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Embracing the Future of Academic Assistance in Legal Education

This paper explores innovative approaches to academic assistance in legal education, drawing insights from the Carnegie Report and best practices. It emphasizes contextualized support, co-teaching, and the importance of formative assessments. The recommendations include individualized feedback training, peer tutoring programs, and a focus on student wellness. By integrating these strategies, we can create a learning environment that nurtures self-regulated learners and balances doctrine with practical skills, ultimately enhancing students' academic experiences and preparation for the bar exam.

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Embracing the Future of Academic Assistance in Legal Education

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  1. LSAC AATW: The Future of Academic Assistance Louis N. Schulze, Jr. New England Law | Boston A Golden Opportunity: The Influence of Carnegie, Best Practices, and Humanizing

  2. Recommendations from the Carnegie Report • Rec: Formative assessment *ASP Solution: Contextualized ASP • Rec: Make teaching explicit *ASP Solution: Co-teaching skills/ doctrine • “Self-regulated learners” *ASP Solution: “Academic Support Across the Curriculum”

  3. Recommendations from Best Practices • Train students on receiving and using feedback *ASP Solution: Rory Bahadur exercise • Crystallize institutional intentionality and assist in institutional assessment *ASP Solution: ASP stats

  4. Recommendations from Best Practices • Bar exam prep *ASP Solution: Graded/ for-credit bar prep courses • Summative assessments = formative assessments. *ASP Solution: Individualized exam post- mortems

  5. Recommendations from the Humanizing Movement • Rec: “Do no harm.” *ASP Solution: Building community • “Teach Students, not Subjects” *ASP Solution: Individual academic counseling; Peer tutor programs (relatedness); Learning styles theory • Support autonomy/ healthy learning environment *ASP Solution: The impact of academic support on students’ psych wellness

  6. The Future of ASP • A more pronounced role in the legal academy. • Provide more support for each others’ institutional position. • Erase the false dichotomies between doctrine and skills, scholarship and teaching, and scholars and teachers.

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