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Integrating Academic Assistance Into the Casebook Classroom. Courtney G. Lee University of the Pacific McGeorge School of Law Jeff Minneti Stetson University College of Law. Objectives. - PowerPoint PPT Presentation
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INTEGRATING ACADEMIC ASSISTANCE INTO THE
CASEBOOK CLASSROOMCourtney G. Lee
University of the Pacific McGeorge School of Law
Jeff MinnetiStetson University College of Law
Objectives• Understand variables associated with integrating
academic assistance into casebook courses and evaluate how the variables may play out in your program
• Consider an approach to integrating academic assistance into the casebook classroom
• Become familiar with formative and summative assessment strategies that measure academic skill acquisition as well as substantive understanding
• Discuss methods for encouraging other faculty members to incorporate academic assistance skills into their classrooms
So What’s this Presentation Really About?
Variables to Consider• Course Subject– Required or elective– Bar tested or non-bar
tested• Forum for Delivery of
Academic Assistance– Casebook course or
supplement to casebook course
• Enrollment– 1L, 2L, and/or 3L– Voluntary or involuntary– Mixed ability levels or
exclusively struggling students
– Managing stigma• Class Size– Small or large
• Instructor– Full-time vs. adjunct
Course Subjects• Required vs. Elective Courses – Enrollment Draw– Materials – Content/Coverage
• Bar Subjects vs. Non-Bar Subjects– Skills Transfer – Enrollment Draw– Materials Available– Content/Coverage – Utility to Out-of-State Bar Applicants
Forum for Delivery of ASP Skills• Casebook Course vs. Supplemental Course– Integration of skills and substance in materials– Substantive coverage concerns– Course/professor credibility– Exposure to all or some students– Stigma – Perception of students not enrolled
Enrollment• First Year– Early intervention– GPA-based motivation– Possible mislabeling of “late bloomers”
• Upper Level– Proximity to bar exam– Demonstrated need for assistance– Lack of motivation
Enrollment• Voluntary vs. Required – Stigma– Reaching students that need help– Unmotivated students’ affect on class– Attrition concerns
• Mixed Ability Levels vs. Exclusively At-Risk– Effects on class discussion, grading curve,
instruction pace/coverage, stigma– Class size
Enrollment• Managing Stigma
– Messaging• Emphasize that legal education is a transformative process, not a race
with winners and losers• Encourage students to set academic goals focused on best efforts and
mastery of material, not specific grades• Emphasize that law school and the legal profession have room for
individuals with a variety of gifts – Programming
• Provide some level of academic assistance programming to all students, not just those at risk or who struggle academically
– Integrating• Find ways to get involved in the law school community beyond your
work with at risk and struggling students
Class Size• Large vs. Small– Diversity of viewpoints in class discussion– Effectiveness of small-group work– Ease of assessment/providing feedback – Ability to tailor instruction to students’ needs– Formal vs. informal environment– Ability of students to “hide”
Instructor• Full-time vs. Adjunct– Expertise – Institutional knowledge– Accessibility– Commitment to course – Cost
Variables to Consider
Review & Application to Your School• Course Subject– Required or elective– Bar tested or non-bar
tested• Forum for Delivery of
Academic Assistance– Casebook course or
supplement to casebook course
• Enrollment– 1L, 2L, and/or 3L– Voluntary or involuntary– Mixed ability levels or
exclusively struggling students
– Managing stigma• Class Size– Small or large
• Instructor– Full-time vs. adjunct
Integrating ASP & the Casebook Classroom• Craft learning objectives that focus on the
academic skills and substantive content you seek to develop– Sequence the objectives
• Tie the academic skill objectives to casebook content objectives
Crafting & Sequencing Learning Objectives
• Academic Assistance Skills– Derive rule statements from cases– Distinguish between rule statements and policy statements
in cases– Synthesize rule structures from cases– Generate an outline of a legal topic– Annotate a course outline with case descriptions– Draft an effective explanation of law for an exam response– Draft an effective application of law to fact– Use cases to support legal argument– Use policy to support outcome predictions
Crafting & Sequencing Learning Objectives
• Casebook Content Skills– State the three-part test for testator capacity– Explain the elements of undue influence– Apply the elements of undue influence to a fact
pattern
Link Skills & Casebook Content Objectives• Derive the three-part test for testator capacity from
American Red Cross v. Estate of Haynsworth• Use the courts’ opinions in Carpenter v. Carpenter, Hack
v. James, RBC Ministries v. Tompkins, Carter v. Carter, and Taragian v. Watt to synthesize the rule structure for undue influence
• Generate an annotated outline of undue influence in light of the courts’ opinions
• Through a mock client interview, assess whether a client’s testamentary plan is the product of undue influence
Assessment Strategies Linking Skills & Casebook Content
• Formative– Observations during class– Review of case briefs and outlines– Individual or small group conferences– Feedback on ungraded practice questions– Clickers or other surveys– Lawyering-skill exercises– Graded/ungraded quizzes
Assessment Strategies Linking Skills & Casebook Content
• Summative– Exam– Lawyering-skill exercises• Could use in place of traditional response to practice
question
Encouraging Other Faculty Members• Informal advocacy– Build relationships with casebook professors– Talk with casebook professors about assisting
struggling students– Provide workshops for casebook professors– Team-teach workshop(s) with casebook professors
• Formal advocacy– Make integration of skills part of strategic plan– Participate on faculty committees– Develop/revise academic policies to reflect
integration of academic policies
Objectives Review• Understand variables associated with integrating
academic assistance into casebook courses and evaluate how the variables may play out in their programs
• Consider an approach to integrating academic assistance into the casebook classroom
• Become familiar with formative and summative assessment strategies that measure academic skill acquisition as well as substantive understanding
• Discuss methods for encouraging other faculty members to incorporate academic assistance skills into their classrooms
Final Product
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