Law School Admission Councils Academic Assistance Training Workshop

From Dodgeball to Parachutes: Who We Will Be Serving in the Future?Law School Admission Councils Academic Assistance Training WorkshopJune 13 - 16, 2012Joyce Savio HerlethSaint Louis University School of Law

In the good old days, you played dodge ball at recessYou got picked (or not) depending on your prowessYou got whacked with a ball (or in my case, a beanbag) and you were out.Your school might have its own version of the game and you adjusted to the house rules. No arguments

Now its about parachutesWe are all goodWe are all specialAnd so what does this mean to us?Adjusting our programs to fit the current millennial students What we know from the LSAC demographicsEducational theories that may effect students perspectives Helicopter parents and their legacySocial media and how it has changed students LSAC informationThank you Law School Admissions Council for all statistics Thank you Mike Kolnik, Assistant Dean of Admissions for providing them to me!Law School increases/decreases on application volume fell by about 15 percent this year (down to 62,330): How schools fared:

LSAC stats applicants2012 Applicants by Gender

2012 ABA applicants by race/ethnicity

How the 2012 applicants did and comparison from last yeat

Big declines on the high endWhat we all already knewMatriculant Group Fall 2010 Fall 2011All 49,700 4 5,600-8.3%Female 22,790 2 1,280% change from prior year -0.5% -6.6%Male 26,800 2 4,180% change from prior year 3.4% -9.8%2009 Age Group Median LSAT and Number of ApplicationsAge Group Median LSAT Median # of Applications21 & Under 155 722-24 154625-29 153430-39 149240+ 1441

So as students postpone, will there be an educational gap/score gap?While not a huge change up to 30, if potential applicants postpone until a better economic climate, what may be the LSAT effect in future years?A view from the Prelaw DepartmentAnxietyReliance on polls/certain certificates, etc. This is what our pre-law students are doing. Questions made harder because of press/access to all sorts of informationIs this a good choice for me? Am I making a wise investment when I am not confident about my financial situationThinks about more than USNWR Specific process is necessary to decide (see above)If get in a higher rank school do I have to go there? Does it make sense?

(thanks Prof. J. OHallaron)11Educational Theories and Views

Forbes article by Keld Jensen may bring some comfortResearch carried out by the Carnegie Institute of Technology shows 85 percent of financial success is due to skills in human engineering, described in the article as your personality and ability to communicate, negotiate, and lead.Emotional intelligence regulating and using emotions that are good for self and relationshipsMonitor selfWatch stressMoral intelligence - integrity, responsibility, sympathy, and forgiveness: No excuses Be responsibleBody intelligence knowing and taking care of self. Take care of yourselfOnly 15 percent is due to technical knowledgeSo our jobs as law professors and administrators go beyond just getting them to pass the bar

Intelligence Is Overrated: What You Really Need To Succeed http://www.forbes.com/sites/keldjensen/2012/04/12/intelligence-is-overrated-what-you-really-need-to-succeed/

So what does this mean?When we work with students its important to assist them transition to professionalsNot just law school (and the bar)But to become successful in their future life

OK now lets look at the issuesTo get to success, lets look the current generations prognosis

Millennials!Millennials- Two Views*:Neil Howe and William Strauss: Millennials Rising: The Next Great Generation Born between 1982 and 2004 or thereaboutsseven "core traits": special, sheltered, confident, team-oriented, conventional, pressured, and achieving. Established the notion of a generation sharing characteristicsNote this became a cottage industry and business for Mr. Howe Jean. M. Twenge: Generation Me: Why Today's Young Americans Are More Confident, Assertive, Entitledand More Miserable Than Ever BeforeBorn in 1970s 1990sConcern that constant praise resulted in a rise in narcissism (versus self-confidence)Concern with you can do anything you want to be and youre specialInternet has led to more self-absorption

* From The Millennial Muddle by Eric Hoover, Chronicle of Higher Education, October 11, 2009, http://chronicle.com/article/The-Millennial-Muddle-How/48772/ Next: What students have been learning about themselvesMany new theories have been developed over timeOne of the more interesting has been Howard Gardners theory of multiple intelligences. For Gardner, intelligence is:the ability to create an effective product or offer a service that is valued in a culture;a set of skills that make it possible for a person to solve problems in lifethe potential for finding or creating solutions for problems, which involves gathering new knowledge.http://www.pbs.org/wnet/gperf/education/ed_mi_overview.htmlHOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES 1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, or to manipulate numbers, etc.3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, etc.4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body to solve a problem, make something, or put on some kind of production.5. Spatial Intelligence: the ability to represent the spatial world internally in your mind 6. Naturalist Intelligence: the ability to discriminate among living things and sensitivity to other features of the natural world 7. Intrapersonal Intelligence: having an understanding of yourself; 8. Interpersonal Intelligence: the ability to understand other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

Consider breaking this into 2 slides....may be easier to read/absorbAccording to Dr. P. Nuernberger, from New City School in St. Louis (one of the biggest proponents of MI*)Many elementary/some high school teachers are aware of this theory not all use it (many dont)Goal is to allow students to identify their source of intelligence and how to adapt to the teaching/teacher. Ways to know oneselfWays to use their intelligence area(s) to return informationMethods at New City School (check out Wikipedia the school is mentioned!) Emphasis on group discussions, hands-on work, work on knowledge of self*Telephone interview with Nuernberger May 10, 2012

More brain stuffLinguistics is the most important in lawyer skills as Reading/Writing is in VARKJust anecdotally find more students who are hands-on/kinesthetic which is NOT goodMoreover 10 -20 minutes is suggested as the top of the attention scaleStudy by Prof. Kim Morse following her 2010 laptop study noted that the students using computers were going off-task every 4 5 minutesMore later

Does linguistics mean oral language or written or both? What is source of this assertion that it is the most important skill????So lets focus:Either students know and adapt to what is out there in the teaching world ORStudents know what their MI/preference is (VARK/ Meyers Briggs) but dont know what it means/how to use it ORThey have figured out how to adapt using their strengths but are self aware of that adaptation (which makes it much harder to channel appropriately)Students expect the professors to adapt to themPlus you better do it fast or they lose attention

21Suggestions Think about doing some assessment tests (VARK is quick) during orientation or with any students you work with.Make sure that you have a variety of programs that take students step-by-step through the various topics you wish to emphasizeSo if teaching synthesizing have overall workshopHave step by step explanationBreak it down into parts that a student can internalize with either a Q and A approach (ask yourself.) 0rOutline stepsOr video of explanationMake it funIf you can have good and bad examplesTeach self-assessmentHave practice sheets

Samples of assessment of a practice question: slide from a programYou all had a variety of issues: Personal jurisdictionJMOLIssues regarding joinder. Scan now the answer key how do you present the rules? Other than Prof. - - - -, did you all use the rule numbers ?Did you give a general overview of the purpose of these rules?Anything else you deal with significant?Notice that you will need to utilize some samples that work with your professors if demonstrating exam writing or outlining specific content in an outline

23Generous CQuestion PresentedCan Patterson (P) be found guilty of murdering Amelia (A) when she falls to her death as a result of his attempted assault on her?

Brief AnswerYes, under the FM Rule Patterson (P) is likely to be found guilty of 1st Murder.DiscussionThe elements required to be found guilty under the FM Rule of 1st Murder are: 1) The unlawful killing must happen while one is in the commission or attempted commission of a specific felony; 2) the felony must be inherently dangerous; 3) felony must not be an integral part of the homicide; 4) Death must be a consequence of the felony. [relevant case law?] AIs there sufficient evidence for 1st Murder?First section very efficient!Generally, the rule for 1st Murder is the intentional and unlawful killing of a human being with malice and with premeditation and deliberation. (Forrest) Premeditation (P) means to think beforehand, and deliberation means to measure and evaluate the major facets of the choice as a problem (Morrin). Premeditation and deliberation can happen w/in the twinkling of an eye; that is no time is too short for a wicked man to frame in his mind a scheme for murder, and to contrive the means of accomplishing it (Cardozo in Schrader). Guthrie further defines this by saying there must be some period of time between formation of intent to kill and the actual killing. P and D require an interval long enough for a reasonable person to take a second look at the nature of his response. Malice is defined as the (a) actual intention to do particular harm or (b) recklessness as to whether such harm should occur and or not. [caselaw?] Use these inserts to make points to studentsConsider breaking up this slide depending upon the size of the room...may be hard to read...But the elephant in the room HELICOPTER PARENTS

According to Prof. Kathleen Elliott Vinson, Hovering Too Close: The Ramifications of Helicopter Parenting in Higher Education, January 10, 2012 *The result of this type of parenting (which is the subject of many papers) are students who have difficulty moving from an environment which is monitored to one of self sufficiency. Problems with self-advocacyProblems with self-relianceProblems with managing personal time

*http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1982763What about the chicken and egg problem-is this addressed in the literature? Are parents like this because of some underlying characteristic of the child (e.g. is it a reaction to children developing more slowly-ADHD, etc) who are otherwise bright? What we may see in our students. Maturation issuesEffect on professionalismAn ability to acknowledge mistakes and work through themEffect on expectations Lawsuits anyone?Sense of entitlement and expectationsOr, as my mother would comment on occasion, their mommas loved them way too much (dads too!)Immediate communicationQuestion of filter?Sources of informationEffect on collegialityEffect on learning

Concerns about independence and maturationI know you presented earlier this year on the meaning of "business casual", and I was wondering if you have any of that information stored electronically that you could send meIts all on my TWEN site as well as another site as well as the video of the program (and none of this is a secret)

Dear Joyce,I hope all is well. A couple of [my} students have reported that they are unable to find and access [my} past exams on Twen. Has something changed or do they need to do something?Mon, Apr 30, 2012 at 10:42 AM Don't know what to say- it's where it should be - did they "join" Past Exams - Academic Advising and then hit [professors course name] and then your file? If they are having problems - have them talk to one of the librarians JoyceMon, Apr 30, 2012 at 11:45 AM Thanks Joyce- I just wanted to be sure that nothing had changed. And I also checked with the librarian who handles TWEN. And I finally just copied all the exam questions and emailed them to the student

There are different students and different emotionsBut there is a higher level of anxiety and desires to be the better students (to get the job)Thoughts to deal with this:Have a go-to person in your mental health/student health department. Memorize the name and number!!!In a perfect world have an on-site person at least part-timeMake sure that students understand cause and effect regarding how they prepare and study for examHOWEVER, think about your message to emphasize the process of legal analysis rather than the grades. informative but recognize that knowing what to do is the critical task not X g.p.a. but make sure they realize where the grade ranges fall. POST IT.Message of knowing what to do, practicing what to do, focus on process not result. 29Maybe cut a few of the words so the text all appears on the slide (running off of bottom)Suggestions Make them do it: Student (email) I was wondering if I could come in at some point early in the week to meet and talk about scheduling for next year. I would also like to make sure I don't have any holds on my record. [then lists times to meet]Me: 10:30 on Tuesday - the holds are your responsibility to check; if you did not go to the presentation [on registration basics and advice] last Tuesday at noon - the video is posted on my Academic Advising Workshop TWEN site. Please look at it before we meet tomorrow. But be realistic and have at times baby steps if necessary for the most needyHave sessions/handouts/etc. that break down topics into pieces Be prepared to have one-on-one for the needy/significantly troubled I would consider a different word choice than needy or troubled-it implies a bit a value judgement that might draw a challenge from the audience

How students communicate and networkIssue of inappropriate communications!1L; Hello Joyce, I was directed to you by [Career Service] about my interest/concerns of improving my test taking and studying abilities, as I was not overly satisfied with my performance first semester. [75 80%] Please let me know if you would be able to meet with me sometime in the near future. I have posted my weekly availabilities below. Me: 10 on this Friday works; see you then, Prof HerlethText languageUnfamiliar with formalityOpen door head on in! (who me? Knock?)

Subtle hintSolutions: Require formality Teach professionalismDont be afraid to tell particular offenders that they need to clean up their actIts uncomfortable to tell a student they are too loud/that jokes in class are not welcome/that you expect them to refer to all professors as Professor even in meetings. Make sure you also maintain formalityWatch Linked in/Facebook (nonprofessional)But declare colleagues at graduationEverything I Need to Know For Law School (at least for the first month)Prof. Joyce Herleth, Director of Academic Advising34I learned in this presentation!Orientation instruction Technology and Etiquette in the Legal Culture: or How to Properly Schmooze.Tuesday January 23, 201212:00 12:50 p.m., room 303Offices of Academic Advising and Career Services

2Ls/3Ls with Career ServicesCommunication issues: getting them to pay attention to what they are readingMay need to work with students on critical reading skills because some students have difficulty staying on task sufficiently to pull out material facts/synthesizeMay need to work with students if they are not getting sufficient information from classMay need to work with students to make sure they read carefully on examsMore practically make sure they read your emails/letters/and other stuff you send them.

how do you do that? Do you have specific strategies that work better for some than others?Short attention span suggestionsEmails to the point no longer than a tweetBulletsUse alternatives for emails since many delete (so put in heading something that will bet them to open it)pizza and a workshopWant to pass the bar? Come to this!Really think about an Academic Support separate Facebook page. Brand those clichs! Use similarity of terms to remind students of what you are talking aboutMake posters popMake the message simpleRemember the rule:Tell what you are going to tell themTell themTell them what you told themAnd limit your points no matter how wonderful they are!Powerpoint/videos only work if they can capture the audienceI always think about it as tell them, show them, tell them-which I think gets more to the heart of legal analysis because you have to explain/analyze/justify what you told them....Sample questions for critical reading: When reading cases, need to have students ask themselvesAre these facts?Are these rules? Are these other- like (public) policy?If facts: Are they material facts?If rules:Examine and figure out how to decide what court wantsIf policy Decide what the policy isExamine and figure out why this policy is significant

STRUCTURE IS WHAT CAN HELP STUDENTS GROW Laptop and multitasking!! You will lose them when:Student laptop users tend to go off-task when X-(anything) occurs for 4 minutes or more...When professor is engaged in Socratic method with one student, there is an increase in off-task behavior by other students.When a classmate engages with professor, there is an increase in off-task behavior by other students. When professor is monotone, or, overly uses one linguistic intonation style, students tend to increase off-task behavior.Approximately 40 minutes into class, off-task behavior increases.When professor calls on students in expected order, off-task behavior increases.

Before You Ban: Empirical Data on Student Laptop Use Prof. Kim Novak Morse, Saint Louis University School of Law

If you have a class/program try: Announcing-the-Good-Stuff Strategy: Ultimately, courts look at X...; The upshot is... Using the Rupture Strategy which directs students to something:Look at page X...; On the screen, notice X..., Changing-up-the-Voice Strategy with signal phrases like: This would be a good exam question... I want to flag for you... , The critical idea here is or, rising intonation found in questions: Because........?Problem-Posing Strategy: If we alter X, what might Y?Keep-the-Show-Moving Strategy: may present info (5 min or less) switch 2) ask a question to the class (5 min or less) switch 3) direct students to book (5 min or less)switch, etc.Moving-into-students-space Strategy: Students redirect attention when professor moves toward off-task individuals (but surprisingly only for a short time).I would spend even more time of this-this kind of slide is the take home for the listener-this is really good-might want to break into 2 slidesSo should we go digital? On-line classes?MaybeMaybe not

Things to consider*Courses really need to be standardized and clear in the expectations of what the objectives are, as well as the method of assessmentActually difficult to accomplish on ones own, absent some expertise- so use technologyOn the other hand, there are more one-on-one aspects to on-line workStudent can repeat/review at own paceStudent can determine with more accuracy where the problems areQuicker response time than pen and paper (ok, computer and response)Dan Bennett The Imperfect Art of Designing Online Courses, Chronicle of Higher Education April 29, 2012How or why??

Possible ideas: Dont forget to use whats out thereCALI and other on-line study aidsOften for bar prep, can get the leading for profit programs (e.g. BarBri and the like) to work with you to prepare some m/c questionMany companies are willing to help you create your own booksAlso NCBEX will sell for a cost And of course one can use clickers and the like So what is important is the personalize aspect no matter how its accomplishedTutorsTASAnd of course, you. Timing issues

Nagging by parents/undergrad experience can make 1Ls (particularly) vulnerable to time and self-motivation issuesNot often enough did parents allow consequences to happen. Too much protection and fighting their childrens fightsToo much programming suggests that students need to be told when to do things more If they think they are special and thus too sure of themselves will they wait until it is too late to start?I want it and I want it NOWPart of multitasking and all internet usageEven if you are free for students at consistent times encourage appointments (on-line)Rsvp for workshops (on-line)If the information is readily available make them get it. Remember the goal is professionalismLast issue: time managementEmphasize time management journal it for students having issues Make them note location and quality of attention to studyingEmphasize that legal analysis cant be done quicklyMake it a part of our culture by reminding students of what they should be thinking about: Facebook about filling out bar applicationFacebook about starting outlines (in conjunction with programs large and small)Emails may be ok but remember short and sweet and rsvpConsider adding other ideas about social media-how to use targeting texting even, twitter, etc

Bottom line: Some students not all are programmed to expect success alwaysSo its hard for them to be open to the new reality of law schoolWe need to educate not only in the basic structure of law school, but be prepared to EntertainRemindExplain in small segments and detailListen and empathize

On the horizonThere are always new theories in education and a noted scholars Duckworth and others found that students who push through with long term stamina tend to do better. The buzzwords then are:

PerseveranceFailure Grit

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087- 1101.Think this word is critical-I would use it. It also sums it up in one wordGood thought to end presentationDrs. Angela Duckworth and Martin Seligman (2006) found that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement. *

Dan Laitsch Self-Discipline and Student Academic Achievement Research Brief, June 26, 2006 | Volume 4 | Number 6Duckworth, A., & Seligman, M. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16 (12), 939944.

How did they define self discipline? What kind of research was it..