Monday, October 8, 2018
Sputnik changed teaching forever. Falling behind the Soviet Union in the race to space caused people throughout the US to evaluate how we were teaching science and math. Numerous theories ignited thought, and many individuals wanted the US to be the world leader in technology. Unfortunately, we never fully realized our potential. The US continually lags behind on the international math exams, and we are at fault.
Japan is widely seen as the technology innovator. They continually score higher than all the other counties on the international math exam. They use a unique form of teaching focusing on one problem, but the hardest aspect to swallow is Japan’s success is primarily built on the US theories developed after Sputnik. The US failed to deploy the new theories throughout the country. Japan capitalized on Americans’ work to produce a technologically advanced society. Sputnik changed teaching, but unfortunately, the changes happened in Japan. Now, we need to look to them to train our teachers.
Elizabeth Green describes the American failure and Japanese success in an article in the New York Times Magazine. The Japanese practice of jugyokenkyu, translated lesson study, could help law schools improve. Jugyokenkyu is when “[a] teacher first plans lessons, then teaches in front of an audience of students and other teachers along with at least one university observer. Then the observers talk with the teacher about what has just taken place. Each public lesson poses a hypothesis, a new idea about how to help children learn. And each discussion offers a chance to determine whether it worked.” Jugyokenkyu approaches teaching as a collaborative effort with feedback.
Obviously, law schools don’t need specifics for teaching math. However, numerous reports, recommendations, and standards haven’t changed legal education. Maybe it is time for law schools to embrace jugyokenkyu.
The foundation for jugyokenkyu is deliberate preparation with goals; performance for students and colleagues; and feedback from experts. In ASP, we know that process works. We tell students to take practice exams, seek feedback, and make changes for the next exam. In LRW, professors tell students to put down papers for a few days because individuals tend to read over errors in his/her own work. If those are true for our students, then those statements are true for us. We need feedback from someone who understands teaching law students to know whether our methods are working. We will miss our own mistakes just like reading over an error in a brief. We need deliberate practice with feedback as much as students.
The amazing transformation of Japanese math teaching is the anomaly, but we should attempt to follow that trend in legal education. Theories, ideas, and published articles didn’t change America after Sputnik, so continuing that failed practice won’t change legal education. I know I am saying this in a blog. However, let’s consider how we can take steps to make lasting improvements to help our students.
My first suggestion is work within our own law schools. Find a group of individual professors who are determined to help students learn better. Start small with each person in the group deliberately planning a lesson. The rest of the group observes the lesson, or someone can record the class for observation. Everyone should then meet and talk about the lesson. If each person in the group does that twice during a semester, the evaluation and critiques would help everyone.
My next suggestion is to work with ASPers at other schools. I know the quickest response to the last suggestion is “no one at my school would do that.” While I believe there are at least a couple professors who want to improve teaching at every school, inter-school feedback can work. We could create a TWEN page or page on the AASE site where we post videos of our teaching. Others within the community could then watch and provide feedback.
ASPers posting lectures would provide an additional benefit for the annual conference. We could see others’ lectures we hear about at AASE. Some of the presentations always talk about how he/she teaches students a particular concept. If that lecture was already posted, we could watch the lecture prior to the presentation and have a deeper discussion of teaching. We could also have round table feedback sessions on teaching from lectures posted. As we change our area, we could talk about it in our law schools to get other professors on board. We can spread jugyokenkyu throughout law schools.
We continually hear that legal education needs to change. Similar to k-12 education, entities demand we use better practices. Demands generally don’t lead to widespread change. Feedback from experts, who are our colleagues, is how Japan became the best country for math in the world. We should try a model that works instead of continually following the same failed practice.
Tuesday, October 2, 2018
One thing that distinguishes law school culture from that of many other professional schools is the high percentage of people in student services who already possess the degree most of their students are trying to obtain. I have never done an exhaustive analysis (but woo hoo! Research opportunity!), but in my personal experience the majority of people working in law schools in the areas of Academic Support or Career Services are law school graduates, and so are a fair number of people working in areas like Admissions and Libraries. A quick dive into the Internet suggests that medical schools and business schools do not hire their own graduates for student services at nearly the same frequency. In fact, when I checked out the staff of five med school Academic Support units and five law school Academic Support units, no one in the med school units possessed an M.D., but each member of the law school units possessed a J.D.
There are no doubt many forces pushing towards this odd result for law schools. One that is practically taken for granted is the idea that someone who already possesses a J.D. is far better positioned than anyone else to really understand what new J.D. students are actually going through. Part of this assumption is perfectly practical: people who already have their law degree have presumably already learned all the elements unique to the practice of law. We can “think like a lawyer”; we can wield IRAC without effort; we understand federalism and common law and stare decisis and all the idiosyncrasies that our students have to contend with while navigating the rigors of study, time management, and exams. This is not to say that non-lawyers couldn’t provide wonderful support to law students. There is just a general belief that lawyers have a head start on understanding the context into which everything fits.
At the same time, law school alumni are apt to think that they can understand what law students are going through because the alumni were students once, too. We remember the dread of our first cold call in class; we remember plodding through civil procedure and constitutional law; we remember trying to juggle classes and law review and OCI all at the same time. Like military veterans of different eras, maybe we didn’t fight on the same battlefield, but our students don’t have to tell us what it’s like, man. We know.
Except . . . we don’t always know. We know a lot of things, to be sure; for me, not a day goes by that I don’t relate some student’s challenge to one of my experiences in law school. Education is always a boon. But the longer I do this work, the more I find that I have to work to find out what my students’ present experience is really like. This is in part because law school is always changing and evolving. Each class’s relationship to electronic research, for example, is just a little bit different from that of the previous class. Economics change, student populations change, hot button issues change. But these big changes, I think we do a fairly good job of staying on top of. In fact, sometimes it seems Academic Support is ahead of the curve, and can help bring other members of the law school community – for example, those whose specialties do not change much from year to year – up to speed on them.
What I really find myself having to pay more attention to each semester is my students’ day-to-day realities. Some of the mistakes I made when I first started providing academic support came about because I was taking a “one-size-fits-all” approach, and only with experience did I realize that it was really more like “one-size-fits-me”. I was teaching to my experience in law school.
Now, I am no longer satisfied knowing what classes my 1L students are taking each semester – I need to ask their individual professors for their syllabi, so I can know what topics they are hearing about each week, so I don’t assume that their Torts professor started off, like mine, with intentional torts, and therefore so I don’t pose a hypothetical that half my class can’t answer. I try to participate in student club events, like fundraisers or dinners, so I can hear about mundane practical issues – things like parking and child care and the timing of holidays – that I never thought about in school, but some of my students have to. I talk to other faculty and staff to find out the schedule of moot court and mediation competitions, visits from employers, and off-campus learning opportunities – stuff I was not particularly interested in myself when I was in law school – so I can better understand why a particular student might be coming to talk to me about a certain writing or time management issue. I seek opportunities to listen to students who come from different locations, cultures, and economic circumstances, so I can be aware of what going to law school now is like for them.
Being a lawyer means having been a law student, and having been a law student can be a tremendous advantage when your job is to help other law students. But having been a law student does not mean you have been all law students.
Monday, August 6, 2018
Excitement is mounting. A magical experience begins in the coming days. Joy and the nerves of the unknown rise. I could be describing a 6 year old’s feelings the day before seeing Magic Kingdom or the emotions of someone starting law school. Law school has the potential to be just as magical as Mickey pancakes.
The adrenaline will be high the first few days, but try to soak it all in. You only get to start law school once. If you embrace the new journey, it can be eye opening. Disney World is hot, muggy, expensive, and crowded the vast majority of the time, but it is still the happiest place on earth. Law school can be hard, time consuming, and draining, or it can be a thought provoking and transformative experience. Enjoying law school is about the perspective during the mundane of daily activities.
Law school magic is all around. Learning how to "think like a lawyer" is similar to seeing all your childhood movies come to life. Hearing numerous different people try to explain IRAC, CIRAC, CRAC, or any other legal analysis method is just like A Small World. The song is the same just using different languages. Some professors are larger than life like Mickey. Some classes will be exhilarating like Space Mountain, while others will be the Jungle Cruise, predictable and full of bad jokes. Every class will provide pieces to the larger puzzle that lays the foundation for the practice of law.
As you embrace the magic, understand you are joining a new profession. My biggest suggestion for law school is to treat this unique opportunity as your new career. You will make an impression on both colleagues and professors starting now. References and referrals many years down the road are impacted by what you do starting day 1.
Treating law school as a career includes preparation. Start your day early. Attend every class unless an emergency or sickness arises. Adequately prepare for each class. Everyone is different, but my adequate preparation required slowly reading each major case while briefing it. Some students will skim the case and then read it again to make the brief. The key is to prepare as if this is your job. You wouldn’t, or at least you shouldn’t, show up to work unprepared or ignore your bosses instructions, so don’t show up to class without doing the assignments from professors. Finals are much easier to prepare for when you do the work throughout the semester.
Joining the profession also requires passing the bar exam in a few years. No one wants to think about the bar now, but your actions on the first day will impact bar preparation. I can virtually guarantee the material from the first week of law school will be on the bar. The more effort you put in right now, the less stress during bar prep.
This is an exciting journey and will be as magical as you make it. Treat this as your new profession and have fun.
Wednesday, April 25, 2018
As my students transition into exam study mode and I start to close out all of the activities of this academic year, I have started to reflect on my accomplishments and goals. Reflection of this depth does not happen very often but I have a present awareness as I prepare for my series highlighting veteran members of our Academic Support (ASP) community. Last May, I sent a number of individuals who I consider veterans (10 years or more doing ASP work) a list of questions to guide what I wanted to know about them. I did provide some flexibility but most answered all of the questions. As I approach the ten-year mark as an academic support professional and about the thirteenth year if we count law school and graduate school, I am even more curious about what everyone has to share.
I never understood what people meant when they would say they looked up and ten years had flown by. Now I do because it is happening to me. I believe that this is a great time to reflect on where I am, whether it is what I envisioned for myself, what things are working well, what things are not working so well, and where I see myself in the years to come. It is a great time to have new or modified aspirations. This is certainly something everyone should consider whether a few months into ASP work or several years in. I have decided to borrow from my student affairs and career services colleagues, specifically what they tell students to consider as they try to navigate a professional career. It is unlikely that I will share all of my personal reflections but I will list some of the questions they tell students to consider but I will also list some of the questions I would ask students in my past life as a diversity and academic advising professional.
• What do I need from my career? (what role it plays in my life)
• What makes me feel truly fulfilled? (how do I measure success)
• What do I know about myself that helps me make good career decisions?
• What is important to me based on my personal values and beliefs?
• What do I know about my personality and style?
B. Skills Assessment
• What skills, experiences, and knowledge have I acquired?
• What skills, experiences, and knowledge would I like to acquire?
• What responsibilities do I have/have I had?
• What have I achieved?
• What are my strengths?
• What have been the highlights of my career and life to date?
C. Set Goals & Plan
• Are my talents being used and developed? If not, look for opportunities that allow you to use or develop the talents you have.
• Identify and exploit opportunities that address gaps in knowledge, ability, and growth.
• Select worthwhile but realistic goals.
• Consider steps you need to follow to accomplish my goals.
• Be flexible.
• Consider what will keep me motivated to achieve my goals.
I am certain that there are more sophisticated assessments and questions available but this is somewhere to start and verbalizing or writing these things down can be powerful. Also, if you have a person who helped you along the way as an ASP professional and who you trust, use them as a sounding board. Moreover, if you know of an ASP veteran that you would like to see spotlighted, please email me their name and school and I might be able to highlight them. (Goldie Pritchard)
Thursday, April 12, 2018
I'm a clipper. That's right. I keep an assortment of articles that intrigue me and then I return to them periodically to reflect on what I have learned. One article caught my attention today...and...just in the nick of time. You see, I'm just plain tired out. Perhaps you are too, trying to do too much and to be too much. Just spread out too thin to make much of a difference in the world, it seems.
So with classes starting to come to a close for many of us and our law students, I thought I'd take a pause to reflect on some principles that might help me become better at being better. Here's what I mean by that. Rather than being better at doing things, perhaps I might become better at being, in short, at being human. I love that word "being" because it deals with the "hear and now" rather than the tomorrows. It's loaded with action...in the present moment. So, what action did I take that helped me get back to the present today?
Well, I've been carrying around an article that I clipped out dealing with New Year's Resolutions. With so much stress right now as I try to finish teaching my courses, preparing for finals, and getting ready for the summer bar passage season, I thought that now was the perfect time to reflect on what I had learned about being a better person from an article entitled "Set the Bar High for Your 2018 Resolutions" by Jason Zweig (Wall Street Journal dated December 30-31, 2017), available at: https://blogs.wsj.com/lessismore Here are some of the quotes:
- "Talk less; listen more." Unfortunately, much of the time, I'm talking but not listening. I love the advice here because it helps remind me to appreciate the other person, to value the other person, to embrace the other person. On a personal note, within the world of academic support, I find that I am often too quick to provide solutions before I've yet to even understand the problem. So, this is great advice when working with students too.
- "Learn something interesting every day." That's right; be curious. As I drove to school today, I was passed by a school bus. That's right - a school bus. Yes, I am a slow driver (at least usually when I'm headed to work; much faster when I'm headed home!). As the bus passed me by, I happened to notice something strange about the school bus. It was from a public school that was named something like "The School for Expeditionary Learning." That got me thinking. Perhaps that's the way that I might better describe the learning process with my students. Be courageous in your learning. Be daring in your learning. Be expeditionary in your learning.
- "Get home 15 minutes earlier. It will make you 15 minutes more efficient the next day." To be honest, I'm not quite sure I understand this advice. But, here's my take nonetheless. Much of my day is hurried and busy because I let it be that way. Take for instance email and messaging. Rather than disabling notifications, I just keep getting these pop-up alerts, right from the get-go of my day, taking me off message from what my first priorities ought to be. So, here's my take on this quote. Disable notifications. Only look at email in the middle of the day after I've already worked on the big tasks at hand. Don't let the little things get in the way of doing the great things each day.
- "Stop walking with your phone in your hand all of the time. Look up and see how beautiful and strange the world is." I did one better, at least I think so. I am practicing leaving my phone in my car while at work. That's because I find that even if I just carry my phone with me I feel drawn to it. So, I make it unavailable to me in order that I can't fall prey to its tantalizing alerts and beeps that so often distractingly beckon for my attention.
- "Introduce yourself to all the people at your job [school] whom you see every day but haven't met yet." As a corollary to no. 4 above (leaving your phone behind while at school), you'll have a lot more time to actually take note of the people around you. So, share a smile with them. Look one another in the eyes. Maybe even say a friendly word or two. You see, I suspect that one of the loneliest places in the world is right in the midst of the crowd, especially a law school crowd. If true, there are many people all around us that are yearning for a place of fellowship, a place of relational togetherness, a place to belong. That's definitely me. So, rather than wait for others to say hello, I thought I'd just take the initiative and extend a friendly greeting to those I know...and those I don't too. The more the merrier!
With all of the stresses and strains of our busy law school lives, I was so glad that I happened to clip this article. It reminded me that often its the little things of the here and now that are really the great things. Unfortunately, so often I have it backwards. I'm busy, so busy that I don't have time to do anything meaningful at all. So, I took a brief pause today to remind myself of what it means to be a human being in relationship with others. That sure looks much more exciting that staring yet again at my phone. So, have fun smiling...and being too! (Scott Johns).
Sunday, January 21, 2018
We are finishing our second week of classes. As part of the start up, I have been meeting one-one-one with probation students. We will have weekly appointments during the semester to assess strengths and problems, implement strategies, and monitor progress. The first appointments with students always give me a great deal of insight into their mindsets on success.
Here are some of the characteristics of the students on probation who are ready to succeed this semester:
- They arrive on time or ahead of time for their appointments.
- They take out a pen and paper or laptop to take notes during the meeting without prompting from me.
- When asked to fill out an information sheet, they can list fall courses/professors/grades and their spring courses/professors without having to look them up.
- They have reflected on last semester's grades and study strategies and can articulate some ideas for improvement.
- They ask questions throughout our discussion to clarify points or inquire about areas we will cover this semester.
- They have started the exam review process with emails to some of their fall professors before seeing me.
- They use a daily planner or electronic calendar to record assignments and the date/time of our next meeting.
And then there are students on probation who do not seem ready to succeed yet (fortunately a small group). Hopefully that will change after grade shock/anger/angst has passed.
- They have not scheduled an appointment with me before the end of the second week of classes as required by the law school
- They "no show" the first appointment or arrive late to the appointment.
- They come to the appointment without anything - no pen and paper, no laptop, no knapsack, nothing.
- When asked to fill out an information sheet, they do not follow clear instructions or cannot remember the information to complete a section.
- They have not given any thought to the last semester's grades beyond "if I had been in the easy section" or "Professor X's exam was too hard" or "I wouldn't have been on probation if I just got a D+ in Y course instead of a D" or other answers that are basically non-reflection.
- They scowl, slouch in their chairs, sigh deeply in boredom, or exhibit other signs of frustration and animosity for having to meet.
- They make no notes on assigned tasks or the date/time for the next meeting.
Past semesters reassure me that the second group of students will come around. It may be several weeks before they are ready to take advantage of new strategies, but they come around at least 95% of the time. Unfortunately, if it takes too long to do so, they will have lost valuable time.
But I live in hope. (Amy Jarmon)
Monday, October 23, 2017
It’s hard to believe that we are already heading towards the end of October. It seems like the Fall semester just started.
As the end of October approaches, many students are trying to figure out what they plan to wear for their Halloween parties. They are also trying to figure out what they need to do for the rest of the semester as well.
By now, 1Ls have heard of this “outlining” word. But, they may not fully understand what it means. They have read and briefed most of their cases, but they may not have a good grasp of how these cases link up with one another in their doctrinal classes. They may have been so focused on writing down and remembering each miniscule detail from their cases that they have neglected to see how each case from their individual doctrinal classes ties in with every other case in those classes. They may not be ready to attack a large final exam question that assesses their ability to analyze the various legal issues that they have covered throughout the semester.
As law school academic support professionals, we should be ready to assist 1L students as they negotiate the latter part of their first semester. Let’s remember that most 1Ls may not, at this point, fully understand the big picture law for each of their doctrinal subjects. Let’s remember that many 1Ls may not have fully practiced issue spotting and exam writing. Let’s be ready with a non-judgmental and empathic listening ear so that we can best serve each individual student. (OJ Salinas)
October 23, 2017 in Advice, Current Affairs, Disability Matters, Diversity Issues, Encouragement & Inspiration, Exams - Studying, Miscellany, Professionalism, Reading, Stress & Anxiety, Study Tips - General | Permalink | Comments (0)
Monday, October 9, 2017
The counseling field has often highlighted the benefits of some personal disclosure from therapists to their clients. Some cited benefits include increased trust and rapport, as well validation of the clients’ experiences.
Join me this week at the Inaugural Diversity Conference for the Association of Academic Support Educators (AASE) in Baltimore, Maryland, for a moderated discussion on the benefits of academic support professionals sharing personal stories and struggles with their students.
Participants will be encouraged to share their experiences (i.e., their stories or struggles) relating to diversity and inclusion or their law school experience in general. These experiences may either be personal stories or struggles or stories related to students that the participants may have worked with in their capacity as academic support professionals. As presenters and participants share their stories, the “listening” participants will be modeling and reviewing some of the same active listening skills and nonverbal behaviors that academic support professionals should be engaging in when they work with students in either individual or group conferences.
Hope to see you in Maryland! (OJ Salinas)
October 9, 2017 in Advice, Disability Matters, Diversity Issues, Encouragement & Inspiration, Learning Styles, Meetings, Miscellany, News, Professionalism, Program Evaluation, Stress & Anxiety, Teaching Tips | Permalink | Comments (0)
Wednesday, September 27, 2017
Does academic support extend beyond the law school environment and the time students are at an institution? Does it take on a different form? Is it even academic support anymore? We have a general idea of what academic support offices do and the nature and purpose of our interactions with students. Most of our interactions revolve around helping students develop skills to be academically successful and successful on the bar exam. Certain interactions permit us to get to know some of our students as more than just an individual who has difficulty outlining or organizing answers to essay questions. We get to know about where the student hails from, their interests, their life’s challenges, their journey to law school, and sometimes, rare information about their families. Do those relationships stop there?
My answer is no. Post-graduation interactions initially begin as pure focus on taking and passing the bar exam. Later, conversations shift to career opportunities, careers, people management, and life management. In sum, the interactions are less academic support related and more “human” focused. This indicates that academic support is an institutional community building tool that may not be visible to many. Once conversations shift to career development, they typically relate to job search successes and wows, strategic job searching, and career challenges. I am by no means a career services expert; therefore, I direct my students to that office for support and assistance. Most of my conversations pertain to what I know about alums, their interests, the truth about their strategies and approaches, and considering worse case scenarios and options. We have “real talk sessions” that culminate into unique holistic conversations.
When I am not speaking with first career or first “real job” alums, I speak with former students who have worked for one to five years and have decided to make a career change or are sorting through how to navigate office politics. Included in our discussions are debates about what it means to be a woman and/or a person of color in legal and non-legal environments and the nature of their interactions with men, other people of color, and people not of color. Alums often share personal stories and all of sudden, we have created an impromptu professional development session for all of us. While interactions with alums might not be specifically “ASP” related, they often provide me with information that I can then use to encourage and help current students. I have also built a network of alums that I can call on and know will be responsive if I need help with bar preparation advice or individuals I can connect with a current student from a similar background in need of support and direction that I know I am unable to provide them with. Alums are also a good source of assessment of various programs offered by my office because they will tell me the truth. They know that I will not take offense as I am simply trying to improve what I do to help students like them (Goldie Pritchard).
Monday, September 25, 2017
We are several weeks into the Fall semester. 1L students are starting to get a little better handle on what law school is all about. If they didn’t know this already, they are starting to realize that law school is much different than college.
There are no boldface words and glossaries in the law school casebooks. The Socratic class is not filled with a professor lecturing at passive students for the duration of class. And there are few, if any, written “chapter tests” during the semester so that students can assess their understanding of the material.
But, there are many opportunities throughout the semester where students can assess whether they are picking up what they should pick up in the course. These opportunities happen every day in class as a result of the often-dreaded Socratic method (and I dreaded it when I was a 1L--but, that story is for another blog post).
The professors’ many “what ifs” and “how abouts” give students opportunities to test their understanding of the relevant law; they are given chances to apply this law to many factual scenarios—which, in turn, help the students become better issue-spotters and legal analysts. And, as we all know in the ASP world, the more issues a student is able to spot and analyze on a law school final exam, the more likely that student will gain more points on the professor’s final exam rubric.
So, students: Try to engage with the professors’ hypotheticals in class—even when you have not been cold called in class to verbally answer the questions. Try to answer the questions to yourself in your own head. If you can’t come up with an answer to a hypothetical, write the question down on your notes and revisit that question after class or on the weekend when you review what you have covered in class for the week. You may not have come up with the answer in class. But, that doesn’t mean you can’t come up with the answer on the final exam--when it really counts!
One of the many differences from college and law school is that you don’t have several formal written tests throughout the semester; you often only have one exam at the end of the semester per course that often dictates your entire semester course grade. Try to prepare for that final exam every day in class when you engage with the professors’ hypotheticals, and practice the legal analysis skills that will help make you a better law school test-taker and, eventually, lawyer. (OJ Salinas)
September 25, 2017 in Advice, Encouragement & Inspiration, Exams - Studying, Exams - Theory, Learning Styles, Miscellany, Professionalism, Stress & Anxiety, Study Tips - General | Permalink | Comments (0)
Monday, August 7, 2017
I have been thinking about the wonderful, varied, and interesting lives our students bring to law school.
Each student comes to our law schools with a unique and authentic experience. Unfortunately, some of these experiences are sometimes deemed insignificant. The person who has lived the experience may be too anxious or ashamed to share it. Or, others around this person may be too afraid to acknowledge that their individual experiences may not be the only way to have experienced some “thing.”
Each student comes to our law schools with an individual story that can enrich our learning environment and augment the law school experience for other students. For example, how one student responds to the facts of a particular case or identifies with the rationale or policy supporting some legal authority may provide a different insight and promote more critical thinking than the most qualified professor alone. This insight and critical thinking begins to grow, encouraging others to be more willing to take their blinders off and expand their narrow view of an issue, or better yet, of the world.
As we prepare to start a new law school semester, let’s remember what makes each of us unique and authentic. Let’s embrace, not obscure, our differences. And let’s try to foster our students’ abilities to recognize and appreciate differences. Being different doesn’t mean being weak. Being different doesn’t mean being irrelevant. Being different doesn’t mean being unworthy of success. (OJ Salinas)
Monday, July 31, 2017
I wrote in last week’s post of my trip to the Association of Legal Writing Directors (ALWD) conference in Minnesota. The conference theme focused on diversity and inclusion, which we know will also be the focus of our upcoming Association of Academic Support Educators (AASE) conference in October.
My colleague, Alexa Chew, and I lead a discussion at ALWD on ways to make law schools more welcoming for everyone. We spoke about our experiences participating on our Diversity and Inclusion Task Force at UNC Law. We spoke about how allowing students to share their stories and listening to their stories can create more awareness and understanding of the diversity and inclusion problems that may be wounding your law school.
Alexa and I wrote a blog post in advance of our ALWD presentation in Jennifer Romig’s Listen Like a Lawyer blog. We wrote that most of us working at law schools want a more diverse and inclusive environment. However, many folks working in our law schools are often unaware of what our students are experiencing during their law school tenure. So, schools get into a situation where they are trying to fix or work on a "problem" that they have not identified or know little about--or worse, that they may be inadvertently contributing to.
Alexa and I provided a few suggestions that could help more folks “get in the know.” The suggestions are relatively simple and inexpensive, but they may still have a huge impact on how students feel when they walk through the doors of your law schools. I suspect many of you in the ASP world are likely already doing many of the suggestions quite well! Keep it up!!! And encourage others in your law school to follow your lead!
Sunday, July 30, 2017
Many of our law students are immersed in legal work this summer. The variety of their experiences will be as wide as the universe of legal work. Some will be buried in library research and memo writing. Some will be drafting documents. Some will be busy with intake interviews. Some will be compiling trial notebooks. And everything in between will align with someone's summer job.
It is not unusual for a rising 2L to exclaim, "Now I understand Civil Procedure!" It is the aha moment when what seemed to just be dry cases and procedural mumbo-jumbo becomes alive in a real case with a real client. All the innovative books based on real cases and role plays during 1L year were just not the same as the real thing.
The aha moment can happen with any course material and at whatever point the student is in the study of law. Life is breathed into the concepts now applied in a summer clerking experience. The client scenarios they deal with can enrich their understanding: formerly compartmentalized concepts become interrelated; separate courses become integrated through a series of case issues; procedural steps take on significance within litigation; strategic pros and cons develop as a case unfolds.
Ideally we hope that the summer experience will not only solidify prior learning, but will also trigger more active learning in future semesters. After a taste of practice, law students can enhance their learning by asking how the material would be used with clients, how the material relates to other material, how procedures affect outcomes, what analysis would each party use, and more. If future courses become relevant in their minds to working with clients, then they go beyond dusty words on pages and requirements for graduation.
Many law students this summer will also realize at a gut level for the first time how much responsibility they owe in their work to a real person. What they and the lawyers on a case say and do directly impacts someone's life. Professionalism takes on an entirely new dimension when one deals with a client and not a mere hypothetical. It can be a very sobering realization.
Hopefully students return to their studies with new motivation to be the best lawyers they can be. Courses and skill sets are no longer just for grades. Those courses and skills are essential to being a competent and professional lawyer. Their clients will depend on how diligently they approached their legal studies as the foundation for their career. (Amy Jarmon)
Tuesday, June 27, 2017
Hello! I just accepted an invitation to contribute to this blog and this is my first post. In the future I hope to post on a wide range of topics, representing the varied duties common to academic support professors. But, for this debut post, I want to echo Betsy Six’s suggestion during the closing remarks at AASE to send a kudos email (my words, not hers) to a colleague. Did someone really impress you with their presentation? Did you have a conversation with a colleague in the hallway that changed the way you think about academic support? If so, let them—and their boss—know about it. Don’t worry; it’s not too late. Ask Emily Post. Don’t know what to say? Try putting your own spin on this template:
Dear Dean [X],
I write to tell you what a nice job [name] did on [his/her] presentation entitled “[title]” at the Association of Academic Support Educators Conference in Fort Worth, Texas in May. [Name’s] presentation was innovative, insightful, and engaging. The presentation laid out several concrete [descriptive noun] ideas which attendees (like myself) could implement at their own institutions. Kudos to [name], and to you and your institution for supporting [his/her] work. [Name] is a great asset to the academic support professors’ community!
In closing, just let me say congratulations to everyone who organized, presented at, and attended the annual AASE Conference! (Kirsha Trychta)
Monday, May 15, 2017
Tuesday, April 4, 2017
I was talking to a colleague about a student who turned in a mediocre paper for a class. Because of some gaps in the syllabus information, the student was able to get full credit although the paper was not really up to the professor's expectations. The professor had no choice but to give credit and fix the syllabus for the next time around. The loophole benefited the student on that occasion.
Let's face it, students often find the loopholes in syllabi, discipline codes, academic regulations, and more. Administrators and faculty regularly clean up the language or add the details to fill in the gaps to avoid future problems. The students get the benefit of the loopholes for the time being. I understand the necessity of that ongoing process.
But what if the loophole situation is not a "one off" for the student? Unfortunately, I have met some law students who spend their three years constantly looking for loopholes rather than pushing themselves to achieve their best work. Such students repeatedly look for ways to get out of work, to get by with minimal effort, and to "pull one over" on their professors. They often have tremendous academic potential, but prefer to coast rather than excel. For these students, "lookout for loopholes" becomes a lifestyle.
Will these students become lawyers who do minimal work on behalf of clients? Will they try to take shortcuts at every turn? Will they expect to "pull one over" on opposing counsel, the jury, or the judge? Perhaps they will be different in the "real world of practice" because law school was just a game to them. However, I am concerned what has been a lifestyle in law school will jeopardize their professionalism in practice. (Amy Jarmon)
Thursday, March 2, 2017
"Voice Opportunities" to Make a Difference in Legal Education: ABA Nominations - Due April 10, 2017!
The ABA Section on Legal Education and Bar Admissions is seeking nominations for leadership positions on the Council. In light of the important field work that academic support professionals play in the enhancement and the betterment of legal education, this is a great opportunity to share your voice and expertise with others. So, if interested, here's the link to nominate yourself or others: http://www.americanbar.org/nominations (Scott Johns).
Wednesday, January 25, 2017
On Friday, January 6, 2017, several brave souls woke up early to attend the Academic Support (ASP) Business Meeting scheduled for 7:30AM. Some had seen colleagues at presentations earlier in the week while others were seeing colleagues for the very first time. In true ASP fashion, someone at the business meeting suggested we move chairs into a circle and introduce ourselves. There was a mix of veteran, mid-career, and new ASPers. Aside from the usual flow of a business meeting, one of the key conversations addressed how to include ASPers who are unable to attend the Association of American Law Schools (AALS) Annual Meeting in the ASP business meeting.
The business meeting was immediately followed by the Section on Academic Support Program: “Why Academic Support Matters.” The Program was moderated by Professor Danielle Bifulci Kocal who also chaired the programming committee. Speakers included Louis N. Schulze, James McGrath, and Richard Sorrow. Topics discussed included alternative justifications for academic support, how to convince administration and doctrinal faculty to adopt proven learning techniques, and how to integrate academic support methods into doctrinal courses. The program was well attended; we all laughed at funny pictures and learned about a few helpful must-have books, resources and techniques.
Aside from programs led by the Section on Academic Support , several ASPers attended the AALS Hot Topic Program: “Declining Bar Exam Scores, the New Bar Pass Accreditation Standard, and Ensuring new Lawyer Competence: a Perfect Storm” which prompted much discussion.
AALS typically makes audio recordings of all of the sessions and makes them available to member schools. (Goldie Pritchard)
Picture of the Section on Academic Support Program courtesy of Professor Twinette Johnson
Thursday, January 19, 2017
Continuing from Professor Goldie Pritchard's excellent post yesterday regarding "Student Motivation and MLK Celebration Day," on April 13, 1963, Dr. King penned one of the most famous letters of all time: "The Letter from the Birmingham Jail."
In writing to fellow religious letters, Dr. King explained, in his words, that "I am in Birmingham because injustice is here." Then, turning to the question about whether it was proper to engage in direct action in the form of sit-ins and marches, Dr. King defends civil disobedience, arguing that the root question was whether the segregation laws were just or unjust. If unjust, then disobedience was justified.
That led Dr. King to explain why the law was unjust in a very famous paragraph: "Now, what is the difference between the two? How does one determine whether a law is just or unjust? A just law is a man made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law. To put it in the terms of St. Thomas Aquinas: An unjust law is a human law that is not rooted in eternal law and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority. Segregation, to use the terminology of the Jewish philosopher Martin Buber, substitutes an "I it" relationship for an "I thou" relationship and ends up relegating persons to the status of things. Hence segregation is not only politically, economically and sociologically unsound, it is morally wrong and sinful. Paul Tillich has said that sin is separation. Is not segregation an existential expression of man's tragic separation, his awful estrangement, his terrible sinfulness? Thus it is that I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; and I can urge them to disobey segregation ordinances, for they are morally wrong."
Wow! Impactful! Poignant! Straight to the heart of the issue! Take a close look at the paragraph above. Did Dr. King start with the issue? After stating the issue, did he next state a rule and then explain the rule to his fellow religious leaders? Moving on, didn't he next transition to an analysis of that principle by concretely applying the rule to the segregation laws? Finally, look closely as Dr. King finishes with a succinct conclusion. That's right...Dr. King's argument is structured in IRAC and yet Dr. King was not an attorney (rather, he earned a Ph.D. from Boston University).
When I first saw Dr. King's use of IRAC, I was shocked because I thought that IRAC was just a tool that lawyers used to analyze legal problems. In short, I was convinced that my legal writing professor invented IRAC. And, it felt SO unnatural to me...so mechanical...so impersonal...that I tried my utmost to avoid writing in IRAC.
Looking back, I see my folly. IRAC was not invented by attorneys. Rather, IRAC is the structural foundation for some of the most monumental moral arguments of all time. In short, IRAC (what the rest of the world calls deductive reasoning) is powerful because it is a common form of analysis to all of us, long before we ever came to law school. Simply put, we have been using IRAC for all of our lives, and yet, we just didn't know it. So, take time out to reflect on the power of IRAC as a tool for persuasive analysis. As demonstrated by Dr. King, IRAC can be the structural foundation for making moving moral arguments, arguments that in Dr. King's day led to the Civil Rights Act of 1964. So, don't shy away from IRAC. Rather, embrace it, refine it, polish it, and always, with an eye on what's the right thing to do. In that way, paragraph by paragraph, you as a future attorney can make the world a better place for others. (Scott Johns).
Tuesday, January 17, 2017
Law students often become so caught up in surviving each class week that they forget the bigger picture. They are preparing for being lawyers! Their clients will depend on them to be great lawyers, not just mediocre lawyers.
Every skill learned and honed in law school assists the graduate to be a great lawyer.
- By learning and honing skills in reading and briefing cases, students prepare for being experts for reading thousands of cases during their legal careers.
- By learning and honing skills in understanding judges’ reasoning and the evolution of the law, students prepare for expert legal reasoning and possible policy arguments for necessary modifications in the law.
- By learning and honing listening and note-taking skills in class, students capture the nuances of the law and recognize the important information.
- By learning and honing skills at arguing both sides of a scenario, students prepare for being experts at arguing their clients’ positions and anticipating the arguments of opposing counsel.
- By learning and honing skills at legal research and writing, students prepare for being experts at locating the relevant law and clearly and concisely stating the law in a variety of legal formats.
- By learning and honing their skills through clinics, client interviewing, trial advocacy, law office management, and other skills courses, students prepare themselves for the daily rigors of legal practice.
There are more skills learned and honed during law school. These are just a few that law students need to become great lawyers. Academic support professionals and professors are there to assist in the process. Law students need to reach out for assistance when they are struggling with the skills needed as lawyers. (Amy Jarmon)