For our blog this week, Christopher Engle-Newman and I discussed our experiences with legal scholarship and the AASE/AccessLex Scholarship Grant, in hopes that it might inspire you to pursue your own scholarship and some funding to help it along!

Chris: Erica, I am excited we get to talk about scholarship and the opportunity for grant money for the ASP-community to promote scholarship, especially since we did not initially see ourselves being scholars in our roles. I don’t know about you, but I found the idea of producing scholarship very intimidating, and I definitely felt like an imposter simply thinking about writing an article, especially since it wasn’t required or part of my role.

Did you experience something similar, and what prompted you to write your first article?

Erica: Thanks so much for reaching out and helping get this conversation started, too! Yes, I have always felt like an imposter—in law school, in practice, and in academia. Though, I think that is a more common feeling than many of us know.

When I first started to think about legal scholarship, I had just started my new role in law academic success. I had also (within the last couple of years) learned just how neurodivergent I was. And as I started my new job and began to learn about the NextGen bar exam, I did some practice questions online, which helped me realize just how challenging some of the wording and skills features could be for neurodivergent law students like me. Then it hit me, “I should write about this!” Having a faculty mentor tell me that my idea was not silly, that people would find it valuable, and that I should add to the conversation was immensely motivating and encouraged me to apply for the AccessLex Scholarship Grant with my idea.

Was your journey similar?

Chris: For me, scholarship was one of those things I had a love-hate relationship with, and as part of my faculty status, I was not required to do it, so I avoided it. At the same time, as a visiting professor, I knew that scholarship is currency in academia, and so my motivation to write something started from an extrinsic point of motivation — to become a permanent faculty member. Even if it wasn’t required for my role, I knew that it would benefit me to show I was capable.

Erica: Chris, I can definitely understand the love-hate relationship. It is time-consuming, especially for those of us in A/BSP who already feel stretched thin with our administrative work and bar efforts. But I find that the right project can move my feelings on a piece from an obligation or drag on my time to something that keeps me writing and researching. How did you decide to write on legal online education and what motivated you to write about it?

Chris: Finding a subject to write about was difficult at first, for me. I felt pressure to write something novel, and I did not think I had anything to add to any conversation. Then, in early 2024, I wanted to submit a presentation proposal for the AASE conference in Boise that year. AI had just made its big entrance to the world stage, with its ability to “pass the bar exam” and mounting worries educators had about AI, and I had an idea! That proposal led to me presenting at the Boise AASE Conference and then wonderful AASE colleagues immediately told me I should turn it into an article. Because I had already done some research, I thought, okay, I’m going to do this. It ended with a final published product just this last couple of weeks!

Erica: Congratulations on publication! That’s exciting!

Chris: Thank you! I am pleased the process is fully finished. I thought I was done for a little while, but then I attended the AASE Scholarship Committee Brainstorming session last April. In brainstorming, I knew a number of law schools were getting acquiescence from the ABA to offer fully online, even asynchronous, JD programs. With my background in online education, I leaned into my educational psychology background and this prescient issue to write about how to move legal education fully online using the learning science theories that exist. This new project is the basis of my AASE/AccessLex Scholarship Grant. 

Have you had any discoveries from writing scholarship that surprised you or you didn’t expect?

Erica: Although I was not seeking a faculty position when my scholarship idea came about, a couple of years later when a tenure-track opportunity opened that I really wanted to apply for, I was so glad I had my AASE/AccessLex scholarly work in my background. I also found, like you did, that as I learned more about this topic, I wanted to explore other ideas related to it (so I have now a backlog of ideas that sit in a regularly updated email message, each idea waiting to be chosen like the little alien dolls in Toy Story).  My scholarship has also opened opportunities to speak and present at conferences and to work with organizations on neurodivergent legal education. I have also met so many other great legal scholars and educators writing on neurodivergent tangential topics like accommodations, bar exams, and legal writing, which has grown my professional network.

As for getting started itself, that can seem daunting. I imagine many others relate to the question “But what do I write about?” I face this quite often even when writing on this weekly blog! However, to that, I will pose back a question my mentor recently asked: “Is there something in legal education you have an opinion on?” I found it to be such a simple question with such a profound answer. Because yes, we all have opinions about something in legal education. When you’re engaged in this field, as many of us within AASE are, you inevitably have opinions that can lead to greater conversations on the matter. That can be the start of your AASE/AccessLex Grant Scholarship application and scholarly work.

How do you identify ideas for future scholarly projects?

Chris: I love the question your mentor posed! I think that is a critical starting point. I had the experience early on trying to identify specific projects that I thought would help me professionally, often focusing too narrowly on topics that I ended up not caring about. Did those projects go anywhere? No, not an inch.

Then, once I identified something I had an opinion about, it went from a presentation to a publication. Since then, I have been invited to talk about my paper at my own law school, elevating how the faculty view my expertise outside of solely “bar prep.” It also helped me connect with others in the AASE community who were interested in scholarship (like you!). It has really enriched my experience as a member of AASE and the academic community at large.

In terms of future projects, I let my interests lead me! As I now work on that idea from the AASE Scholarship Committee Brainstorming session (and after being awarded the AASE/Access Lex Scholarship Grant from that idea), I am starting a longitudinal study of an intervention my colleague and I want to see if it helps with academic performance and bar exam success. Now, I find myself needing to avoid getting ahead of myself and ensure I can commit to the projects I started.

Since we’ve both been grant recipients for this scholarship award, what advice do you have for others who are considering whether or not to apply? What would you say to someone who is on the fence and worried about whether or not they can do this?

Erica:  I think it really comes down to: “Why not?” First, the application is simple, asking only for the general idea of what you are thinking about researching. Even for me, my idea that I pitched, that I presented on at AASE, and even ended up publishing evolved as I went. The best way to think of the AASE Scholarship Application is simply to say, “This is my starting point in scholarship.”

I think one of the things I was most worried about with the Grant was the requirement to submit for publication in a year. I was not sure how I could do that on top of my full-time staff role, which also did not require me to publish—so everything I did on it was in addition to my job. However, I found that it was more manageable than I thought. I got a mentor from the Scholarship Committee who I could run things past and brainstorm with. My university, recognizing the interest in my scholarship, opened up opportunities to support my time writing. Even preparing for the AASE presentation was a relatively light lift given that I had already done the research and was more using it as a sounding board and spotlight of my work.

Honestly, getting it out the door was probably the hardest part. I wanted to keep writing, keep making it better. But that was perhaps more me.

What would be your advice to someone on the fence as to whether they should apply for this Grant?

Chris: I echo everything you wrote about your process. The application is a starting point. It does not need to be a fully fleshed out idea that is fully crystalized and never changes. In fact, if the contours of your project don’t change as you research, then that is probably more concerning. The application is very straight-forward. If you have an idea you want to share with the world, then you should definitely apply.

Erica: Chris, thank you again for your time and thoughtful discussion!

Chris: I really appreciated this conversation, Erica! We plan on being at the brainstorming sessions, and if anyone has questions, you can reach out to either of us!

If you have an idea, but you’re shy about sharing it with the world, or you’re just not sure it’s worthwhile, come to one of the AASE Scholarship Committee Brainstorming Sessions this month. They are a great opportunity to talk about your ideas in small groups and get some very supportive and nonjudgmental feedback on how to shape your ideas further:

• Friday, April 10 – 2:00pm ET / 11:00am PT
• Friday, April 17 – 2:00pm ET / 11:00am PT

The links will be in your email box this week!

And make sure you submit your application for the AASE/AccessLex Scholarship Grant by Sunday, May 2.

(Erica M. Lux &

Guest Blogger: Christopher Engle-Newman, Associate Professor of the Practice and Director of Bar Success, University of Denver Sturm College of Law)

Are we the paranoid androids of legal education? Is our fear of AI casting such a negative shadow that we are more skeptical of our students’ abilities? Could they (our students) really have made this much improvement to their writing in a short period of time?  Are we supporting and fueling bias with this skepticism? Again, are we paranoid androids?

I don’t have the answers, but I want to learn more so do as the doers do… ask.

I sat down with an honest and highly regarded law student (that is not currently in my class) and asked, “How are you and other law students actually using AI?” I made it clear that I earnestly wanted to know… no repercussions besides me writing their honest (and anonymous) response into this week’s piece.

I am a firm believer that the best way forward is to learn about AI and incorporate AI into legal education. Resistance is futile.

So here was my student’s unfiltered response in order of most often observed AI use to less frequent AI uses. I understand this is only one student’s observations and one experience does not speak for all, but their responses provide us with fuel for thought:

1. Case Briefing: inputting the case citation and requesting that AI generate a case brief to replace the reading preparation or to check that their prepared case brief is correct.

2. Summarizing Readings: inputting a PDF scan of the assigned readings and prompting AI with key takeaways of the chapter preps in “notes” form.

3. A prompt to AI requesting a comparison to explain the difference between two or more laws that are similar subject matter but have key distinctions.

4. Not so much on in class writing assignments but increased use of AI on take home assignments/exams or legal skills long term assignments.

5. Uploading recordings and prompting AI to summarize the recording or search transcriptions.

6. Creating flashcards and practice questions using input class notes into AI.

7. AI research tools, for example Westlaw and Lexis, which is sometimes emphasized as a necessary skill at internships.

… so no, we’re not paranoid… but we need to accept the androids.

(Amy Vaughan-Thomas)

We all know that law school isn’t just about learning doctrine and passing exams. It’s about becoming a lawyer. Yet for many students, professional identity formation feels abstract and disconnected from the day-to-day work of reading cases, outlining, and preparing for exams.

Academic support can help bridge that gap. Academic support professionals work closely with students on how they learn, think, and perform. As such, they can also shape how students see themselves as emerging professionals. When done intentionally, academic support helps students develop not just competence, but clarity, confidence, and purpose as they move into the professional world.

One hurdle academic support professionals face is that students often view academic support as separate from their future careers (it is called academic support, after all). Yet the skills we teach in academic support directly tie to professional identity. For instance, time management practices perfected in law school translate to reliability in the workplace. Issue spotting becomes analytical judgment. Seeking feedback becomes professional growth. If academic support professionals name these connections early in the JD program, students will better understand that what they’re doing now isn’t just about grades; it’s about becoming effective lawyers.

Another hurdle to professional identity formation is that it does not happen overnight. It requires continual reflection and growth. Because academic support professionals are so integrated into the student experience, we have an opportunity to engage students in reflective practices. For example, after practice exams, in workshops, and during individual meetings, invite students to consider how they are approaching their work. What kind of thinker are they? How do they approach a complex problem? What habits are helping or hindering their growth? Even brief reflection prompts can help students connect their academic work to a broader sense of self as they move toward a legal career.

There are other practices academic success professionals can integrate into their programming to help with professional identity formation. For example, academic support programs can reinforce agency and ownership in student development. Students need to see themselves as active participants in their development, meaning they should be involved in goal setting and encouraged to self-assess. When students feel agency, they engage more deeply and develop confidence in their evolving identity.

Additionally, academic success professionals can model their own professional identity. By demonstrating respectful communication, thoughtful feedback, and accountability, students will start to also internalize those behaviors. Further, students want to hear about diverse professional pathways. If they only see one model of success, they may struggle to find their own place, meaning academic success professionals should highlight different career paths and encourage exploration. Finally, academic success programs should place an emphasis on values rather than just outcomes. Obviously, grades, rankings, and bar success play a large role in joining the profession, but we all know they don’t define professional identity. Encouraging students to consider how they define success and what type of lawyer they want to be will help students anchor their identity in something more stable than academic performance metrics.

Ultimately, embedding professional identity formation into academic support does not require a separate curriculum. In fact, I wouldn’t be surprised if everything I’ve mentioned was already embedded into academic support programs across the country. But, with small, intentional shifts, academic support professionals can further bolster student success in the professional world.

(Dayna Smith)

This week, as I sat down with students to help them create their own realistic plans for Spring Break, I realized that my own plans were quite lofty and unrealistic. I say this especially because I had planned to take most of Spring Break off for personal time (something I don’t do as often as I perhaps should). And yet I slated so many class and administrative tasks for this same period. So, as I helped law students set their Spring Break goals, I realized that I needed to adjust and be more realistic about my own goals.

The traditional paradigm for goal setting—SMART goals—can help you set goals that are “achievable.” And honestly, for many, I imagine setting goals that can actually be met may be one of the hardest parts of goal setting.

For me, setting realistic, achievable goals during Spring Break can be especially difficult because in my mind I have classified it as a “free week,” so I start saving everything for Spring Break (while also not realizing I’m doing that). And rather than seeing it as a week when I will still have regular things happening, my mind characterizes it as a week that I have nothing going on—no student meetings, no classes—so “I can get so much done!” Even when I was a student, the goal of “I’ll get caught up on everything for the semester” was often too much for the same reason. And then, much like I’d set myself up now, I struggled to reach my goals because I would also want to claw back time to rest, relax, and recharge.

So, this week as I met with students, we started by identifying the things they felt the most behind on. We also acknowledged what they most needed to accomplish to feel like Spring Break was productive for them. Then, knowing when they planned to dedicate time to their studies (and when they planned to relax), we divided the bigger tasks and mapped out smaller, more achievable goals.

And, in an effort to put my own advice to use, and turn over a new Spring Break leaf, I decided to do the same. This year, I started by identifying all the tasks I need to accomplish, —writing an exam, grading (and more grading), and finalizing my legal writing brief problem. Then, I broke them into smaller tasks and began prioritizing them, which was harder here because each of these items are “due” the week we get back from Spring Break.

As I worked through this list, I recognized some tasks I could make smaller and get done this week, before Spring Break even started, especially if I dedicated an extra hour or two in the evenings and over the weekend. From this list of tasks, exam and brief problem writing would take the most focused brain power, so I needed to dedicate those tasks next week. I also rarely get grading done at the office, so I often grade from home in the evenings. And I reasoned that by working on my blog posts and smaller grading “chunks” at night this week, I could free up time to write exams and brief problems next week. In doing so, I created a plan where I would be able to slowly whittle away at my larger goals. And by restructuring my plans, I was able to create a more manageable and “achievable” to-do list for Spring Break.

So, regardless of whether you are a law student with lofty studying goals for the break or an academic professional gearing up for the last half of the semester (or looking ahead to bar prep), I encourage you to set yourself up for success. Get realistic, think small, and rearrange a few things to have a positive Spring Break.

Happy Spring Break!

 (Erica M. Lux)

We know that the upcoming AASE Annual Conference is going to be like our Vegas location: bold and full of excitement! As a special priority of the planning committee, we wanted to make sure we incorporated timely topics that are of interest to us in legal education, professional licensure, and academic support/achievement. So we are doing a second call for proposals – this time for HOT TOPICS! We are specifically soliciting proposals that are of a timely nature and will be slotted for approximately 30 minutes in the conference schedule.

The proposal submission form opened on Monday, March 9th and proposals are due by Friday, March 20th at 11:59 p.m.

This is an excellent opportunity for any member – seasoned, new, or somewhere in between – to share your knowledge about the timely topics that we are all facing. Please submit a proposal and share your knowledge with us.

Please check the AASE Newsletter or your AASE emails for how to submit.

Brittany Raposa’s recent published book “Fostering First Gen Success: A Guide for Law Schools” hit the stands a few weeks ago. Brittany has been involved in our field for over ten years and during this time has written several pieces and served in leadership roles in our field, all the while adventuring into motherhood, raising two young children. Today’s question & answer post serves to spotlight her accomplishments and allow others to learn from her success.

Question: What motivated you to write this book?

Answer: I was a first-generation law student—the first in my family to graduate high school, let alone college or law school. During my time in law school, I was often in “fight-or-flight” mode, anxious about whether I was keeping up, and constantly worried about being academically dismissed. I remember hearing whispers that people like me didn’t make it through law school, and at times it felt as if faculty doubted me too. Looking back, it’s hard to tell whether that was reality or imposter syndrome—but probably a bit of both.

This book is my response to that experience. I wrote it to urge law schools to recognize these challenges and, more importantly, to offer guidance and practical strategies so first-generation students don’t have to feel alone, confused, or filled with self-doubt. My goal is to help law schools foster an environment where students like me can thrive—not just survive.

Question: How do you manage your work responsibilities while also becoming a parent?

Answer: To be honest, I’m still figuring this out and learning every day. Managing work while becoming a parent is definitely a challenge. I try to approach it with intentionality: setting boundaries around my time, prioritizing what truly matters each day, and being realistic about what I can accomplish. Flexibility is important. I’ve learned to adjust my expectations, knowing that some days parenting demands more attention than work.

My stubborn self has also learned to ask for support—from my partner, family, and colleagues—and accepting help without guilt. It’s the guilt that chips away at me sometimes. But I’ve realized that “doing it all” does not mean doing everything perfectly, but rather being present and intentional in both roles. Being a mom has taught me patience, perspective, and creativity, which actually has helped me in my work.

Question: How do you make time to write?

Answer: Sometimes, after I finish a writing project, I ask myself: “How did I even do this?” But, when I think about it, I think I just set aside dedicated blocks of time, often early in the morning or late at night, when I know I can focus without distractions. Even small, consistent writing sessions add up over time. I also love writing, which helps. I remind myself why I’m writing: the impact I hope this work can have on others keeps me motivated.

Question: How did you secure this book opportunity?

Answer: I had the idea to write this book when I worked as a bar support professional in a law school. As a first-generation law student and law professor, I recognized a gap in guidance for students like me and really wanted to address it. I developed a proposal that outlined the book’s purpose, audience, and impact, and I reached out to publishers. I put myself out there, but I had never done anything like this before. I was really nervous, but I’m so happy I did it.

Question: What is one piece of advice you wish to share will our community as it pertains to career building?

Answer: I think it’s so important to lean into your unique perspective and experiences. Your background is a strength, regardless of what others think about it. Bring that authenticity into your work, put yourself out there, and remember: you are your best self. Approaching your career with that mindset helps quiet the voices of doubt—ones I know from experience can get very loud. Trust your voice and let it guide your career.

In the coming weeks, Brittany will be hosting a series of roundtables with other authors that contributed to this book. More information will be shared with our community once those roundtables are scheduled. Bravo to everyone that worked on this book’s and well done, Brittany!

(Amy Vaughan-Thomas)

Another bar cycle is behind us. The post-bar adrenaline drop is real.

The weeks leading up to the exam are always intense—strategy meetings, one-on-ones, workshops, essay feedback, data tracking, encouragement emails sent late at night. Academic support professionals carry a unique kind of responsibility during bar season. You are coaches, accountability partners, and steady voices in the middle of it all.

Now that the exam has passed, this is your reminder to pause.

Catch your breath.

Academic Success work, specifically supporting bar preparations, often operates in sustained urgency. Students are stressed. Outcomes matter deeply. The calendar compresses. Always, everywhere, all at once, you show up. You are calm, prepared, and relentlessly focused on student success. It is meaningful work, but it is also extremely demanding work.

Take a moment to acknowledge all that you are.

You helped students who doubted themselves sit for a professional licensing exam. You translated doctrine into strategy. You turned panic into actionable plans. Above all, you modeled discipline, resilience, and professionalism.

Not every impact is visible immediately. Some will show up in passing results. Others will show up years later when a former student remembers the person who believed in them when they struggled to believe in themselves.

This period after the exam can feel oddly quiet. The adrenaline fades. The urgency disappears. The inbox slows down. That quiet is not emptiness—it is earned space. Use it.

Reflect on what worked. Release what didn’t. Rest where you can.

Academic success work is long-game work. The relationships you build and the confidence you help students develop extend far beyond a single exam administration. Even when outcomes vary, the effort, care, and professionalism you bring to this role matter profoundly.

It is easy, in this profession, to immediately pivot to the next project. For now, give yourself permission to decompress before ramping up to full speed.

This is just a simple reminder for you.

Your work changes trajectories.

Students often measure success in scores. Institutions measure it in pass rates. Your influence is measured in persistence, self-efficacy, and professional identity formation. It is these outcomes that are harder to quantify but no less significant.

I echo all the voices that have come before mine. Thank you for the care you invest, the rigor you maintain, and most of all, continuing to show up for students during one of the most high-stakes periods of their academic lives.

Take a breath. Hydrate. Sleep. Take a walk that does not involve mentally grading an essay.

Academic support work changes lives. Your worth is reflected in every student who feels seen, supported, and capable because of you. After you take that well-earned rest break, keep going. Your contributions matter more than you know.