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

Nevada System of Higher Education•Las Vegas, NV

2d•Onsite

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 position helps advance student success, academic support, and bar readiness 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 role helps implement programming to 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 student outreach, and helps connect 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 requires flexibility in work hours and days, including occasional evenings and weekends, to support students across programs and provide consistent support to hybrid students. It includes assigned administrative responsibilities but is not a Director- or Assistant Director-level position and does not have overall responsibility for ASP strategy, supervision, or directional program administration. The position teaches three credit-bearing courses annually, as assigned and consistent with program and law school needs. It has no operational or budgetary oversight. Employment is contingent upon successful completion of a pre-employment criminal background and/or credit check.

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), obtained before the start date.
Successfully passed a bar examination; Nevada or Legacy Uniform Bar Exam preferred.
One to three years of student advising or related professional experience.
Ability to prepare and deliver effective classroom instruction, workshops, practice exercises, and other 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 in supporting students and ASP goals.
Ability to present effectively to groups through classes, workshops, orientation sessions, bar-support programming, and other initiatives.
Ability to evaluate student work, identify performance patterns, diagnose academic challenges, and help students develop practical improvement strategies.
Ability to organize and manage teaching, student meetings, hybrid student engagement, workshops, communications, materials preparation, grading, and program-support responsibilities.
Attention to detail in preparing, reviewing, editing, and proofreading instructional, student-facing, and administrative materials.
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 and writing, licensure-exam strategies, performance-test skills, time management, and bar-readiness skills.
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 who need flexible engagement, communication, and follow-up.
Working knowledge of computer systems and software relevant to teaching, academic administration, student communication, and program support, including Microsoft Office Suite, Adobe Acrobat, learning management systems, video-conferencing platforms, and educational technology tools.
Knowledge of practices supporting diverse learners in legal education, including inclusive teaching, accessibility, culturally responsive student support, and strategies for students 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 serve as a point of contact and liaison for hybrid students through proactive communication, flexible availability, follow-up, and connection to academic-success and bar-readiness resources.
Ability to work effectively as part of the ASP 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 best practices in legal education, including willingness to work occasional evenings or weekends when needed.
Ability to cultivate cooperative, respectful, and productive relationships with students, faculty, staff, administrators, student mentors or fellows, and other members of the law school community.‌
Ability to handle sensitive student information professionally and maintain appropriate confidentiality.

Nice To Haves

Nevada or Legacy Uniform Bar Exam passage; this is preferred, while passing a bar exam is required.
Knowledge of the Nevada Bar Examination, performance-test expectations, and evolving licensing-examination requirements; this knowledge is strongly preferred or must be developed as part of the role.
Familiarity with educational technology tools and platforms for teaching, student engagement, assessment, online or hybrid instruction, and academic support; legal education or bar-preparation platforms are beneficial.
Knowledge of methods for assessing student progress, identifying student needs, providing meaningful feedback, and using engagement or performance information to support academic 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 written-communication courses involving 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 students preparing for the bar examination.

Responsibilities

Support the Academic Success Program’s student success, academic support, and bar-readiness goals for full-time, part-time, and hybrid law students.
Serve as a primary point of contact and liaison for hybrid students’ engagement, communication, follow-up, and support needs.
Assist with implementation of initiatives that strengthen academic performance, legal analysis, study strategies, time and task management, professional development, and bar-examination preparation.
Provide individual and group academic support, participate in workshops and student outreach, and connect students with appropriate academic success resources.
Support bar-preparation and bar-taker programming through student outreach, advising, workshops, tracking engagement, implementing support initiatives, and assisting graduates preparing for licensure.
Teach three credit-bearing courses annually, as assigned and consistent with ASP 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 improvement of academic success and bar-support efforts.
Work collaboratively with the ASP Director, Assistant Director, faculty, staff, student workers, and other law school community members.
Maintain flexibility in work hours and days, including occasional evenings and weekends, to support student engagement and programming.
Handle sensitive student information with professionalism, discretion, sound judgment, and appropriate confidentiality.