Kudos to the Executive Board of NECASP for putting together a terrific slate of presentations for its December 2015 conference. The morning sessions focused on “Innovative Strategies to Prepare our Changing Students for the Bar Exam”:
First, Camesha Little presented on Texas A & M Law School’s holistic bar exam program. The program objectives include managing anxiety, maintaining study schedules, and identifying outside issues. The program brings in folks from outside the ASP program, including alumni, faculty, the legal writing center, campus administration, and community partners.
Next, Leah Plunkett presented on the University of New Hampshire Law School’s relatively new use of a required preliminary bar exam to assess students' substantive knowledge of selected first year courses in connection with bar readiness. The presentation focused on how UNH is exploring the role and value of the preliminary Bar Exam. Though required, students’ scores on the preliminary bar exam are neither made part of their transcripts nor factored into their GPA’s.
In the last morning session, Sabrina DeFabritiis of Suffolk University School of Law presented on her pre-graduation course designed to prepare students before they prepare for the bar exam
The afternoon sessions provided a series of varied an informative presentations:
Elizabeth Bloom of New England Law School presented on designing courses that propel student learning outcomes to make learning happen. Professor Bloom’s presentation was very timely in light of the ABA’s shift in focus from teaching to learning and from curriculum to outcomes.
Chelsea Baldwin, of the Appalachian School of Law presented on her current work aimed at creating a framework for interacting with students and arriving at solutions to problems. Professor Baldwin’s presentation was entitled: TREATS Affects Performance – Six Categories of Intervention for At-Risk Law Students
Antonette Barilla of Elon University School of Law, presented on “Promoting Self-Awareness in Legal Education.” Her presentation drew on the work of Michael Hunter Schwartz, Barry Zimmerman, Jason Palmer, and others. She focused on common attributes of the millennials who inhabit our classrooms and strategies that can promote self-awareness and learning in the classroom.
James McGrath, of Texas A & M Law School spoke on “Integrating Effective Cognitive Learning Techniques into First Year Doctrinal Topics – Torts.” Professor McGrath drew on works such as Making it Stick, Peter Brown, et. al., and How We Learn, Benedict Carey. Professor McGrath discussed his implementation of “spaced practice” in his Torts syllabus to promote long-term learning.
(Myra G. Orlen)
