying to help guide them into making good choices.  They still have to make the choices themselves -- how they spend their time, what they choose to focus on, how they plan and prepare -- and sometimes we can only watch as they make poor ones.  Sometimes they ignore our counsel, and it feels like you really are just an insect buzzing around a wooden-headed ne'er-do-well.  But we stick with our students, like Jiminy stuck with Pinocchio, because we want to give them the best chances to prove themselves worthy, so each can become a real . . . well, not boy, but lawyer, which practically rhymes.  

As an Academic Support professional, I'd be gloriously content if I possessed the know-how of Jubal, the inspiration of Mickey, and the compassion of Jiminy.  But that's just me.  What three characters compose your AS ideal?

[Bill MacDonald]

November 5, 2019 in Encouragement & Inspiration, Miscellany, Professionalism | Permalink | Comments (0)

Monday, November 4, 2019

Stigma and Professional Identity

Logically it makes no sense that, in today’s world, failing at something because you tried will tarnish you with a negative social label.  . . . [T]o continue evolving, the stigma associated with failure has to be shaken off and be replaced with positive personal development. When you fail at something, hopefully you can recogni[z]e why and where you failed, so that next time you can move forward accordingly. – C. Montcrieff

Bar takers in all but one state have received results from the July 2019 bar exam. Although California examinees may have to wait another week for results, with increased MBE scores reported nationally, bar passage rates (overall) are deliciously higher than recent past exams. What better way to transition to the semester wind down than with news of newly licensed attorneys joining the ranks of your alumni rosters!

I am elated and overjoyed for my students who find their names on the bar pass list. I understand the sacrifice, the grit, the fear, the pressure, the exhaustion, and the anxiety that are necessary conditions precedent to bar passage. I actually get teary-eyed as I scroll through the social media feeds of newly minted attorneys that contain expressions of joy and gratitude for the obstacles they overcame and support they received.

My joy is tempered by the heartache I feel for those who fought so valiantly and fell short of the state cut score. It never ceases to amaze me how a day that brings elation can, at the same time, end in devastation. Those of us doing ASP work must manage that range of emotions altogether in the same day. We collect data and publish articles on interventions that lead to bar success in licensure candidates with known failure indicators. We are experientially trained to manage bad news and to earnestly encourage unsuccessful students to try anew. But how does the reality of our calling square with the purpose of our profession?

We must examine the role and reality of stigma in bar exam failure and determine where, how, and if, it fits into the notion that diversity in the legal profession is not solely about racial and socio-economic inclusion. The diversity promoted by effective academic support programs includes intellectual disparities, physical and emotional disabilities, linguistic variations, and learning differences.  

The definition of academic and bar success is changing. Success for some may be sitting through a two-day exam without the testing accommodations relied upon during law school. For others, it can be completing an exam scribed in a language other than the test-taker's native tongue. For many bar takers who graduated in the bottom quartile of their law school classes and/or with low entering LSAT scores, success may be coming within 5-10 points of a passing score, that all published statistics said that they could not achieve.

I dare not suggest that legal educators dismiss or ignore bar failure, but I challenge the status quo about how we frame bar failure as part of professional identity formation. Moved by the MacCrate Report, law teachers have become more intentional about teaching, and have begun to support law students’ professional identity formation inside and outside of the classroom.1 I see no reason for that support to end with the bar examination. As we normalize struggle2, we must communicate bar failure as a temporary status and not as an indelible component of one’s professional identity.

1 Susan L. Brooks, Fostering Wholehearted Lawyers: Practical Guidance for Supporting Law Students' Professional Identity Formation 14 U. ST. THOMAS L.J. 377 (2018).

2 Catherine Martin Christopher, Normalizing Struggle, ___ Arkansas L. Rev. ___ (2019).

(Marsha Griggs)

November 4, 2019 in Bar Exam Issues, Bar Exams, Disability Matters, Diversity Issues, Exams - Theory, Professionalism | Permalink | Comments (0)

Saturday, November 2, 2019

Last Call for Proposals for SWCASP

Last Call for Proposals for the

8th Annual Southwestern Consortium of Academic Support Professionals Workshop on March 6th, 2020 

ASP Across the Curriculum

at

Texas Tech University School of Law

in Lubbock, Texas 

The Southwestern Consortium of Academic Support Professionals will host a one day conference focused on developing Academic Support programs throughout the curriculum.  ASPers are amazing at the work we do, but we have limited interactions with students.  Students need skills work reinforced throughout every year of law school.  ASP skills range from metacognition to specific test taking skills.  The goal of the conference is to provide ideas for participants to take back to law schools that will encourage everyone at the school to help students improve. 

Registration will be open to anyone interested in academic support.  Registration forms, hotel information, and additional details will be provided in early January. 

We are encouraging those interested in presenting to submit a proposal to Steven Foster at sfoster@okcu.edu by November 3rd, 2019.

 

If you have any questions, please feel free to contact:

Steven Foster (sfoster@okcu.edu)

Director of Academic Achievement at Oklahoma City University

 

Cassie Christopher (Catherine.christopher@ttu.edu)

Professor of Law, Associate Dean for Bar Success

 

Chelsea Baldwin (Chelsea.baldwin@ttu.edu)

Director, Academic Success Programs

November 2, 2019 in Professionalism | Permalink | Comments (0)

Monday, October 28, 2019

Starting from Scratch

Even the greatest was once a beginner. Don’t be afraid to take that first step.  – Muhammad Ali

While academic support programs are commonly recognized today in legal education, such prevalence has not for long existed. What was once a concept for increasing access to the legal profession, is now a construct mandated by the American Bar Association (“ABA”).  ABA Standard 309 (b) requires law schools to provide academic support designed to afford students a reasonable opportunity to complete its program, graduate, and become members of the legal profession. Compliance with this standard is not measured by bar passage alone. Many schools who, for decades, have not had a distinct program or department devoted to academic support now seek to hire ASP professionals to build a specific program of academic support.

While it is wonderful news to incoming and existing law students that more elite schools are subscribing to academic support as we know it today, it can be equally redoubtable for those new to academic support to direct or build programs for which they have no blueprint. A substantial number of faculty and administrators hired to lead academic support programs, do so without ever having experienced an academic support program themselves. This is so largely because academic support programming is a comparatively new phenomenon that was not prevalent in the legal academy when the Boomers and Gen-Xers, who now predominate deanships and search committees studied law.

Goldie Pritchard, Adjunct Professor and Director of Academic Success at Michigan State University College of Law, is the founding director who built from scratch her school’s law school academic support program. She describes the role and duties of ASP work:

Academic support professionals are problem solvers who are willing to put in the time and effort to help guide students as they navigate their law school learning and bar exam preparation process. We are simultaneously juggling interactions with several different students, each with several different needs, and at a variety of points in their individual progression. We help students manage emotions and address non-academic needs. Doing this type of work is what gets us up in the morning and keeps us going.

Those of us who’ve made a career of our calling understand Pritchard’s words all too well. If you are tasked with creating ground level academic support programming, you can take comfort in knowing that there is a myriad of experienced human resources to turn to for guidance and example. There is not one member of the ASP community that I would hesitate to call upon for help or suggestions. To those who are newly minted program directors without the benefit of in-school predecessors, you can afford to be confidently assertive. Your law school has selected you to create programming because of great confidence in your capabilities, professional judgment, and career experience. Don't deny yourselves or your students the benefit of your instincts.

Fears and professional hesitancy associated with being first or building from scratch are understandable. Remember that prototype program design is, by definition, imperfect and subject to enhancement and improvement. The first iteration of your program is already a marked improvement over the nonexistent or prior patchy programming promulgated by a cache of volunteer or voluntold faculty and other departmental administrators. My advice to you: don’t hold back your suggestions, input, and well-vetted requests for financial expenditures to support your creative vision to improve academic outcomes for the students and graduates whom your position was implemented to serve.

(Marsha Griggs)

October 28, 2019 in Academic Support Spotlight, Advice, Encouragement & Inspiration, Professionalism | Permalink | Comments (0)

Monday, October 21, 2019

Productive Procrastination

My constant battle is putting aside time wasters, and I have to watch out for procrastination. Staying on the path of something you’re trying to create has much to do with having confidence in yourself and in your capacity to realize the things you want out of life. – Ruby Dee

Anyone in the dissertation process or in any stage of researching or writing a scholarly article knows that procrastination, not perfection, is the enemy of completion. Even the most well-intended scholars struggle with finding the will and motivation to write. Caring professors fall into the lure of putting off grading until the last possible moment – often to the disappointment of students eagerly awaiting grades. Students, in all fields, and at all levels, will wait until the last conceivable second to complete or even begin a task. We all fall prey to procrastination in one form or another.

Ironically, procrastination is a natural occurrence in the lives of highly productive individuals. Procrastination, as a form of managed delay, can generate productive and invigorating levels of adrenaline.  According to Dr. Adam Gonzalez, “[w]hen you experience anxiety, it is often in response to an actual or perceived threat.” At low or moderate levels, anxiety can help increase productivity. Productive levels of anxiety may lead to hyper-focus and allows adaptive response to external demands like a challenging job or a tight deadline. However, this productive procrastination, while effective in the short term, can have negative long-term consequences, like over-commitment, disorganization, and unhealthy stress levels .

Procrastination can be both a contributor to, and a consequence of, cognitive distortions. One survey found that procrastination was a top reason that Ph.D. candidates failed to complete their dissertations. Another study identified four major cognitive distortions that lead to academic procrastination.*

  1. Overestimating how much time is left to perform a task;
  2. Overestimating future motivation for a task;
  3. Underestimating how long certain activities will take to complete; and
  4. Mistakenly assuming that a “right” frame of mind is needed to work on a project.

Although the study focused on student procrastination, each of the listed distortions can be equally applied to academics. The year-round deadlines for submissions, edits, proposals, evaluations and feedback can necessitate some degree of procrastination as a means of self-preservation. We engage in managed delay to strategically decide which tasks must be immediately completed, and which tasks can be put off or allotted comparatively less time and attention. We want our students to be well-prepared for class and professional life. Yet, there is no future in legal education wherein some students do not come to class unprepared. No scholarly psychological study will prevent the eleventh-hour email seeking an extension of a deadline imposed weeks, if not months, earlier. Perhaps self-reflection about our own effectively managed tendencies toward procrastination will cause us to be more compassionate when left to respond to the self-delayed outcomes of our students, family, and coworkers.  

*Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. New York, NY, US: Plenum Press.

(Marsha Griggs)

October 21, 2019 in Miscellany, Professionalism, Stress & Anxiety | Permalink | Comments (0)

Friday, October 18, 2019

SWCASP Save the Date and Call for Proposals

Save the Date and Call for Proposals for the

8th Annual Southwestern Consortium of Academic Support Professionals Workshop on March 6th, 2020 

ASP Across the Curriculum

at

Texas Tech University School of Law

in Lubbock, Texas 

The Southwestern Consortium of Academic Support Professionals will host a one day conference focused on developing Academic Support programs throughout the curriculum.  ASPers are amazing at the work we do, but we have limited interactions with students.  Students need skills work reinforced throughout every year of law school.  ASP skills range from metacognition to specific test taking skills.  The goal of the conference is to provide ideas for participants to take back to law schools that will encourage everyone at the school to help students improve. 

Registration will be open to anyone interested in academic support.  Registration forms, hotel information, and additional details will be provided in early January. 

We are encouraging those interested in presenting to submit a proposal to Steven Foster at sfoster@okcu.edu by November 1st, 2019.

 

If you have any questions, please feel free to contact:

Steven Foster (sfoster@okcu.edu)

Director of Academic Achievement at Oklahoma City University

 

Cassie Christopher (Catherine.christopher@ttu.edu)

Professor of Law, Associate Dean for Bar Success

 

Chelsea Baldwin (Chelsea.baldwin@ttu.edu)

Director, Academic Success Programs

October 18, 2019 in Professionalism | Permalink | Comments (0)

Saturday, October 12, 2019

NECASP Call for Proposals Deadline

Request for Proposals: Presentation and Scholarly “Works in Progress”

New England Consortium of Academic Support Professionals (NECASP) Conference

Friday December 13, 2019
Vermont Law School
South Royalton, VT

NECASP will be holding its annual one-day conference and has designated time for presentations. Our
topic this year is “Admission to Admission: Getting students the tools they need to build the bridge
from day 1 to swearing-in.” We will gather in Vermont to share and explore ideas with ASP colleagues
on how to prepare students for admission to the bar and all that entails (academics, bar passage,
character and fitness, and professionalism) beginning from their admission to law school. We welcome
a broad range of proposals – from presenters in the New England Region and beyond – and at various
stages of completion – from idea to fruition.

If you wish to present, the proposal process is as follows:
1. Submit your proposal by October 14, 2019 , via email to Joe Brennan at
jbrennan@vermontlaw.edu
2. Proposals may be submitted as a Word document or as a PDF
3. Proposals must include the following:
    a. Name and title of presenter
    b. Law School
    c. Address, email address, and telephone number for presenter
    d. Title
    e. Short description of the presentation including time requested
    f. Bio of the presenter
    g. If a scholarly work in progress, an abstract no more than 500 words
    h. Media or computer presentation needs
4. As noted above, proposals are due on Monday, October 14, 2019.

The NECASP Board will review the proposals and reply to each by Monday, November 4, 2019.

If you have any questions about your proposal, please do not hesitate to contact one of us, and we hope
to see many of you in Vermont later this year!

2019-2020 NECASP Board members:
Chair: Joe Brennan
Director of Academic Success and Professor of Law
Vermont Law School
jbrennan@vermontlaw.edu

Vice Chair: Liz Stillman
Associate Professor of Academic Support
Suffolk University Law School
estillman@suffolk.edu

Secretary: Amy Vaughan-Thomas
Director of Academic Success
University of Massachusetts School of Law
avaughanthomas@umassd.edu

October 12, 2019 in Professionalism | Permalink | Comments (0)

Friday, October 11, 2019

Midwestern Academic Support Conference

MWASP

October 11, 2019 in Professionalism | Permalink | Comments (0)