As this month is an opportunity for many new conversations, today’s post introduces communication tactic #2 for your ASP/Bar guru toolbox.

It is easy to vent about our workload, ample student meetings, or perhaps disappointment about an institutional decision. It is much harder to stay positive, remain open and let colleagues see the real you; a genuine, devoted, caring and diligent campus member.

Even more so, it is ten times harder for new law students to confidently walk through your office door three weeks into law school reality. Thus, communication tactic #2 is a refresher on the use of probative, open ended questions to break the ice with your students and fellow colleagues. 

I recently reviewed several professional development pieces regarding conversation starters. I found myself aghast at the amount of closed ended questions on these lists. For example, "Have you been here before?" "Will you come back to this conference again next year?" Or "Do you have plans while you're in town?"

I don't know about you, but if someone I didn't know walked up to me and this was their opener, it would be a short yes/no conversation. 

Reading these pieces made me think more about the importance of using probative questions as conversation starters in our work.

Probative open-ended questions illicit more information than we would receive when we ask narrowly tailored, yes/no questions. The question style begins with a "who, what, when, where, or why" phrase which permits the listener to give a narrative response. Our advocacy skills know this information to be true, but our consistent execution of probative questions may need some sharpening given the daily hustle and shuffle between meetings. 

For a new student meeting, instead of opening with a statement like "Tell me about yourself" (which can put someone in a defensive, closed position) try "What can I tell you to help you on your journey?" This opens up the channels for communication and may establish trust.

When speaking with a colleague, instead of pleasantries and the usual "How is it going?" (which often results in a mediocre response) try pleasantries and a unique question like "What fun or interesting article have you read lately?" (And be ready with an article of your own – maybe even a shout out to our blog too!) 

People will get to know the real (amazing ASP/Bar) you when you make a conscious effort to get to know them.  Here is a short list to get you started with new students:

"What can I tell you about law school that might help you?"

"What is one 'win' that you achieved or hope to achieve this week?"

"What would you like to know about me?"

"What is something that you want to share about your experience with me?"

"Where are you on your journey through law school?"

… and of course, humor often works well but I'll leave that advice to editor, Liz Stillman ;) 

(Amy Vaughan-Thomas)

This is the season of waiting. The bar exam is in the rear-view for our graduates, but results are still weeks away for some, and many are stepping into their first post-graduate roles.

Like many of you, I’ve felt great pride watching our graduates announce new professional roles on LinkedIn or other social media accounts. Their achievements are extraordinary and absolutely worth celebrating. Securing that first job after law school is a tremendous milestone, and is something grads should share with family, friends, and professional networks.

But alongside the celebrations comes an important reminder we can help them navigate – how graduates describe their roles publicly, especially online, matters.

A graduate may have accepted a position as an associate attorney, but until they are formally admitted to practice law, they are not yet an attorney. The distinction feels technical, and even nit-picky, but it carries real professional consequences. Announcements of these accomplishments should be phrased in a way that avoids misrepresentation.

Character and Fitness committees in several jurisdictions have flagged applicants for presenting themselves prematurely as “attorneys” or “associate attorneys.” Even an innocent LinkedIn update can create complications, delays, or in some cases sanctions (for example, California has sanctioned individuals for prematurely using “attorney,” “lawyer,” or “Esq.”).

Words carry weight in the legal profession. Accuracy and transparency are not just ideals, they are ethical requirements. The way a grad phrases their job title while awaiting bar results reflects on their integrity, judgment, and professionalism.

Fortunately, the solution is simple. Graduates can (and should) highlight their success while being accurate and transparent. For example, phrasing like “Associate (bar admission pending)” or another approved variation is both celebratory and compliant.

Here are examples of phrasing some jurisdictions note as acceptable:

California, D.C., Florida, Georgia, Illinois, North Carolina, Ohio, Pennsylvania, South Carolina, Washington – “awaiting swearing-in,” “bar candidate,” “JD,” “Juris Doctor,” “pending admission.”

Massachusetts and New York – “awaiting admission,” “pending admission,” “law school graduate,” “JD,” or “Juris Doctor.”

Tennessee and Texas – “awaiting admission,” “pending swearing-in,” “law school graduate,” “JD,” “Juris Doctor,” or “bar candidate.”

These phrases celebrate achievement, maintain transparency, and protect graduates’ professional reputations while they await admission.

A quick caveat about the phrases – graduates should always confirm directly with their jurisdiction’s admissions office. That is the #1 way to ensure compliance with their jurisdictions’ rules!

Here are some key take-aways to share with your grads:

1. Use accurate, clear language to describe your status while awaiting admission.
2. Update online profiles carefully, avoiding any implication you are already licensed if you are not.
3. Check directly with your jurisdiction’s admissions office for the most reliable guidance.
4. Seek advice when unsure—from career services, bar support offices, or admissions staff.
5. Be patient as you prepare for your swearing-in. It’s a milestone worth celebrating, and doing so with professionalism will enhance your reputation as you begin your career.

(Guest blogger: Michele Berger, Visiting Assistant Professor of Academic Success and Bar Support, Albany Law School)

“Happy 'start' to your fall semester!” For many in our industry, hearing refreshed colleagues say these words makes us feel like the fall is anything but a “start.” I prefer to imagine our work more like taking intermittent water breaks during the calendar year marathon.

The fall semester brings with it a myriad of conversations during meetings, classroom lectures, and introductions to new faces. In today’s era, meeting someone new, let alone speaking to them, is “as they say” – “Cringe!”

Here is a tip for your toolbox, “say less.” But how? We are constantly called upon to answer questions from administrators, faculty, staff and students regarding our expertise.

How can one advocate for additional resources and strengthen institutional alliances without saying more? Extroverts feel the need to fill the silence and often provide immediate response.  Introverts feel their internal advocate pushed and pulled to speak up, speak out, pitch in and provide the answers despite their personal discomfort.

But we sometimes forget that our best advocacy tool is the ability to listen, learn, and reflect. Yes – in fact, “say less.”

“Saying less” doesn’t mean saying nothing. It means choosing reservation in your communication. It means intentionally asking open-ended questions and actively listening to the responses. It means sitting with information, even when the speaker frustrates or disappoints you. This approach buys you time to reflect, strategize, and select your next steps and often yields stronger results.

You do not need to be the fastest person in this race, you simply need to improve your own pace.  So welcome back to the marathon and whether you be in a lecture, in a meeting, or talking to yourself (we all do it)… “say less.”  

(Amy Vaughan-Thomas)

No, “BTS” Season here does not refer to the comeback season of the K-pop sensation BTS.[1] Instead, it is an acronym we used in my test prep days for the “Back to School” season: the chaotic start of the year where we got on campus, met as many students as we could, talked to every student organization on campus at their first meetings about our products, and tried to steer students on the path towards their graduate and professional school success.

Now, as a legal educator many of those tasks are replaced with Orientation workshops, teaching new courses, and generally being present and visible at various happenings around campus to ensure students feel supported and remember the resources our academic success teams offer—while also scheduling all that around individual student meetings. Plus, this busy period comes right after the bar prep season—arguably one of our more stressful and demanding times of year as academic and bar success professionals.

As we prioritize our students over the summer and at the start of the academic year, many of us can forget to take care of ourselves and nourish our professional goals. So how can we equally prioritize our wellness and professional goals during the chaotic “BTS” season? Here are three tips for new and returning academic & bar success professionals:

• Schedule Your Time Before You Open Up Your Calendar. To ensure that we get time to recover between meetings or that we are able to focus on administrative, scholarly, and/or teaching priorities, carve that time out of your calendar first. We are often tempted to first put our obligations onto our calendar, rather than thinking about what we need to thrive. Just as I teach my students to add in their “joy” before they add in all their study times to their calendar, I do the same for myself—and now I encourage you to do the same. Schedule your joy or professional priorities, then open up your calendar for the many other tasks you have. 
• Categorize Time Depending on Tasks You Need to Complete. Some of us find it difficult to transition from writing, to teaching, to admin, back to teaching, to admin (rinse and repeat). Instead, I recommend blocking or categorizing time on your calendar so that you know “Tuesdays are for Administrative Tasks” or “Mornings are for Writing.” This will allow you to better focus on the tasks you need to complete, rather than constantly switching gears and losing momentum through the day. Cognitive flexibility is an important higher-order processing skill, but you don’t have to do mental gymnastics.
• Create Boundaries to Prevent Burnout. Many of us likely take work home with us and that can be okay—to an extent. You are not a superhero, and no one expects you to do everything. So, create some boundaries around when you feel comfortable working from home and when you should just cut it out. I myself like to work from home for 2-3 nights during the week, only for a couple of extra hours. I find that once I am home, have had dinner, and spend some time with my fur babies, I can then work on my scholarship, another blog post, or grading. But I do not let this happen every night, nor over the weekends, which are dedicated “me time.” So, identify where you feel comfortable spending those few extra minutes or where you need to rest and recharge, and put them into your calendar. You may have to be flexible from week to week, depending on the week’s commitments but regrouping at the start of each week and setting your boundaries can help you meet the moments when you need to be on and when you can remain firm in staying ‘off.’

Whether you are new to academic & bar success or if you are a seasoned pro needing some reminders, use these tips to take care of you, your personal goals, and professional dreams while working hard for others at the start of this new academic year. Happy BTS!

(Erica M. Lux)

[1] K-pop group BTS is quite popular, though you may have recently heard about the Netflix animated film “K-Pop Demon Hunters” that has taken over charts and screens (which is partially inspired by BTS).

Diversify the Modes of Engagement

As we all know, different students process information differently. A single workshop – no matter how good it is – will not serve everyone. Instead, try adopting a more comprehensive approach. For example, you might:

• Offer live workshops for students who learn best through discussion and real-time Q&A.
• Record and post short videos for students who prefer to pause, rewind, and review at their own pace.
• Provide written guides or checklists for those who need concrete, step-by-step instructions.
• Create interactive quizzes or self-check tools for students who learn best by doing.

Importantly, this isn’t about creating more work for educators. Instead, it’s about designing core materials that can live in multiple formats. While building this out will be more time-intensive than delivering one workshop, a diverse collection of resources will reach more students over time.

Anchor Online Resources to Human Connection

Online resources shine when they complement personal interaction. For instance, you might pair a self-guided outlining module with an invitation to meet for a short follow up appointment. Or you could encourage faculty to point students toward academic support videos or guides as reinforcement for necessary skills within their subject. When students see online resources as part of a broader relationship, they’re more likely to use them meaningfully.

Build for Accessibility and Flexibility

Hybrid support should increase access, not create new barriers. This means being thoughtful about the accessibility of resources. For instance, videos should be captioned and under 10 minutes. Try to make the resources mobile-friendly so students can engage between classes or during commutes. And, perhaps most importantly, post resources in a predictable, easy-to-find location (not five clicks deep in the LMS). 

Flexibility is key: a student should be able to choose the format that works for them without losing the substance.

Create Feedback Loops to Evolve

The best hybrid models grow through iteration. Ask students:

• What format do you use most?
• What feels overwhelming or hard to find?
• What additional resources would have helped you this semester?

Quick polls, informal check-ins, or even an end-of-semester survey can guide small adjustments that make a big difference.

Hybrid support isn’t about doubling your workload or reinventing every wheel. It’s about layering accessibility and flexibility into what you already do so that the same core message reaches students in different ways. When we create hybrid support models with intention, we show students that there isn’t just one “right” way to learn – and that might be the most empowering lesson of all.

(Dayna Smith)

Hot off the presses at West Academic is a new textbook that we can all use to develop and sharpen the legal methodology skills of our students. The book, Client-Centered Legal Analysis, centers students as advocates for their clients while building problem-solving skills associated with the practice of law and NextGen Uniform Bar exam. Each chapter pairs a foundational practice skill with legal doctrine to resolve a client matter using simulated client documents, e.g., transcripts, complaints, emails, etc. The book is organized into chapter exercises, designed to guide students through smaller tasks, that culminate in a final capstone exercise bringing together all the skills learned in previous chapters. 

If you teach a second-year academic skills course, or want to point your faculty colleagues to a resource that is built around NextGen foundational skills, this book is for you! Client-Centered Legal Analysis is authored by two accomplished academic support program directors: Joni Wiredu (Howard University School of Law) and Steven Foster (Oklahoma City University School of Law).

(Guest blogger: Marsha Griggs, Associate Professor of Law, Saint Louis University School of Law)

I’m new to the world of Academic Support and Student Success. Though I’m just beginning this professional journey, I bring a unique perspective, having graduated from law school within the past five years.

During my time as a law student, I became familiar with the "everyone vs. me" culture that often permeates legal education. But what impacted me more deeply, and what I rarely heard others talk about, was the “me vs. me” mentality. So, let’s talk about it.

The "Me vs. Me" Mindset
This internal struggle is real for so many of our students. It's the voice inside that questions, criticizes, compares, and doubts, often more harshly than any external competition. It's rooted in perfectionism, pride, fear of failure, or all of the above. And it can cloud a student's judgment, undermine their confidence, and ultimately threaten their success.

Our role is to help students recognize when they are getting in their own way. Even when they can’t quite articulate the problem themselves, we can be a steady support system that helps them navigate through the fog.

So, How Do We Help?

• Create a Judgment-Free Zone. Our first responsibility is to hold space. A space where students can be honest, maybe for the first time, about how they’ve sabotaged their own success. Here, self-awareness becomes a superpower, not a source of shame. When students begin to unpack their habits, fears, and thought patterns, we listen without trying to immediately fix or reframe.
• Resist the Urge to Reassure, Right Away. It's tempting to respond with praise or affirmations: “You’re amazing!” or “You’ve got this!” While encouragement has its place, what students often need most is the time and space to see themselves clearly, both the struggle and the strength. Real growth happens when they begin to shift their own mindset, not just hear ours.
• Provide Tools and Accountability. Once awareness is on the table, we do what we always do: we support. We offer tangible strategies for class prep, exam readiness, and time management. We share tips for balancing academic demands with personal well-being. And we check in. Not just to track progress, but to make sure they’re not slipping back into old patterns of shrinking, hiding, or overworking to the point of burnout.
• Remind Them of Their Value. We remind our students that they were chosen, out of many, for a reason. Law school isn’t just a place they were accepted into; it’s a space that saw their potential and believed in their future. But they have to keep believing in themselves, too.
• Celebrate the Process, Not Just the Outcome. We help them set goals that aren’t just grade-driven, but growth-driven. We celebrate all wins, no matter how small. Each step forward is progress. Each self-aware moment is a victory. Each time they show up for themselves is a reason to cheer.

For the student battling the “me vs. me” mindset, academic success isn’t just about study strategies or GPA, it’s about learning to be on their own team. And for us, it’s about showing up with empathy, consistency, and tools that empower them to rewrite their inner narrative.

We’ve got this. And more importantly, they do too.

(Guest blogger: Kiana K. Wilson, Assistant Director of Law School Academic Support, University of Alabama School of Law)