Sunday, September 26, 2021
A few years ago, our new Dean brought the leaders of each department together for a retreat to prepare for the upcoming year. The Dean planned the retreat with activities to both get to know each other and create goals for the upcoming year. The retreat was a resounding success. One of the biggest successes from the event was the connections we made with each other. Every business deals with interpersonal dynamics and requests for the limited resources. I feel like coming together for a couple days helped the leaders of our school understand each other more and helped us work with each other for common goals even though resources are limited.
I believe the same type of connections could help ASPers in 2 ways. We could use similar activities to connect with faculty. The divide between tenure-track and contract faculty/staff seems pervasive throughout law school discourse. ASPers complain at every turn that doctrinal faculty aren't using the most up-to-date teaching methods. Doctrinal faculty think ASPers just hand-hold a new generation of entitled students. ASPers respond that some hand-holding is necessary when jobs are tied to bar results. The non-stop complaining creates a layer of animosity throughout law schools.
The animosity isn't inevitable. We can break the cycle. Other than a few outliers, I believe most faculty (doctrinal and ASP) and staff want students to succeed. Schools probably can't hold large gatherings safely, but we can all have a small meal or zoom meeting with another member of the law school. The meal or meeting doesn't need to be about work. Connections related to interests and family can begin a conversation that leads to discussing helping students inside and outside the classroom. The discussions can lay the interpersonal foundation to then create dialogue on how to help students.
We can use the same strategy with students. In smaller classes, I begin every semester with an introduction and one unique thing about myself. Students introduce themselves and give their unique thing. I try to include anecdotes and stories in all my lectures that relate to my interests. Someone after each of my classes will ask about my kids sports or the recent football games. I use the information to ask students questions when in the hallway. When students know we care about them as people, they are more likely to follow our studying advice. We can go to student organization meetings, take class time, or attend campus events to make connections. The connections may be as valuable as one of the lessons in class.
Working with faculty and students requires navigating many interpersonal and campus dynamic issues. We can't solve all of them with a meal, but genuine conversation can go a long way to helping everyone achieve success.
Saturday, September 25, 2021
Sunday, September 5, 2021
Drawing on the spirit of the late Congressman John Lewis and the origins of academic support, the 2021 Association of Academic Support Educators Bi-Annual Diversity Conference will bring together colleagues committed to the intersection of diversity, equity, inclusion, status, legal education, and academic support. In this collegial and collaborative environment, colleagues will have an opportunity to meet, reconnect, and share ideas surrounding pedagogy, scholarship, and professional growth.
The mission of the AASE Diversity Committee is to work collaboratively to advocate for and support diversity in law schools, to encourage academic support programs to engage in practices that promote and support diversity, to promote the recruitment and retention of diverse academic support professionals, and to provide resources that enhance knowledge and encourage understanding of diversity. The Committee honors ASP's traditional role in supporting racial diversity in law schools and endorses a broad definition of diversity, that includes but is not limited to race, gender, gender identity, sexual orientation, age, religion, national origin, ethnicity, physical or mental disability, and socio-economic status.
The diversity committee welcomes proposals on diversity and inclusion related topics that are relevant to legal education and academic support. The committee seeks proposals that describe the presentation and its goals in detail. Our assumption is that a clear and detailed proposal today will lead to a stronger presentation at the conference.
Proposals should be submitted via e-mail to Haley Meade, host chair, at email@example.com. The diversity committee will only evaluate proposals submitted through this method.
Sunday, August 29, 2021
Sunday, August 22, 2021
It was fall 1980-something and I had just purchased an album that I was certain was going to change my world (spoiler: it did a little): Zenyatta Mondatta by The Police. I felt very hip catching the reference to Lolita in Don’t Stand So Close to Me and hummed Do do do do all around J.H.S. 141 where, sadly, none of my teachers reminded me of Sting. But there was another catchy little song on that album that was an earworm for us: Canary in a Coal Mine. In the song, someone is accused of being so overly cautious that they are not really living their life in a meaningful way. It was a song in favor of YOLO before YOLO was a thing. But if you were a canary living in a coal mine, you were being the opposite of cautious-you were essentially putting yourself on the line to be a warning to others coming after you.
In reality, until 1986, canaries were used to detect the presence of carbon monoxide (or other toxic gasses) in coal mines. The idea was that because canaries were sensitive to airborne toxins, if the canary got sick or died then the miners knew to vacate immediately. While the carbon monoxide detector in my house isn’t nearly as cute, it also doesn’t need to die to let me know if trouble is brewing.
I think I know how the (real, not song) canary felt. Last week, I taught in-person (everyone masked) in a room with about 100 people for hours of orientation. I also oriented a smaller group of students in an equally full and smaller room for a bunch more hours between those sessions. Each room was at its intended pre-pandemic capacity. The second room had been the COVID testing site in our building last year. Everyone in both rooms had been cleared as vaccinated or having a good reason why they were not. And yet, I was, and am, frightened that I may have been the canary in the coal mine.
As Academic Support professionals, at least at my school, we are the first line of academic related teaching most students encounter. We teach the court system, case briefing, reading, IRAC and a host of other things before classes begin and even do an early assessment to see students’ baselines when they come to law school. Doctrinal professors and legal writing faculty do not usually teach during orientation. So, if anything was going to go wrong in the midst of this new surge in COVID, ASP faculty would be the harbingers of that bad news.
Here’s the rub though, ASP faculty tend to be non-tenured, non-tenure track and at best, may have presumptively renewable contracts. We are more often women. We have no power to turn down this orientation assignment-we do not volunteer as tribute, we are scheduled to be there. Don’t get me wrong: I do not, for even a minute, think that my institution was intentionally using us as canaries and perhaps the power dynamic is more nuanced than I see it, but I just felt we had no real power to refuse without some consequences to our job security. Everyone else standing in front of the crowd had a different status than we did. They were not asking academic support faculty to do anything they weren’t willing to do themselves. They are compensated accordingly.
In all honestly, I’m not even sure I would have refused given the option, because it was exhilarating teaching in person to a big crowd again. Even masked, the energy of live teaching is irrefutable. It was liberating to use my whole body to teach. Truly. Yet, today, six days later, I am wishing that the testing room was still open, not because I don’t feel well, but because I would like to be officially told that I am well. I wish (gratuitous Police reference) people had not stood so close to me.
The fact that canaries were used in coal mines until 1986 was surprising to me-I was almost certain that the practice had died out at least a hundred years before that, but I am pretty sure that if mining companies had caged miners and used them as a warning system for toxic gasses back in the day, mine safety would have been far better, far sooner.
 New York City elementary and middle schools have numbers, not names. Yes, my kids think that is hilarious.
 And our amazing Deans and Associate Deans.
Saturday, June 26, 2021
CALL FOR PRESENTATION PROPOSALS
For a Joint Presentation by the
AALS Section on Academic Support and Section on Technology, Law, and Education
“Online Teaching: Is it good for legal education? Which professors are doing it? And who owns the content once it is created?”
(Working Title/Theme Subject to Change)
The theme for the AALS 2022 Annual Meeting is “Freedom, Equality, and the Common Good.” We seek to explore these topics as they relate to the intersection of academic support and distance legal education. First, we hope to explore whether distance legal education (a.k.a. online teaching) serves the Common Good in legal education. In other words, does technology help or hurt legal education? Next, we plan to pivot to the question of Equality. Are all faculty equally expected to contribute to courses dealing with technology and are faculty compensated adequately (whether time and/or money) for their time in developing asynchronous content? Finally, the presentation will conclude with a discussion of Academic Freedom. Most notably, who owns the work?
Some ideas with these themes may include, but are not limited to:
• Did the rise of Zoom Law during a worldwide pandemic help or hurt the development of online teaching?
• Is tech a legitimate delivery method?
• How to overcome the argument regarding lack of engagement?
• Is there a specific type of course that is better suited to be online, and conversely, courses that should never be taught online?
• Which types of technology most effectively maximize student learning and help develop skills?
• Within a law school, who typically creates and teaches online courses?
• Are certain technology focused courses like E-discovery taught by certain types of faculty?
• What type of courses should be taught online?
• Who is using technology in the classroom?
• Are all technologies really equal or do certain types of technology provide more effective tools for learners than others?
• Who owns the work?
• Does your university have a policy regarding the creation and retention of asynchronous courses?
• What happens to an already prepared online course when a professor leaves the institution, or even dies?
• Will the rise of “canned” online courses lead to faculty teaching themselves out of a job?
The Section on Technology, Law, and Education and the Section on Academic Support seek to explore these questions and related issues at the January 2022 AALS Annual (virtual)
Meeting during their joint program.
Call for Presenters
Proposals should contain a detailed explanation of both the substance of the presentation and the methods to be employed. Individuals as well as groups are invited to propose topics. The Committee would prefer to highlight talent across a spectrum of law schools and disciplines and is especially interested in new and innovative ideas. 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:
• A title for your presentation.
• A brief description of the objectives or outcomes of your presentation.
• A brief description of how your presentation will support your stated objectives or outcomes.
• The amount of time requested for your presentation. No single presenter should exceed 45 minutes in total. Presentations as short as 15 minutes are welcomed.
• A detailed description of both the substantive content and the techniques to be employed, if any, to engage the audience.
• Whether you plan to distribute handouts, use PowerPoint, or employ other technology.
• A list of the conferences at which you have presented within the last three years, such as AALS, AASE, or other academic conferences. (The Committee is interested in this information because we wish to select and showcase seasoned, as well as fresh, talent.)
• Your school affiliation, title, courses taught, and contact information (please include email address and telephone number).
• Any articles or books that you have published that relate to your proposed presentation.
• Any other information you think will help the Committee appreciate the value your presentation will provide.
Please submit your proposal to the Academic Support Programming Chair, Kirsha Trychta, at firstname.lastname@example.org by June 30, 2021. The Committee anticipates notifying those who have been selected to present on/around July 14, 2021.
If you have any questions, please do not hesitate to contact one of the Programming Co-Chairs: Natalie Rodriguez at email@example.com, Kirsha Weyandt Trychta at firstname.lastname@example.org, or Michelle Zakarin at email@example.com.
Saturday, June 5, 2021
You are invited to a virtual book conference—Law Teaching Strategies for a New Era: Beyond the Physical Classroom—on July 22, 2021 from 11 am EDT to 5:30 pm. You can register for the conference here: http://events.constantcontact.com/register/event?llr=y6oeipdab&oeidk=a07ehz3lyg07d8392cb. You can read more about the book here.
The abrupt move to online legal education in Spring 2020 accelerated the move to online legal education that has been slowing gathering steam in recent years. As more institutions consider the potential to expand their reach with online courses and programs, law professors must move past “pandemic teaching” and seriously consider how they can create and deliver quality legal education online. Law Teaching Strategies for a New Era: Beyond the Physical Classroom, the first comprehensive book on online legal education, explores techniques, tools, and strategies that can assist all types of law professors in that endeavor.
The conference will feature five panels that explore the future of the legal profession and offer practical tips on creating effective online courses:
- Panel 1—The Future of Law Practice: Moderated by noted legal blogger David Lat, this panel will feature practitioners and judges discussing the future of virtual law practice.
- Panel 2—Becoming the Law School of the Future: This panel will discuss how law schools can prepare for long-term online learning.
- Panel 3—Designing the Law Courses of the Future: This panel will offer attendees practical tips for designing courses for online delivery.
- Panel 4—The 1L & Doctrinal Curriculum in a New Era: This panel will offer tips from professors who successfully converted their 1L and large doctrinal classes to an online platform.
- Panel 5—The Upper-level Curriculum in a New Era: This panel will offer tips from professors who successfully converted their experiential classes to an online platform.
Saturday, April 24, 2021
AASE will once again provide awards to acknowledge excellence in the academic support field at the annual conference. AASE developed the following recommendations for the Award Committee:
- AASE should recognize members’ valuable contributions to law school academic support
- AASE awards should have as an important objective the recognition of early and mid-career ASP professors
- AASE Awards should be for specific work or in specific categories
- The goal of AASE awards should be honoring contributions, not covering categories
The 2021 Awards committee, DeShun Harris, Twinette Johnson, and Antonia Miceli (chair), are soliciting nominations for contributions by individuals, or in appropriate circumstances, groups, in any of the following areas:
- Specific ideas or innovations—whether disseminated through academic writing, newsletters, conference presentations or over the listserv
- Specific services to the profession—e.g., advocacy with the NCBE, etc.
- Providing services to students
- Promoting diversity in the profession and expanding access to the legal profession
- Mentoring and supporting others in ASP
Recognition may be given to more than one individual or group in any of these categories, and no category requires an award in any one year. We fully recognize just how many ASP educators have made heroic contributions to their students and to the profession. For these reasons, the Awards Committee will consider all nominations received, while keeping in mind there must be a reasonable limit for awards in any one year. Anyone in law school academic support may offer nominations, but current AASE Board members and AASE Awards Committee members are ineligible for recognition. Awards recipients must be members of AASE at the time an award is bestowed.
Please send your nominations to Antonia Miceli by Monday, May 3, 2021.
Friday, April 23, 2021
American University Washington College of Law is pleased to host the 2021 AASE conference beginning Tuesday, May 25th – Thursday, May 27th from 12:00pm-5:00pm EST. Conference registration is NOW OPEN! You can register for the conference here. Conference fee is $25. https://associationofacademicsupporteducators.org/events/2021-aaseconference/
We are excited to virtually bring you plenary and conference presentations on mental wellness, post-COVID academic and bar success best practices, diversity, equity, and inclusion best practices and much more. In addition, join us for “after hours” social gatherings for fun and exciting opportunities to reconnect with colleagues. Stay tuned for more information on these “after hours” activities.
Sunday, April 4, 2021
Members of the Association of Academic Support Educators,
Please complete the AASE 2021 Short Survey before April 7th. A link was sent out on March 25th. Search your inbox for an email from AASE Membership. A reminder email should follow shortly. If you cannot locate the link, please email me or Goldie Pritchard.
The AASE Assessment Committee compiled this short nationwide survey to supplement the longer survey conducted by AASE in 2018. This short survey (maximum 20 minutes if all sections of the survey apply to your school) compiles the following:
- general data about each law school,
- information about the content of academic success programs and workshops,
- information about the content of bar prep programs and workshops, as well as,
- salary and status data.
To ensure that all teaching philosophies and that all job statuses and salaries are captured, the committee recommends that each non-clerical faculty and/or staff member within the academic success community complete the AASE 2021 Short Survey. Only the general data about each law school would be duplicative.
Further, since the AASE Assessment Committee exists to support and promote the assessment of programmatic effectiveness within AASE, the committee looks forward to compiling the data and presenting the results at the annual AASE Conference in May. If you have any questions regarding the survey, please contact me at firstname.lastname@example.org or board member, Goldie Pritchard at email@example.com.
Special thanks to my fellow committee members, Matthew Carluzzo, Jeanna Hunter, Diane Kraft, Dyann Margolis, Chenay Weyble, and our board liaison, Jodi Wiredu, for their valuable insights and tireless energy developing this survey. This truly was a team effort and it was an honor to work with all of them!
Thank you for taking the time to complete the survey!
All the best,
Anne G. Johnson
AASE Assessment Committee Chair
Adjunct Professor of Law
Assistant Director of Academic Success
Mercer University School of Law
Sunday, March 14, 2021
The 8th AASE National Conference, which will be held virtually May 25-27, 2021.
American University Washington College of Law is our gracious host.
In addition to happily welcoming submissions on the “usual” range of topics that help us all so much in a “normal” year – Diversity, Mental Health, Bar Prep, Academic Success, etc. – we are also seeking submissions that address what our work will look like in a post-COVID world, including what we’ve learned in our new, Zoom-centric universe.
Submit your presentation proposals here: https://docs.google.com/forms/d/1FDuSoNFI8qffI1SaTja3bbspkXUAlWgpTRIe24RoLC4/edit
We will be accepting proposals until midnight on March 15, 2021. Thank you!
Friday, February 19, 2021
SOUTHWESTERN LAW SCHOOL
ACADEMIC SUCCESS AND BAR PREPARATION
ASSOCIATE PROFESSOR OF LAW
Southwestern Law School invites applicants for an associate professor position for administration, counseling and teaching in the Academic Success and Bar Preparation Office to commence immediately. In this position, the chosen applicant will work closely with Assistant Dean for Academic Success, Natalie Rodriguez and Assistant Dean for Bar Preparation, Mary Basick primarily in the creation, administration, implementation and teaching of programs and courses as part of the academic support and bar preparation course curriculum.
Duties and responsibilities may include but are not limited to any of the following:
-Working with the Faculty of Academic Success and Bar Preparation Office to research, design, implement and manage academic and bar support programs, including pre-matriculation programs, first-year programs and pre and post-graduation bar preparation programs
-Teaching in the academic and bar support programs and courses
-Meeting with students individually and in small groups regarding academic and bar performance issues. This includes identifying and/or creating additional materials that would support a student’s individualized academic or bar improvement plan.
-Supervising student teaching and research assistants
-Assisting with additional services to enhance the academic and bar success of students
-Identify additional opportunities to support or enhance the Office’s offerings and/or developing materials
-J.D. from an ABA accredited law school
-Bar admission, admission to the California Bar preferred
-Experience in academic support and bar preparation preferred. Other teaching experience such as legal writing instruction will be considered
-Ability to work with a variety of people from diverse backgrounds, including students, staff and faculty
-Ability to counsel, critique and guide students to self-improvement through a professional, rigorous, respectful, supportive and reliable commitment to them, including creating individualized materials
-Ability to work as part of a collaborative team of faculty in the Academic Success and Bar Preparation Office while having the ability to be a self-starter and self-manage individual work product
-Availability to teach and/or meet with students in the evening and occasional weekend, especially during bar preparation seasons
-Imagination, innovation and desire to grow into responsibilities in areas of mutual interest and need
-Understanding of, and ability to work for, the mission and goals of Southwestern Law School
-Professionalism and ability to work with confidential information
This is a full-time, year-round position with faculty voting rights. The salary is competitive. The successful applicant will also receive a competitive benefits package provided by Southwestern Law School.
Applicants should submit the following:
-A one page statement describing (a) prior teaching experience; (b) other relevant experience; and (c) aspirations for future legal education work
-Contact information for three professional references
Applications should be addressed to Assistant Dean Natalie Rodriguez and Assistant Dean Mary Basick and emailed to AcademicSuccess@swlaw.edu.
Friday, February 12, 2021
The New England Consortium of Academic Support Professionals (NECASP) will be holding its annual conference virtually on March 26, 2021 at 11:00 AM to 3:00 PM EST. They are currently seeking presentation proposals from our larger community for this conference!
This year's conference theme is "'A Year in the Life:' Delivering ASP and Bar Support in our Ever Evolving Circumstances." It's hard to believe we have been remote for about a year now, and this conference will be centered on what worked, what didn't, and any related topic regarding this new normal.
Please submit a proposal by February 26.
If you have any questions, please do not hesitate to contact firstname.lastname@example.org.
Sunday, February 7, 2021
WMU-Cooley Law School is pleased to announce the online conference Teaching Multicultural Lawyering: Development, Integration and Conversation. There is no charge to attend.
The conference, and a recently completed textbook Multicultural Lawyering: Navigating the Culture of the Law, the Lawyer, and the Client (https://cap-press.com/books/isbn/9781531020415/Multicultural-Lawyering) was born from their course Multicultural Lawyering.
The conference will focus on teaching stand-alone courses in the topic, infusing multicultural lawyering throughout the curriculum, teaching multicultural instruction within professional identity programs, and developing learning outcomes for the topic. Some of the sessions will have break-out groups to facilitate small, in-depth discussions. There will be a keynote panel sharing the experiences of faculty who have been teaching these topics for many years, with an opportunity for discussion with them as well.
The online conference will take place on Thursday, March 11 (from Noon-3:30 p.m. EST) and Friday, March 12, 2021 (11 a.m.-4:30 p.m. EST).
The conference agenda is designed to accommodate the many demands on your time by focusing on two afternoons with two sessions each day and a keynote panel discussion on Friday.
Please contact us at email@example.com with questions and if you would like to be added to our interest list to receive updates about conference registration and other details as they become available.
Monday, February 1, 2021
Success is a matter of perspective. For some, success means money, power, and prestige. In truth, money, power, and prestige (and the never-ending pursuit of them) often do not bring lasting fulfillment or personal satisfaction because there is always someone who has more—more money, more power, more prestige.
In the law school context, high grades are considered a precursor for these common measures of success, which can lead some law students to define success in law school solely in terms of grades. As a metric, it is true that grades are important . . . and, as a law student, you should work hard (and smart) on what’s important. But what fulfillment or personal satisfaction do you really gain by framing success solely in terms of grades? Each achievement becomes transactional, with a fleeting moment of satisfaction followed by the swift return of a desire for “more.”
I read an interesting article recently that framed the relentless pursuit of success as people choosing being “special” over being happy. The author notes that, in pursuit of success, we may choose to sacrifice our relationships or even our own well-being. Despite such sacrifice, we do not feel sated . . . fated instead to feeling we are not successful “enough” and chasing the next success high.
As I read the article, I felt attacked thought about my time as a law student and how I defined success. Back then, for me, being successful meant having the highest grades and achieving all the things people told me were indicative of a successful law student (top grades, law review, judicial clerkship, etc.). I also wanted those things for myself but, at the time, I was more focused on why other people said I should have them (and what they would think if I did not). With each achievement came a hunger for the next one, and with each setback came devastating self-doubt and internal criticism. It was not until I was a bit older (and wiser) that I began to rethink how I defined success and prioritize what I needed to feel happy and fulfilled.
To the law students who may be reading this, if you see some part of yourselves in this post, I encourage you to think now about how you define success and to develop metrics for success that are meaningful to you. What kind of person do you want to be? What kind of law student do you want to be? What opportunities in law school align with your goals, needs, and interests? Begin the journey now of releasing yourself from the judgment and expectations of others and focus instead on what you need to feel fulfilled.
To the ASPers who may be reading this, if you see some part of yourselves in this post, I encourage you to revisit the metrics you associate with success on a personal and professional level. How do you define success for yourself? How do you define success for students? How might your definition of success affect the way you interact with students? Consider how redefining your definition(s) of success can increase your personal satisfaction and enhance your relationships with students.
(Victoria McCoy Dunkley)
Arthur C. Brooks, ‘Success Addicts’ Choose Being Special Over Being Happy, The Atlantic (July 30, 2020), https://www.theatlantic.com/family/archive/2020/07/why-success-wont-make-you-happy/614731/.
Sarah Lahlou-Amine, Defining Success in Terms of Satisfaction Starts in Law School, ABA Student Lawyer Blog (Oct. 11, 2019), https://abaforlawstudents.com/2019/10/11/defining-success-in-terms-of-satisfaction-starts-in-law-school/.
Friday, January 22, 2021
ASP Writers' Block is happening again this semester thanks to Kris Franklin. These are times to carve out to work independently yet together on the kind of work that nurtures us, yet tends to end up on the bottom of an urgent to-do list. We meet together for two pomodoro work cycles of 25 minutes each, and some recap/mutual support at the end. Folks have used this time to read, research or draft scholarship, make journal entries, read poetry, or complete some mundane tasks in the company of friends. To accommodate our demanding schedules and varying time zones we have been meeting on Fridays at 11 am est/8am pst. For this semester, please mark your calendars for:
- Friday, February 5th
- Friday, March 5th
- Friday, April 9th
Zoom links to follow.
Sunday, January 17, 2021
The AASE Bar Advocacy Committee would like to make you aware of an online conference devoted to bar licensure. The Law and Leadership Conference sponsored by Brigham Young University J. Reuben Clark Law School is an important annual event that draws scholars, noted judiciary, and practitioners.
Each year, BYU Law School invites leaders on an issue of current importance to discuss how we might change the world for the better using our legal education. Following the historic decision by several states, including Utah, to adopt an emergency diploma privilege in the summer of 2020 and recognizing the known racial, gender, and other biases present in traditional bar examinations, this year’s topic is “Paths to Bar Licensure.” In 2020, a pandemic and global racial upheaval have combined to trigger a reconsideration of bar examinations as the gateway to licensure. In this conference, we will examine the features and shortcomings of the bar examination and other potential paths to bar licensure.
The committee encourages those concerned about the future of the bar exam and entry into the legal profession to attend and participate in this free event. Keynote speakers include Dean Emeritus and Professor Joan Howarth, and Professor Deborah Jones Merritt. Our own Bar Advocacy Committee Chair, Marsha Griggs, will be a panelist at this event. The ASP voice is crucial to the discussion about the future of bar admissions and the licensure process. We owe it to ourselves and the students we serve to stay in the know on proposed changes to the exam format and coverage and the alternate paths to practice. We hope to see our community continue to engage, on a national scale, in discussion forums like these.
Register for the Conference here.
Friday, January 15, 2021
South Florida Regional ASP Conference
Schedule and Registration Information
We are pleased to announce the schedule for the first annual South Florida Regional ASP Conference, hosted by Nova Southeastern University Shepard Broad College of Law.
The conference will be held on Friday, January 29, from noon to 5:00 pm (Eastern time) on Zoom. The conference is free, but you must register in advance. To register, please use this link:
https://nova.zoom.us/meeting/register/tJYocuCopz4jGdOsTG9f0mDwRcmhNklq-wii. After registering, you will receive a confirmation email containing information about joining the meeting.
Come prepared to engage! In true ASP fashion, we envision this conference as being a place to share ideas, bounce ideas off of each other and get feedback, and leave with new inspiration for our own work! The conference will not operate as a webinar but instead will permit all participants to see and engage with each other in every session.
Friday, January 29
12:00 pm – 1:30 pm: Session 1
Performing a Performance Test – Legal Communication Skill Exercises Based on Performance Test Problems
Gregory R. Bordelon
Associate Professor and Director of Academic Success, University of Maine School of Law
Peer Review Groups for Law Students Writing Research Papers: Providing Community, Constructive Feedback, and Accountability
Patricia M. Trainor
Graduate Writing Specialist, Graduate Writing Lab, Poorvu Center for Teaching & Learning, Yale University
Break from 1:30 pm to 1:45 pm, but the Zoom space will be open for those who wish to continue chatting.
1:45 pm – 2:45 pm: Session 2
Collaborative Essay Drafting with Google Docs (30 minutes)
Katie Tolliver Jones
Director of Academic Success and Assessment, Lincoln Memorial University Duncan School of Law
Using ASP Fellows in a Virtual ASP Office (30 minutes)
Maria Florencia Cornu Laport
Assistant Professor of Academic Success, St. Thomas University School of Law
Break from 2:45 pm to 3:00 pm, but the Zoom space will be open for those who wish to continue chatting.
3:00 pm – 4:30 pm: Session 3 – Community Conversations
Considering the Importance of Trauma-Informed Teaching
Assistant Dean, Academic Success & Professionalism, Nova Southeastern University Shepard Broad College of Law
Identity and Intersectionality: Navigating Hierarchies in Legal Academia
Amanda M. Fischer
Visiting Assistant Professor, Academic Resource Center, Western Michigan University Cooley Law School
Academic Success and Executive Functioning Skills
Elena Rose Minicucci
Professor of Practice, Nova Southeastern University Shepard Broad College of Law
4:30 pm: Happy Hour!
If you are free, remain in Zoom to “hang out” and chat with fellow ASPers.
Saturday, December 5, 2020
Friday, December 4, 2020
South Florida Regional ASP Conference
Call for Proposals and Save the Date
Nova Southeastern University Shepard Broad College of Law requests presentation proposals for the first annual South Florida Regional ASP Conference, which will be held virtually (on Zoom) on Friday, January 29, 2021. We envision that the upcoming conference will consist of two types of sessions:
- Presentations demonstrating a new strategy, tool, or approach to ASP developed in response to the COVID-19 pandemic but with continued usefulness after law schools return to non-pandemic instruction; and
- Guided conversations about topics of interest to ASP professionals.
If you are interested in presenting at the conference, please email your proposal by Monday, December 21, to Susan Landrum, Assistant Dean for Academic Success & Professionalism at NSU Law, at firstname.lastname@example.org.
Please include the following information in your proposal:
- Name of Presentation
- Name(s) and Contact Information of Presenter(s)
- Short Biography for Each Presenter (no more than 100 words)
- Type of Presentation (Pandemic Tools or Guided Conversation)
- Proposed Length of Presentation (30, 45, or 60 minutes)
- Short Description of Presentation (no more than 250 words): In particular, please note the extent to which the presentation will be interactive. In true ASP fashion, we encourage everyone to make presentations as interactive as possible, giving session participants new tools and ideas to take home to their own schools. For Guided Conversations, the presenter should speak for no more than 5 minutes at the start of the presentation and then act as a facilitator for a conversation about their chosen topic.