Strategic Plan:
KRA2. Improving Student Academic Performance

DRAFT

2010 Key Results

1. Above state average for first time takers on the Ohio bar examination and annual improvement in the percentage of all takers passing the bar.
2. At least double the number of annual in-house presentations to teaching faculty on current issues and advancements in teaching and testing.
3. Specialized academic support delivered to those identified as being at the most risk of being unable to successfully complete law school without it.
4. Faculty agreed-upon, objective measurement of the effectiveness of each academic support program.
5. Preparation of students for career success through:

a. Annual increase in the percentage of students writing at the highest targeted levels upon graduation.
b. Assessment of current specialized instruction in statutory construction and interpretation, and, if necessary, development and implementation of curriculum revisions to increase such instruction at various points in each student’s legal education.
c. Expanded curriculum offerings which enhance students’ ability to use law-related technology.

2006-2010 Strategic Work

1. Monitor, for the next three years, the fair attrition/support approach adopted by the faculty via reports each semester to the faculty by the Dean (including bar passage rate, attrition rate and impact on minority students)
2. Further clarify/expand the approach (should the approach demonstrate success) by:

a. referring to AAC proposed revisions of the dismissal policy;
b. developing a package of services to help multiple time takers;
c. instituting a tutoring program for at-risk minority students preparing to take the bar exam;
d. reviewing and addressing problems with the part time day program; and
e. planning for a minor reduction in class size in light of possible falling entering credentials so efforts to increase bar passage are not undermined.

3. Consider other approaches (should the current approach not demonstrate success), including:

a. mechanisms to ensure that attrition occurs consistently across the curriculum;
b. a minimum GPA that must be obtained in all required bar courses;
c. a “Mock Bar Exam.” ; or
d. a drastic decrease in the size of the entering class.

4. Apply the writing rubric to 1st and 3rd/4th year students to assess writing proficiency and gather data on students’ writing strengths and weaknesses.
5. Enhance the writing skills of students participating in moot court by requiring these students to take a course in appellate advocacy (or trial advocacy where appropriate) and giving academic credit (including upper class writing credit) for participation.
6. Gather information on current instruction in statutory construction and interpretation. Building on best current practices, develop statutory interpretation exercises for the faculty to run in appropriate code and statutory based courses; expand the teaching of statutory interpretation techniques in LR&W and in Legal Drafting; and add statutory interpretation skills to appropriate academic support programs.
7. Conduct Faculty Development events (utilizing inside and outside speakers) on new advancements in teaching and testing: including learning theory, exam writing and testing methodologies, and the use of technology in teaching. Specific sessions to be targeted at fulltime faculty and at adjuncts.
8. Reach out to all faculty (legal writing faculty, adjunct faculty and to upper class faculty) to ensure they are committed to the fair attrition/support approach; are aware of the writing expectations; emphasize statutory construction where relevant, and have exposure to new advancements in teaching and testing.
9. Develop and conduct a series of first year academic support programs(summer, fall and spring) that train students (who are most at risk of being unable to successfully complete law school without academic assistance) in case briefing, note taking, outlining, exam writing, studying skills and time management etc.
10. Identify and apply criteria measuring the effectiveness of all academic support programs (including first year ASP; Legal Analysis; Supplemental Legal Writing; and the small and medium sections)
11. Create a basic technology course or offer training sessions to educate students who need such training on basic skills such as Word, Excel, and PowerPoint etc.
12. Create, and recruit faculty (full-time and adjunct) to teach, additional “technology” focused courses, which integrate instruction on relevant legal technology into the course’s substantive area. This could include:

a. Creating “technology” sections of existing courses such as Trial Advocacy, Business Planning Practicum, and General Practice.
b. Creating courses with technology components such as Advanced Discovery.

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