Assistant Professor-In-Residence for the Academic Success Program, William S. Boyd School of Law [R0153869]

University of Nevada Las Vegas•Las Vegas, MD

15h

About The Position

The Assistant Professor-in-Residence supports the William S. Boyd School of Law’s Academic Success Program (ASP), reporting to the Director of ASP. The role contributes to student success, academic support, and bar readiness programming for full-time, part-time, and hybrid law students, with particular responsibility for serving as a primary contact and liaison for hybrid students’ engagement, communication, follow-up, and support needs. Under the Director’s guidance, the position helps implement initiatives that strengthen academic performance, legal analysis, study strategies, time and task management, professional development, and bar examination preparation. The Assistant Professor-in-Residence provides individual and group academic support, participates in workshops and outreach, and connects students with appropriate resources. The position also supports bar preparation and bar taker programming, including outreach, advising, workshops, engagement tracking, implementation of support initiatives, and assistance to graduates preparing for licensure. The role teaches three credit-bearing courses annually, as assigned. It includes assigned administrative responsibilities but does not carry overall responsibility for ASP strategy, supervision, directional program administration, or operational and budgetary oversight. Flexible hours and days, including occasional evenings and weekends, are expected to support student engagement across programs, particularly hybrid students. Employment is contingent upon successful completion of a pre-employment criminal background and/or credit check. The salary is competitive with similarly situated institutions and contingent upon funding.

Requirements

Juris Doctor from an accredited college or university recognized by the U.S. Department of Education and/or the Council on Higher Education Accreditation (CHEA).
Successfully passed a bar examination; credentials must be obtained before the start date.
One to three years of student advising or related professional experience.
Ability to prepare and deliver effective classroom instruction, workshops, practice exercises, and learning experiences supporting legal analysis, writing, exam performance, performance test skills, bar readiness, and practice readiness.
Excellent written and verbal communication skills for communicating clearly and professionally with students, faculty, staff, administrators, and other stakeholders.
Ability to provide supportive, constructive, student-centered advising, counseling, and mentoring while maintaining appropriate professional boundaries.
Ability to build and maintain positive working relationships in a diverse academic environment and collaborate to support students and ASP goals.
Ability to present effectively to groups through classes, workshops, orientation sessions, and bar support programming.
Ability to evaluate student work, identify performance patterns, diagnose academic challenges, and help students develop practical improvement strategies.
Ability to manage multiple responsibilities, including teaching, student meetings, hybrid student engagement, workshops, communications, materials preparation, grading, and program support.
Ability to prepare, review, edit, and proofread instructional, student-facing, and administrative materials accurately and professionally.
Demonstrated knowledge of legal education, academic success principles, student learning, legal analysis, exam writing, study strategies, and law school academic skills.
Working knowledge of bar examination preparation, including legal analysis, legal writing, licensure exam strategies, performance test skills, and time management.
Knowledge of effective teaching methods, assessment practices, feedback techniques, and student-centered instructional strategies, particularly in academic success, bar preparation, legal writing, legal analysis, or practice-readiness programs.
Knowledge of, or ability to quickly develop, effective strategies for supporting hybrid students and students needing flexible engagement, communication, and follow-up.
Working knowledge of relevant computer systems and software, including Microsoft Office Suite, Adobe Acrobat, learning management systems, video conferencing platforms, and educational technology tools.
Knowledge of inclusive teaching, accessibility, culturally responsive student support, and strategies for supporting learners from varied backgrounds and educational experiences.
Ability to support full-time, part-time, and hybrid students through teaching, advising, communication, follow-up, and academic success programming.
Ability to work effectively as part of a team and exercise professional judgment and independent initiative within assigned responsibilities.
Ability to adapt to changing student and program needs, bar examination developments, hybrid program demands, and evolving practices in legal education.
Ability to establish cooperative and productive relationships with students, faculty, staff, administrators, student mentors or fellows, and others in the law school community.
Ability to handle sensitive student information with professionalism, discretion, sound judgment, and appropriate confidentiality.

Nice To Haves

Nevada or Legacy Uniform Bar Exam admission or passage is preferred.
Knowledge of the Nevada Bar Examination, performance test expectations, and evolving licensing examination requirements; this knowledge may be developed as part of the role.
Familiarity with educational technology platforms for teaching, student engagement, assessment, online or hybrid instruction, and academic support; familiarity with legal education or bar preparation platforms is beneficial.
Knowledge of methods for assessing student progress, identifying student needs, providing meaningful feedback, and using engagement or performance information to support improvement.
Familiarity with professional development opportunities, conferences, organizations, and scholarship related to academic success, bar preparation, legal pedagogy, hybrid education, and student success.
Prior experience in academic support, bar preparation, legal writing, legal analysis, student success, or teaching in a law school or comparable educational setting.
Experience teaching legal writing, legal analysis, academic success, bar preparation, performance test skills, or comparable analytical and writing courses with individualized feedback.
Experience in legal practice, a judicial clerkship, bar preparation, bar tutoring, or related work providing insight into professional readiness and licensure.
Publications, presentations, committee work, or other contributions related to legal education, academic success, bar preparation, pedagogy, hybrid education, or student success.
Ability to assist with planning, coordinating, implementing, and assessing academic success, bar preparation, hybrid student engagement, and practice-readiness initiatives.
Ability to gather, organize, interpret, and apply student performance or engagement information to support academic interventions, outreach, and program improvement.
Ability to develop or adapt teaching methods, materials, workshops, and student engagement strategies for diverse learners, including hybrid students and bar examinees.

Responsibilities

Support the law school’s student success, academic support, and bar readiness goals through the Academic Success Program.
Assist with developing and delivering academic success programming for full-time, part-time, and hybrid law students.
Serve as a primary point of contact and liaison for hybrid students’ ASP engagement, communication, follow-up, and support needs.
Help implement initiatives addressing academic performance, legal analysis, study strategies, time and task management, professional development, and bar preparation.
Provide individual and group academic support and connect students to appropriate academic success resources.
Participate in workshops, student outreach, and other academic success initiatives.
Support bar preparation and bar taker programming in coordination with the Director and Assistant Director, including outreach, advising, workshops, engagement tracking, and implementation of support initiatives.
Provide support to graduates preparing for licensure.
Teach three credit-bearing courses annually, as assigned and consistent with program and law school needs.
Provide timely, specific, and actionable feedback on student work, including written assignments, practice exams, performance tests, and study plans.
Use available student engagement, performance, and participation information to identify needs, support follow-up, and contribute to program improvement.
Work collaboratively with the Director, Assistant Director, faculty, staff, and student workers, while exercising professional judgment within assigned responsibilities.
Maintain flexibility in work hours and days, including occasional evenings or weekends, to support student engagement and programming.