Friday, November 13, 2020

Nominations for AALS Board and office of Treasurer

The Nominating Committee of the AALS Section on Academic Support is now seeking nominations for three positions: an incoming 2020 Treasurer and two Board Members.

Under our section bylaws, our Treasurer should be able to commit to four year-long terms in succeeding positions. At each annual meeting, the Chair-Elect succeeds to the office of Chair, the Secretary to Chair-Elect, and Treasurer to Secretary. Individuals nominated for Treasurer should consider whether they are willing to serve the Section through this rotation. Executive Board members serve two-year terms. All Officers and members of the Executive Committee are expected to participate actively in Section work.

You may nominate yourself or another person. Each nomination should include a short statement (no more than 250 words) explaining the nominee’s interest and relevant background. Those who have served on the Board or as officers in prior years may be nominated for a current open position, but current officers and members of the Nominating Committee are not eligible. These include:

  • Board (term expires Jan 2022) – Afton Cavanaugh
  • Board (term expires Jan. 2022) - Maryann Herman
  • Board (term expires Jan 2021) – Herbert Ramy
  • Board (term expires Jan. 2021) – Haley Meade
  • Chair – Jamie Kleppetsch
  • Chair Elect – Melissa Hale
  • Officer (Treasurer) - Joe Buffington
  • Officer (Secretary) - Kirsha Trychta

Nomination statements are due by November 16, 2020. Please send nominations directly to the committee chair (Herbert Ramy) at hramy@suffolk.edu.

November 13, 2020 in Academic Support Spotlight, Professionalism | Permalink | Comments (0)

Friday, October 23, 2020

WCCASP Recap

On Friday, October 16, Gonzaga University School of Law hosted the 9th Annual West Coast Consortium for Academic Support Professionals Conference. It was held it virtually. The theme for this year’s conference was ASP Past, Present, and Future: Breaking Down Institutional Barriers.

When I volunteered to host the conference last fall, I had no idea it would end up being such a highly attended conference! Generally, for the regional conferences, you only get regional ASP’ers with maybe one or two others from neighboring regions. Due to the virtual nature, we had a much higher attendance rate than we probably would have had otherwise. There were nearly 100 registrants to the conference, representing over 60 different law schools.

So, while Covid-19 prevented us from our usual in-person meetings, it pushed us into a virtual world in which a regional conference had a nationwide reach!

We had AMAZING presentations from ASP’ers across the country. The topics discussed included removing stigma from ASP classes, student engagement influence on their success, dismantling bar exam gatekeeping, remote learning generating more access to education, supporting first-gens, and team approaches to overcoming institutional barriers.

Our keynote speaker, Marsha Griggs from Washburn University School of Law, presented on where the community of ASP goes from here as we move into this new time in which we find ourselves. I want to share my two major take-aways from her presentation.

Marsha posed the question, “What if you applied every message you teach your students to your own professional choices?” It is not a complicated question, but it gave me pause. It forced me into a reflective space where I realized that I don’t do that. I am not certain I ever have as an educator.

I tell my students never to apologize for asking a clarifying question or needing to seek assistance when they come into my office. And yet, I apologize for things all the time as if it’s now a required part of speech. I apologized for seeking support when I realized how many attendees were joining us for the conference. Clearly, I need to take my own advice!

The second piece of advice I give my students that I haven’t always seamlessly followed is regarding self-advocacy. I am constantly telling my students they need to be good self-advocates, that developing and refining this skill will translate well in their future, for themselves and for their clients. I tell them that they cannot be shy about asking questions or asking for something they identify they need.

Reflecting on Marsha’s question, I thought about my own short-comings when it comes to self-advocacy. So, I propose that I start looking at it this way- when I advocate for myself at my institution, I’m also advocating for ASPer’s across the country. I’m advocating for any ASP person who comes to this institution after me. It is bigger than one person, and it’s important that we all share that responsibility so that we can continue to demand respect for our profession in the larger world of legal academia.

It’s critical that I continue in the way my predecessor did to advocate the importance of ASP to the leadership in the school. It’s critical to keep the momentum going and to continue moving ASP into the mainstream of the culture at our institutions. It’s critical to let leadership know that ASP’ers have valuable points of view to contribute to faculty meetings and curricular decisions.

So, I am making a commitment to myself and to our community to do better with stopping the auto-apologies for asking for help. I am committing to engage in more active self-advocacy and ASP/BP advocacy at my institution; to not be afraid to speak up and say what is necessary for this department to be viewed as just as integral to the legal education as clinical and legal writing; and to continue doing all that I can to keep pushing our programming forward so it’s as effective as it can be for our students!

I am confident in saying that this year’s conference was a success. I credit that success to our panel of speakers (Joni Wiredu, Marsha Griggs, Tiffane Cochran, Sara Berman, Yolanda Ingram, Christina Chong, Kinyon Devin, and Mary Purvis), our sponsor AccessLex, Lyssa Thaden at AccessLex, and Vicky Daniels at Gonzaga University School of Law. Thank you to all of you for your help and participation! And, of course, thank you, ASP’ers for the invigorating and uplifting conference! It was much needed! 

(Michele Berger)

October 23, 2020 in Professionalism | Permalink | Comments (0)

Thursday, October 8, 2020

Hidden in Plain Sight - "The Link Between Well-Being and Inclusion"

Hot off the press, here's a must-read article from former professor and ASP colleague Patty Powell entitled:  "The Link between Well-Being and Inclusion," published in the Colorado Lawyer (June 2020):  https://judicialwellbeing.colorado.gov/.   

In the article, Prof. Powell explores a "hidden link" to explain why lawyers tend to have the highest rates - among all professions - of substance abuse and mental health distress while, at the same time, the legal profession - of all professions - "sits at the bottom in terms of diversity and inclusion." Id. 

At its foundation, the article calls on leaders (that's us!) to proactively create spaces for all to participate authentically as valuable belonging community members and Professor Powell points us to research for possible steps that we can immediately take to promote well-being and inclusion.

(Scott Johns).

October 8, 2020 in Professionalism | Permalink | Comments (0)

Thursday, October 1, 2020

Lawyers and Essential Work - An ABA Article of Encouragement from ASP Professional Sara Berman

Just off the press, and not a minute too late, is an ABA article by author Sara Berman with advice for the most recent law school graduates, whether having already taken a bar exam or preparing to take the bar exam this month. https://abaforlawstudents.com/2020/09/01/preparing-for-the-bar-exam-and-practice-during-a-pandemic/

Here's a few tidbits from the article:  

(1) As lawyers (or soon-to-be lawyers), you are an essential worker because democracy and the pursuit of justice depends on the sacrifices, the integrity, and your legal skills.

(2) You've got a inspirational story to share with employers, having successfully navigated the transition to socially-distant learning, with both the completion of your law school studies and preparation for your bar exam.  What you've gone through will make you a better attorney in the long-run, so liberally share the lessons you've learned with prospective employers and attorneys and judges.

(3) Stay flexible as you march forward in your pursuit of your legal career, remembering in your heart of hearts that all of your  hard work has been more than a worthwhile pursuit because you will soon be joining the bar as a critical "guardian of democracy."  Id.  

Let me say that we - in the ASP community - are all so proud of you, admiring your flexibility and adaptability, your commitment to the pursuit of justice, and the inner strength and resolve that you have demonstrated in these unprecedented times.  Personally, we have much to learn from you.  So, please don't ever shy away from letting your voice be heard and your heart inspire us to be the community of practitioners that our world so desperately needs and deserves.  (Scott Johns).

 

 

October 1, 2020 in Bar Exam Issues, Bar Exams, Encouragement & Inspiration, Professionalism | Permalink | Comments (0)

Sunday, September 27, 2020

Call for Editor of Learning Curve

Each year, The Learning Curve brings on a new member for a three-year term: the first two years as an Associate Editor, and the final year as Executive Editor.  Kevin Sherrill just ended his term, Sarira Sadeghi is stepping into the Executive Editor role this year, and Susan Landrum is in her second year on the publication and will become Executive Editor next year.  They are now seeking a new colleague to join this fantastic publication for a three-year term.

The publication puts out two editions each year, one toward the end of the calendar year and one near the end of the academic year.  Each editor is assigned between two and five articles for each edition.  The time commitment per edition is approximately 10 hours.

They are considering a third, special-edition next spring, but are also sensitive to the time constraints. 

The publication would like to invite anyone interested in joining the team to email Sarira their resume and a short (1-2 paragraphs) statement of interest at ssadeghi@chapman.edu by Sunday, October 4, 2020.  

September 27, 2020 in Academic Support Spotlight, Professionalism, Publishing | Permalink | Comments (0)

Tuesday, September 22, 2020

The Benefits of Learning Law Later (and How to Enjoy Them Now)

Around this time of year, I usually end up telling my 1L students something about my experience in law school. I inadvertently chose what, in retrospect, seemed like the best way to become an attorney: After working as a paralegal for a couple of years (to get a taste of the world of law), getting married and living in Japan for a couple of years (to get a taste of the world in general), I thought that Georgetown's evening program looked really appealing, because it would allow me to work and earn money during the day and not drag my wife with me into the penurious life of a student. I wasn't wrong about that, but that did not turn out to be the greatest benefit to the evening program, or even in the top three.

What hadn't occurred to me before I arrived in D.C. was what the rest of the evening program class would be like. Georgetown can support a substantial evening program because Washington is full of people who have done well in government, the military, business, or the arts and now want to take the next step in their career.  If the informal reckoning of our evening cohort of 125 students was correct, there was only one of us who came directly from college.  The day program, four times larger, had a more traditional proportion of recent undergraduates.  Going to school with classmates who had essentially all achieved some measure of success already meant that our program felt different in three momentous ways:

1) Less stress and competition.  Not that we were stress-free; this was, after all, law school.  Most of my evening classmates had full-time jobs, like I did, and some were in demanding positions that took up more than 40 hours per week.  Our law school commitments were lessened in the part-time evening program (so it took us all 4 years to graduate), but still, it could be a pretty heavy load.  Nevertheless, there was almost no undercurrent of shared anxiety, and the kind of ruthless competition that I had expected in law school never materialized. (In my 2L year, when I became a Fellow in the legal writing program and worked directly with the school librarians, they told me how much they enjoyed working with the evening students because they never pilfered reserve books or sabotaged assigned reading the way that the day students did.) One of my classmates had a theory about this. He suggested that it was easier for us evening students not to stake our whole sense of self-worth on some grade on an exam, because most of us had proven ourselves in other arenas. This made sense to me; it meant it was easier for us to see grades as measures of our personal progress, rather than as a way of sorting us by value.  

2) More organization and efficiency.  I know that I was roughly one hundred times a better student, practically, in law school than when I was in college. Part of it was simply forced by necessity: If you work from 9 to 5, then attend classes from 5:45 to 9 or 10 each weeknight, you really don't have a lot of room in your schedule for futzing around. But some of it was the shared culture of the evening program, in which not only did we all face the same issue, but also nearly all of us had developed methods of calendaring and prioritizing in the workplace. Some of us had spouses or even children that had to be fit into our schedules.  Knowing that it all could be done, because we had had to do much of it before in our jobs, made it more manageable in law school. Furthermore, we all understood how valuable each other's time was, so the time we spent together in study groups, on joint projects, or in student organizations was also spent efficiently (but also quite pleasantly -- see "less competition", above).

3) More collegiality.  By which I do not mean "friendliness"; the day students that I met then, like the students I work with now, were at least as amiable and as good company as my evening companions. But time away from school, in many cases working with more seasoned co-workers on a first-name basis or even with equal status, had bestowed upon most evening students the realization that everyone in the law school -- classmates, professors, administrators, employees -- could be seen as colleagues: people with whom you are striving towards a common goal. Thus, evening students were often less reluctant, and more comfortable, than day students in seeking help or offering suggestions. 

The reason I bring up my experience with my 1L class is to point out to them that you don't need to be an evening student to enjoy these beneficial distinctions.  They might have come more naturally to those in my program -- certainly to the program as a whole -- because of our previous life experiences, but that doesn't mean that these benefits are only available to those of a certain age or background.  What matters are attitude, awareness, and mindset.  A student who is in touch with her previous accomplishments, and can ground her sense of self-worth on them, will find it easier to see grades as personal touchstones rather than signifiers of inherent worth. A student who accepts both that his available time is limited (which is merely a matter of thoughtful perception) and that he has the capacity to get done what needs to be done in that limited time (which is perhaps a bit more of a leap of faith) will find the ways he needs to be efficient.  And by recognizing that they are attending a professional school whose common goals include each student's successful education, students can position themselves to take full advantage of all the human resources around them. Experience is a good teacher, but sometimes learning from other people's experience is even better.

(Bill MacDonald)

September 22, 2020 in Advice, Encouragement & Inspiration, Professionalism, Stress & Anxiety | Permalink | Comments (0)

Friday, September 4, 2020

AALS Section Seeking Panelists

AALS Section on Real Estate Transactions and Section on Academic Support

The Changing Architecture of Legal Education: 

Real Estate Transactions as a Case Study

Seeking Panelists:

What real property law courses should law schools be teaching?

Who should be teaching these courses?

How should the courses be taught?

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

Members of the legal academic community are invited to submit statements of interest in joining the panel of presenters who will discuss the following in the context of real property law and related courses (mortgage finance, securitization, commercial leasing, housing law, real estate development, etc.):

  • Law schools’ curricular choices
  • Course content and design
  • Teaching and pedagogy application.

As explained more in the “Background” section below, the Sections are specifically looking to highlight issues related to course offerings, curricular design, and teaching methodologies that can better prepare students for modern practice and ensure student achievement of course objectives. Statements of interest (including a description/summary of your proposed presentation) should be emailed to Andrea Boyack at andrea.boyack@washburn.edu by September 17, 2020.

There is no formal paper requirement associated with participation on the panel. 

**Note that the AALS Annual Meeting in January 2021 will be held in a completely digital format, and individual registration fees will not be charged for participation in/attendance at the Annual Meeting.**

Background/Program Overview: 

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.

Eligibility:

Per AALS rules, 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 a statement of interest.

September 4, 2020 in Professionalism | Permalink | Comments (0)

Thursday, August 13, 2020

Call for Presentation Submissions - Breaking Down Institutional Barriers - Due 9/15/20!

WCCASP Call for Proposals[1]

August 13, 2020 in Professionalism | Permalink | Comments (0)

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 (3)

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)