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Program Design for Newcomers

Program Design for Newcomers.

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Program Design for Newcomers

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  1. Program Design for Newcomers a presentation byKen RosenblumTouro College – Jacob D. Fuchsberg Law CenterCharlotte TaylorDePaul University College of LawDennis TonsingRoger Williams University Ralph R. Papitto School of LawCarole WastogLouis D. Brandeis School of Law at the University of Louisville

  2. This presentation willconsist of two parts: • Identifying the goals of your program  Identifying the different ways to meet those goals

  3.  What are theGoals of the Program? From the perspective of: • The Dean • The Associate/Assistant Dean • The Faculty • The Students • You – the ASP professional

  4. What are theGoals of the Program? • Bar Prep • Teach Skills • Teach Substance? • Help the bottom of the class • Target “at risk” students • Make your school look good • Retention • Recruitment tools • Access to information • Increase Diversity • Resource for Students • Prevent isolation of minority students • Appease students

  5.  How do you implementthose Goals? Looking at four different “case studies” • Touro College • Ken Rosenblum • Roger Williams University • Dennis Tonsing • DePaul University • Charlotte Taylor • Louis Brandies School of Law • Carole Wastog

  6. Program Design for Newcomers a presentation byCharlotte TaylorAssistant Dean for Multicultural AffairsDePaul University College of Lawco-author of Bridging the Gap Between College and Law School: Strategies for Success (Carolina Academic Press 2001)

  7. How do you implementthose Goals? • A Case Study – DePaul • Goals at DePaul • Target & retention of “at risk” students • Assist students in jeopardy • Access to information • DePaul began as a program for minority students and has now become a program for all “at risk” students

  8. Goal – Target & Retention of “at risk” students • “Small” twice weekly classes for “at risk” students • Other students can get in from wait list • 2 strikes and you’re out • Class focuses on skills and NOT substance • Use as text Bridging the Gap Between College and Law School: Strategies for Success by Stropus and Taylor

  9. Goal – Assist students in academic jeopardy • Small classes and/or individualized help for students in academic jeopardy • Depends on what students need and want • Offer counseling for personal and academic problems • Same focus is on teaching skills (outlining, exam prep, etc. again using Bridging the Gap by Stropus and Taylor)

  10. Goal – Access to Information • Monthly workshops • that focus on skills for all 1st year students • Website • that includes presentations from monthly workshops, tips on time mgmt, outlining, etc., links to websites with practice exams & more • ASP library • with various study aids for students to borrow • Materials on reserve in law library • with videotapes from monthly workshops as well as handouts, study aids, etc.

  11. Good Luck! Remember: two steps to creating or modifying a program: • What are the goals of your program? • How will you implement those goals?

  12. Roger Williams University Ralph R. Papitto School of Law Academic Support Program Spring 2002 . . . a sampling

  13. What we’ll cover . . . Input, Buy-In, Idea Generation ASP Program Objectives ASP Program Components

  14. Input Denise Rousseau Robert Webster Conferences with Law School Faculty & Administration . . . Laurie Barron John Moffa Christel Ertel David Zlotnick Diana Hassel Gail Winson Chelsie Horne Colleen Murphy Ed Eberle Michael Yelnosky David Rice Carl Bogus Peter Margulies Louise Teitz Linda Vieira Harvey Rishikof Emily Sack Paul Vivieros Jessica Elliott Kathleen Burch Elizabeth Colt Tony Simpson Robert Kent Larry Ritchie Nancy Waggner Debra Cohen Lisa McElroy Ellen Saideman Lucinda Harrison-Cox Jonathon Gutoff Chrissy Mann Andrew Horwitz John Kunich Bruce Kogan Kim Baker Kathy Massa

  15. Class of 2002 Class of 2003 Input Conferences & Luncheons with University Administration & Law School Student Groups . . . Alumni Learning Specialist Laura Choiniere Academic Development Dean Michael Cunningham Moot Court Law Review Security Director Bruce Bowie Evening Division Students Student Affairs Dean Richard Stegman Class of 2004 SBA Officers & Class Reps Multicultural Law Students Association The Docket (School Newspaper)

  16. Academic Support Program Specific Objectives Supplement the curriculum with a variety of opportunities to enhance learning skills and develop more efficient, effective methods of studying, comprehending, and writing in the law school environment. Assist students with Bar Examination preparation. Provide a comprehensive network of presentations, activities, tutorials, and workshops designed to stimulate learning and amplify the classroom experience.

  17. Academic Support Program Overarching Objectives Demystify Law School Help Students Achieve Fluency in the Language of the Law Familiarize with Law School Exam Preparation Accommodate Disabled Students Prepare Students for Law Practice Encourage Bar Exam Preparation Provide Schema Teach Students to Teach Themselves Maximize Academic Potential Decrease Isolation

  18. …Helping Students Achieve Their Objectives

  19. Achieve your triple objective: Personal best grades First time bar passage Deep, rich foundation for the professional practice of law

  20. ASP Program Components . . . designed to help students develop fluency in comprehension and production, as well as specific classroom, examination, and practice-related skills.

  21. Fall 2002 Program Components Orientation 2002 Weekly writing sessions Essential skills presentations Simulated examination sessions One-to-one mentoring

  22. Orientation 2002 Objective Empower the students to learn, so they may begin their law school studies as informed, confident students from the first day of class.

  23. Fall Semester Bridge to Exams

  24. Weekly Writing Sessions(directed toward exam writing) • Group instruction • Immediate feedback • Principles of organization • Automatization of process • Emphasis on analysis This is the students’ introduction to exam-answering

  25. Essential Skills Presentations • How to Brief Cases • Taking Notes in Class (& What to Do with Them) • Manage Your Life & Manage Your Time • Creating Super Course Summaries (Outlines) • Study Environment, Study Tips, Study Groups • Powerful Exam Answering • Flow Charts and Graphic Organizers

  26. Your Academic Support Program announces… "Manage Your Life -Time" A lawyer’s time is her stock in trade. Your time – your life – is valuable. Learn “hands-on” management skills every law student should know – and every lawyermust know! Sample Poster SPECIAL PRESENTATION You can’t afford the time to miss this presentation. I’ll show you how to make time for law and life!

  27. Time Management“A lawyer’s time is his stock-in-trade.”Abraham Lincoln (Sample Excerpts)

  28. Busy Lawyers Carefully Balance their Professional Practice with . . . Family Spiritual Physical Social Needs & Obligations

  29. How much do lawyers work? (Example of a light work schedule) 8:00 – 6:00 & 7:30 – 9:30 Monday 7:00 – 6:00 Tuesday 8:00 – 5:00 & 7:00 – 9:00 Wednesday 8:00 – 5:00 & 6:30 – 10:00 Thursday 8:00 – 5:00 Friday Saturday – 9:00 – 1:30 Weekend Total hours 60

  30. So should busy law students.

  31. That schedule allows for . . . Eight hours of sleep each night Light (or “working”) lunches each day Dinner with family or friends each evening One night out or with family during the week Friday nights out or with family Saturday afternoons and evenings to relax Exercise five times during the week Sundays completely free

  32. Sample One-WeekSchedule

  33. Sample One-WeekSchedule SLEEP HOURS 56 Breakfast & Excercise every day MEM. CONT LEGAL METH FLOW CHART CLASS HOURS 15 LEGAL METH PROP SUM'Y CON HYPO ANS. R&B TORTS PROP SUM'Y CRIM MEM. LEGAL METH FLOW CHART CRIM HYPO ANS. LEGAL METH R&B PROP STUDY HOURS 40 PROP MEM. CIV.P. MEM. CON SUM'Y R&B PROP FLOW CHART FLOW CHART Dinner with friends & family PROP HYPO ANS. R&B CIV. PRO. CIV.P. HYPO ANS. TORTS SUM'Y OTHER PARTS OF LIFE HOURS 57 TORTS MEM. R&B TORTS CIV.P. SUM'Y R&B CON FLOW CHART TORTS HYPO ANS. R&B CON

  34. Sample One-WeekSchedule SLEEP HOURS 56 NOTICE THE BALANCED LIFE CLASS HOURS 15 STUDY HOURS 40 OTHER PARTS OF LIFE HOURS 57

  35. Don’t let law school overwhelm you!

  36. New Presentation! Sample Poster Academic Support Program We help students become lawyers. SPECIAL PRESENTATION ANNOUNCEMENT Creating the Exam-Targeted Course Summary

  37. Creating the Course SummaryIt’s like writing your own book! (Sample Excerpts)

  38. How to Create Your Course Summary Think of your outline as a completed jigsaw puzzle – put all the pieces of what you’ve learned into one cohesive picture.

  39. How to Create Your Course Summary (cont’d.) • Break each rule into component parts (elements) • Provide the standard, test, and any exceptions for each element • Define each term • (These standards, tests, exceptions, and definitions will eventually provide shape and structure for your examination answers) Important!

  40. How to Create Your Course Summary (cont’d.) • Identify the policy reasons behind each rule, element, standard, test and exception Professors love policy! WHY? Summarizing without policy is like learning chess moves without learning when or why to make the moves . . .

  41. Study Tips (Sample Excerpts)

  42. Study Tips • Recognize (discover?) your most effective learning styles, and adjust accordingly • Visual/Verbal • Visual/Nonverbal • Tactile/Kinesthetic • Auditory/Verbal • Try the “Learning Style Survey” • http://silcon.com/~scmiller/multiple/multiple_choice_questions.cgi

  43. Study Tips • “SQ3R” active reading method • Survey (pre-reading) • Question • Read • Recite • Review

  44. Cycle Spider Map Fishbone Map Network Tree Use of Graphic Organizers

  45. Responding to HypotheticalsHow to answer law school essay exam questions (Sample Excerpts)

  46. Exam answer analysis • “Interweaving” begins . . . • Ask: How do relevant facts relate to this law? • Scrutinize the facts in relation to the law • Ask: Are any facts ambiguous as related to this law? If so Congratulations! You have discovered a discussible issue . . . Hint: Usually, Plaintiffs and Defendants have different interpretations Address alternative interpretations

  47. Presentation Aspect • Never discuss what the professor expressly tells you not to discuss • Always discuss what the professor expressly tells you to discuss

  48. Simulated Exam Sessions “Students who took practice exams in the fall session raised their GPAs by 1.5 points if they attended at least one workshop. … Students who actually write out a dry-run test or two are less likely to be shocked into writer’s block when they face their first real exam.” Kristine Knaplund UCLA Law School

  49. Simulated Exam Sessions “The best way to prepare for your law exams . . . is to take some law exams. If you want to develop a facility for clearly applying the law you have studied to new facts, the best way to do it is to practice at it.” Joseph Glannon Suffolk University Law School

  50. Simulated Exam Sessions • Two-hour Torts session • Two-hour Contracts session • Each repeated several times • Thursday, Friday, Saturday • Answer guides (not answers) • Self-critiquing guides • Peer-critiquing encouraged

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