Example of Slander

Paralegal Studies Program Educational Effectiveness Assessment Plan Version 2.0 Updated for AY 2007-2008 Adopted by The Paralegal Studies Program faculty: May 11, 2007 Modified June 11, 2007 Submitted to: The Dean of the College of Health & Social Welfare: June 15, 2007 The Office of Academic Affairs: June 15, 2007 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 1 of 45 TABLE OF CONTENTS Introduction.....................................................................................................................................4 Assessment Tools...........................................................................................................................10 General Implementation Strategy .................................................................................................................. 12 Method of Data Analysis and Formulation of Recommendations for Program Improvement ...................... 12 Modification of the Assessment Plan ............................................................................................................ 13 Appendix A: Exams .....................................................................................................................14 1. Jeffrey Rosen’s article, “The Brain on the Stand” was about expert witnesses. ..................16 2. There are five broad classifications of tort. .............................................................................16 3. Tort law imposes an obligation on retail business owners to take affirmative steps to make their premises safe for customers. ................................................................................................16 4. Sometimes the same set of facts will give rise to both a tort action and a crime. ..................16 5. Tort law is one of the most static areas of law, having seen little change in the last 20 years.16 6. There are times when for policy reasons the defendant is held responsible under tort law even though the defendant acted neither negligently nor intentionally to harm the plaintiff. ..16 7. One of the required elements of a battery is that physical injury must be proven. ................16 8. There can be no battery without an accompanying assault. ...................................................16 9. Sam is angry with Raymond and tells him that he is going to go home and get his gun. Raymond is frightened. This constitutes assault..........................................................................16 10. An unwanted kiss from a stranger could qualify as a battery. ..............................................16 11. In determining if a battery occurred, the court is concerned with the defendant's intent and not with the defendant's motive. ...................................................................................................16 12. Generally, a person is not allowed to use deadly force to protect an unoccupied dwelling unless the intruder is a trespasser. ...............................................................................................16 13. In order for a plaintiff to prove false imprisonment, she must be able to show that physical force was used to detain her. ........................................................................................................16 14. Defamation can consist of either verbal or written remarks that harm a person's reputation. .....................................................................................................................................16 15. Verbal defamation is known as libel and written defamation is known as slander. ............16 16. Suzanne told Sally that she thought Sally was a thief. This was said to Sally's face with no one else present. This is an example of slander. ..........................................................................17 17. A public official cannot recover damages for a defamatory falsehood relating to his official conduct unless he proves that the statement was made with the intent of causing him severe emotional distress. .........................................................................................................................17 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 2 of 45 18. The tort of intentional infliction of emotional distress allows a plaintiff to sue for emotional distress, but usually requires that the defendant's behavior be extreme and outrageous. ....................................................................................................................................17 19. Negligence is a failure to act as a reasonably prudent and careful person is expected to act in similar circumstances. ..............................................................................................................17 20. The question of whether someone owned a duty usually revolves around whether the plaintiff was someone whom the defendant could foresee would be harmed by his or her actions. ...........................................................................................................................................17 21. Foreseeability is a question of law to be determined by the judge while duty is a question of fact to be determined by the jury. ................................................................................................17 22. Sometimes violation of a statute, especially one designed to protect the public, will be seen as negligence per se.......................................................................................................................17 23. When there is more than one cause of an injury, the court may use the "substantial factor" test; liability is imposed if the defendant's action is shown to be a substantial factor in having caused the plaintiff's injuries. .........................................................................................17 24. Proximate cause is not really about cause at all, but represents a policy decision that at some point a defendant will not be held responsible for every consequence of every action. ...17 25. Both duty of care and proximate cause are based upon the concept of foreseeability.........17 Appendix B: Oral Presentations with or without Technology Component ...............................18 Appendix c: Third Party Critiques ..............................................................................................21 Appendix D: Employer Surveys ...................................................................................................25 Appendix E: Graduate Surveys ...................................................................................................39 INTRODUCTION The goal of the Paralegal Studies Program is to prepare its graduates for employment in civil and criminal law-related firms and agencies, performing work commonly undertaken by attorneys, provided that they work under the direct supervision of attorneys. The UAA Paralegal Studies Program is approved as an elite paralegal preparation program by the American Bar Association (ABA). The process by which the UAA program has retained its continuous ABA approval since 1992 remains the process by which the program continually determines and modifies its objectives, outcomes and assessment strategy. Initially, the program’s objectives outcomes and assessment strategy are considered by the Program Coordinator and then adopted by Coordinator and the only other full-time faculty member teaching in the program. As adopted by the faculty, the program objectives, outcomes and assessment strategy are fully described, and examples provided across the curriculum, through two mechanisms: re-approval reports and interim reports. The program provides a self-report for re-approval on a regular schedule. The self-report and appendices full of supporting documentation are reviewed by the ABA Re-approval Commission Attorney, and to the extent 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 3 of 45 additional information is sought, that fact is communicated to the program. When all information is in hand, the ABA schedules a 3-day site visit, and evaluates the program in situ. The site team’s report is prepared at the conclusion of the team’s visit and shared with the program. UAA’s Paralegal Studies Program begins evaluating its improvement strategy from that point forward. While the ABA Standing Committee on Paralegals votes on whether to recommend re-approval to the ABA Board of Governors, the UAA program meets with its advisory committee to discuss its approaches to the recommendations made by the site team. Impacts on objectives, outcomes and assessment strategies are discussed by the faculty, and implemented where necessary to maintain currency in the legal marketplace. Interim reports to the ABA are submitted at least biannually to provide the American Bar Association with sufficient information pertaining to the program’s continuing efforts to sustain the highest standards of paralegal education necessary for ABA approval. UAA’s Paralegal Program was subject to its last site visit in September 2003, recommended for re-approval by the site team, recommended for re-approval by the Standing Committee for Paralegals, and formally re-approved by the American Bar Association’s Board of Governors in February 2004. The Program’s first Interim Report was submitted in September 2004, and approved by the Standing Committee for Paralegals in February 2005. Its second Interim Report was submitted in September, 2006. Additional information was sought in February 2007 before the program’s approval the Standing Committee for Paralegals was confirmed in June 2007. The plan presented here defines the educational objectives and expected outcomes for the Paralegal Studies program and outlines the plan for assessing the achievement of the stated objectives and outcomes. Our challenge is to coordinate these efforts so they are consistent with the ABA’s exacting process as well as the requirements of the Continuous Improvement Program reporting requirements in place within the University of Alaska Anchorage. The combination of these two assessment, evaluation and approval processes are now coordinated in such a manner to permit the efficient use of the program coordinator’s time while working toward program improvement. The most recent development of the objectives and outcomes consisted of (1) a review of the American Bar Association’s recommendations to the legal profession regarding the effective utilization of paralegals, (2) consultations with the program’s advisory committee, (3) consultations with other Program Coordinators representing institutional members of the American Association for Paralegal Educators (AAfPE) and (4) analysis of employer and graduate surveys regularly taken within the Third Judicial District in the state of Alaska. During AY 2007-2008, the employer surveys will again be undertaken as part of the regular schedule of assessment activity. On March 12, 2007, UAA’s Paralegal Studies Program obtained feedback on its Assessment Plan and report. With respect to the Plan, reviewers stated: “Very nice plan, and over time will be an excellent source of program feedback. Clarify outcomes and tools. What does outcome 7 mean? What does “exceptionally strong” mean in terms of measurement?” With respect to the Report, the reviewers’ comments were complimentary and sought no clarification. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 4 of 45 Program Action in Response to AY 2006-2007 Plan The Paralegal Studies program objectives are published in the UAA Catalog. For the sake of uniformity between the general student population and other who read the catalog and the ABA Standing Committee as well as the Program Assessment authorities within UAA, the same seven (7) objectives are used for all audiences. Two questions were presented by UAA reviewers pertaining to the first and last of the objectives and outcomes for this program. 1. Exceptionally strong competency in written and oral communication skills. The program reviewers asked what was meant by “exceptionally strong” on this outcome. Program faculty expect students to demonstrate the ability to speak and write in proper English, without colloquialisms, displaying forethought, organizing complicated legal principles as necessary to communicate to a specific audience whether that audience is lay or legal. In writing, students are expected to attend to spelling, syntax, number agreement and to eliminate sentence fragments from professional writing. Writing assignments throughout the core curriculum are graded for writing skill; rubrics that provide the grading metric provide at least 10% of the total grade in writing. Oral presentations, whether to a class or a specific audience, are graded based upon a rubric as well in which students learn in advance that excellent content poorly delivered is a mediocre performance that does not warrant an excellent grade. This is difficult for students to grasp at first, when they believe that simply explaining that they’re “no good at” or “afraid of” public speaking will be sufficient to eliminate the requirement. Strong, unwavering feedback – which often includes encouragement toward more coursework in COMM – leads students toward improved stills. Students are taught that legal professionals reduce all of their work to writing, and that the hallmark of professionalism is excellence. Excellent written work is the goal, and it is sought in each core course. Substantial feedback is provided to students to provide them the opportunity to achieve the level of strong competency sought throughout the legal marketplace. 7. Satisfactory law office or legal agency experience involving paralegal skills development. The UAA reviewers asked what the seventh outcome meant. This outcome pertains primarily to the internship course, but is applicable to service learning courses when those are available to students within the curriculum. “Satisfactory” is measured by the internship coordinator and by the site supervisor. The student’s internship experience is deemed satisfactory when the student meets the objectives of the internship, which are four to five paralegal task categories that will be the focus of the internship, as evaluated at the midpoint and conclusion of the internship by the internship coordinator and the supervising attorney on site. In addition, the student is required to maintain time logs with narrative summaries which are submitted via Blackboard and which allow the internship coordinator to evaluate whether the identified skills areas are being developed in the assessment of the intern. An unsatisfactory experience would be one in which the student did not meet the requirements agreed upon at the outset. A satisfactory experience is one in which the student demonstrates skills growth. The faculty determined that maintaining the program objectives as stated in the UAA Catalog continued to satisfy the needs of the program for the 2-year report period. This decision allows the continued coordination of reporting objectives between the UAA Continuous Improvement Plan and the ABA Approval Process. Nonetheless, the clarification sought by the UAA reviewers is pertinent and the program efforts to meet their request follow. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 5 of 45 Expansion of PARL A235, Factual Investigation and Interviewing, from a two credit-hour course to a three credit-hour course continues underway. The extra credit hour will afford significantly more time for students to conduct client and witness interviews in the hypothetical cases used to demonstrate the necessary skills identified in the second and third objectives listed for the program. The program invested in digital video recording hardware, and the professor uses multimedia software to craft individualized assessment DVDs for students to review their own strengths and weaknesses as interviewers through three interviews in a two hour course. With the additional credit hour, students will have time to conduct at least two additional interviews as well as learn one additional propriety asset location and records software database (Motznicks). Although this change is not considered a “major change” to the program, it presents a challenge with respect to the one credit-hour class, PARL A236, Ethics and Paralegals. The Ethics course, also a required course, is being given short shrift in the opinion of the Program Coordinator and some Advisory Committee members in light of the ethical challenges facing legal practitioners. Options include (a) increasing the number of credit hours assigned to the course; (b) offering the course on a eLearning format with significant video examples of ethical and unethical behaviors and frequent Flash-based interactive lessons including unit based quizzes. While the first option may be relatively easy to implement upon identifying the source for the additional credit hour (and none leaps to mind), the second option would be deemed a major program change (traditional to electronic delivery) requiring advance approval from the ABA. The program implemented a new course recommended last year, “Legal Administration for Paralegals”, an elective course aimed at the program participant or working paralegal whose job also entails administrative responsibilities, including human relations, accounts payable and receivables, trust account maintenance and the like. Attorneys on the advisory board were overwhelmingly supportive of such a course for their existing staff, in addition to certificate students. Through other networking events, faculty attorneys established the community support for the course. Marketing efforts through the small firm and solo practitioner ranks of the legal practitioners in the Third Judicial District are on the horizon for the next year as a method to increase credit hour production in this course through enrollments from working paralegals. Through these means, the program continues its efforts to match specifically its program graduates to that of the Southcentral Alaska legal marketplace. The typical law firm here has less than 9 lawyers in the firm, rather than in Outside urban areas where firms of 20+ lawyers represent the norm. Utilization of paralegals in this marketplace continues to represent a challenge to this program and to local attorneys, who often fail to recognize their economic potential. Finally, the Program Coordinator, the Justice Center Director, faculty and the Advisory have spent considerable time this year evaluating the practicality last year in proposing as a new program a Paralegal Studies A.A.S. with ABA approval. Initially recommended by the Program Coordinator to streamline the academic advising delivered to Certificate and Associate of Arts students, the proposal has gained additional support as we have evaluated the additional course offerings that would be most beneficial to direct future legal paraprofessionals toward in support of the program objectives and outcomes. The topic was the primary focus of the Advisory Committee meeting on May 11, 2007. In their view, so long as the ABA certificate remains 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 6 of 45 available to those students seeking the Bachelor’s degree, or as a post-BA certificate, and so long as the Associate’s degree could be qualified as an ABA credential, the proposal meets fully with their support. Program Objectives and Outcomes Table 1 Association of Assessment Tools to Program Objectives and Outcomes 3rd Party Criti ques Objectives and Outcomes Exa ms Oral Deli very w/ or w/o Tech . 1 Pape rs Em plo yer Sur vey s Gra dua te Sur vey s Exceptionally strong competency in written and oral communication skills. Comprehensive understanding of the Rules of Professional Conduct and other ethical responsibilities of one affiliated with the legal profession. Thorough knowledge of legal terminology and civil procedure necessary to assist meaningfully in civil litigation as a paralegal. Operational skills at factual investigation and interviewing skills necessary for paralegal in a litigation practice. Command of skills necessary for both law library and commonly used computerized legal research. Ability to synthesize legal research results and develop memorandum of legal analysis. Satisfactory law office or legal agency experience involving paralegal skills development. 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 = Tool is not used to measure the associated objective. 1 = Tool is used to measure the associated objective. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 7 of 45 ASSESSMENT TOOLS A description of the tools used in the assessment of the program objectives and their implementation are summarized in Table 2 below. The tools and their relationships to the program objectives are listed in Table 1, above. There is a separate appendix for each tool that shows the tool itself and describes its use and the factors that affect the results. Table 2 Program Objectives Assessment Tools and Administration Because this plan is derived in part from the assessment and evaluation models used to maintain the program’s ABA approval, the Assessment Tools identified include those that are reported on across the curriculum to indicate methods used to evaluate substantive knowledge development along with skills development prior to certificate attainment. The regular employer and graduate surveys, and advisory committee input, remain the best measures this program has for matching its graduates to the Southcentral Alaska legal market. Tool Exams Periodic testing in each of the ten core courses occurs. Oral Delivery Description Frequency/ Start Date Semester / Program Origin Semester / Program Origin, Increased ‘04 Collection Method Course Instructor / Retention Policy N/A. Standardized rubrics strongly recommended . Course Instructor / Retention Policy Administered by Faculty Oral presentations occur in PARL A215, PARL A235, PARL A375 and PARL A470. These may also occur in substantive law electives. Major papers are required in PARL A256, PARL A456 and PARL A470. These may also be required in substantive law electives. In addition, students must submit papers regarding their internships to complete their requirements for JUST A495. Students may be critiqued by volunteer judges in PARL A375 during the mock trial exercise. Students are critiqued by their site supervisors during their internship. Select groups of employers from the Third Judicial District, State of Alaska, are surveyed to determine their utilization of paralegals, including 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Faculty Papers Semester, Program Origin Faculty Third Party Critiques Semester, Program Origin Annual 1992 (ABA Submitted 6-15-07 N/A Faculty Employer Surveys Mail Program Coordinator and Staff Page 8 of 45 whether they employ UAA program graduates. Graduate Surveys Requirement) Graduates are surveyed regarding employment status and perceptions regarding their preparation for employment as provided by the UAA Paralegal Studies program. Active students are surveyed regarding program student needs annually. The first student survey was deployed in AY 2006-2007 as part of the ABA Interim Report, and will be used annually to obtain active student feedback regarding program (as opposed to course) evaluation in light of perceived needs. Surveys are administered through program’s Blackboard site. 3 months post 6 months post 1 year post 5 years post since 1992 (ABA Requirement) Mail, Telephone FU Program Coordinator and Staff Student Surveys Annually 2006 Blackboard Program Coordinator Assessment Implementation & Analysis for Program Improvement General Implementation Strategy At least twice each year, the program faculty is required by the ABA to meet with its advisory committee to discuss the program in light of the legal community’s needs and the opportunities they provide. The Program Coordinator shares comments from ABA and AAfPE resources about developments in paralegal education and recommendations for the program’s improvements. Results from graduate and employer surveys, student surveys and trial course offerings are considered. The input of the advisory committee, the program faculty, and the Justice Center Director, largely shape the direction of assessment implementation. For example, a direct outcome of professional development sessions at the American Association for Paralegal Educators (AAfPE) national conference in Fall 2006 led the Program Coordinator to a re-evaluate the wisdom of housing the paralegal internships within the general departmental internship course, JUST A495. Originally, JUST A495 was available on a pass/no pass basis to justice students as an elective, and to paralegal students as a required course. The same faculty member supervised all internships, arranged placements and monitored satisfaction of course requirements. A vigorous dialogue among AAfPE members over the benefits and detriments of graded and pass/no pass internship courses triggered the Program Coordinator’s belief that the UAA program needed to consider the question as well. The Program Coordinator, who serves as the internship coordinator for the UAA Justice Center, presented her views to the Director. At the next available faculty meeting, she presented the proposal to the Justice Center faculty that the internship course be revised so that paralegal internships would be removed and administered as a new graded course, while Justice internships could be taken over by a social scientist on the faculty on a continued, pass/no pass basis. Immediately afterward, the Paralegal Advisory 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 9 of 45 Committee took up the subject at its Fall 2006 meeting, where the topic of grade parity across different agencies, law firms and practitioners was discussed. Method of Data Analysis and Formulation of Recommendations for Program Improvement The small faculty of the Paralegal Studies Program confers regularly to discuss program improvement. The two lawyers who comprise the full-time faculty confer at least weekly regarding student progress, professional development, employment and internship opportunities. Key times for meetings regarding program improvement occur (a) upon the return of the Program Coordinator from the national or regional conference of the American Association for Paralegal Education, (b) at the conclusion of each semester, (c) prior to each Advisory Committee meeting, and (d) in preparation for every ABA interim or re-approval report. In addition, the faculty of the program will continue to meet at least once a year to review formally the data collected using the assessment tools described above. This meeting should result in recommendations for program changes that are designed to enhance performance relative to the program’s objectives and outcomes. The results of the data collection, an interpretation of the results, and the recommended programmatic changes are to be forwarded to the office of Academic Affairs by required reporting date each year. A plan for implementing the recommended changes, including advertising the changes to all the program’s stakeholders, is also to be completed at this meeting. Modification of the Assessment Plan The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter the assessment plan. Changes may be made to any component of the plan, including the objectives, outcomes, assessment tools, or any other aspect of the plan. The changes are to be approved by the faculty of the program. The modified assessment plan is to be forwarded to the dean/director’s office and the Office of Academic Affairs. APPENDIX A: EXAMS Tool Description: With the exception of the mandatory internship for program completion, every core course in the curriculum uses examinations as one of the tools to measure whether students have met the objectives clearly defined for them in course syllabi and program materials. The program does not use an exit exam, but rather focuses on individual student competencies in a curriculum that builds on critical thinking, abstract problem solving and practical paralegal skills. These increasing levels of assessment by examination permit increasingly focused evaluation of individual student aptitude for the profession. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 10 of 45 Factors that affect the collected data: At the 100-level, in Introduction to Law, we see perhaps the only course that lends itself to purely objective examination where students can select from among a range of choices given. Here we can easily identify topical areas that need more attention, or legal terminology that needs emphasis, or judicial processes that must be reviewed. Computerized test results simplify testing analysis. However, testing at the 200-level introduces the variability that makes the data collected (through grades) suspect. As soon as students are engaged in reasoning-based questions on an examination, the variability in their answers must be evenly weighted. Faculty members spend significant time in grading to assure that such occurs. Certain courses, like PARL A238 (Civil Procedure) and PARL A235 (Factual Investigations and Interviewing) contain open book examinations. The Alaska Rules of Civil Procedure, and the Alaska Rules of Evidence respectively are permitted resources for any student in these courses as students are taught that one risks malpractice when not checking the available rules. However, in the examination context, results are muddied over whether a student’s performance is explained by time management in having an available rule set, an inability to read the rule accurately, or other reason. Finally, as students enter upper division courses they see fewer short answer styled questions and more questions based on issue spotting, identifying the correct law to apply to a factual pattern, identifying the role of the paralegal and expressing the answer in clearly written standard English. Using a grading rubric, sharing the rubric by category prior to the examination (e.g., identifying for students that clarity in penmanship, good grammar, spelling, etc. will count x%, that issue spotting is x%, that resolution and application of the IRAC model is X%) certainly helps in providing consistent expectations and clearer work to evaluate. When the Program Coordinator began in her position, students expressed dismay that they did not receive credit for illegible answers on examinations. They were confused over the need to organize answers and write based upon topic sentences, the IRAC model, using complete sentences. These matters are now clear, and consistent with the programmatic goal of excellent writing skills in every sense. How to interpret the data: Each faculty member has developed her own rubric or scale for grading examinations. As a group, we discuss each semester whether and to what extent there has been a need to employ a grading curve rather than rely on the raw scores yielding grades in a particular course. When such a circumstance has been identified, we look more closely to the course itself, and explore whether the class-wide performance has failed to meet expectations in the area of examinations. If so, the instructor may look to the specific examination or the lecture material or Blackboard material in support of the content to see whether and how its improvement may be achieved. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 11 of 45 We recognize that the program content is rigorous, and that we maintain high standards. As a faculty, our challenge is to assure that we ask our students to perform at the level appropriate to the course designation, even as we know we are preparing them to work for our colleagues at the bar who have great expectations for our graduates. The frequent meetings we conduct, the Program Coordinator’s conversations with other Program Directors at other ABA-approved programs, all work to maintain the balance. Yet when it comes to examinations, it is ultimately interpreted by the faculty based on student performance. The sample that follows illustrates the use of examinations in PARL A101, Introduction to Law, to assess student familiarity with legal terminology, a fundamental objective of the program. The sample contains a range of True/False questions used in used in a make-up examination administered during AY 2006-2007. SAMPLE: EXAMINATION / PARLALEGAL STUDIES Final Introduction to Law, PARL 101 Prof. Pamela R. Kelley ___________ Score: Name: ______________________________ INSTRUCTIONS: *** Sample True/False Exam Questions 1. Jeffrey Rosen’s article, “The Brain on the Stand” was about expert witnesses. 2. There are five broad classifications of tort. 3. Tort law imposes an obligation on retail business owners to take affirmative steps to make their premises safe for customers. 4. Sometimes the same set of facts will give rise to both a tort action and a crime. 5. Tort law is one of the most static areas of law, having seen little change in the last 20 years. 6. There are times when for policy reasons the defendant is held responsible under tort law even though the defendant acted neither negligently nor intentionally to harm the plaintiff. 7. One of the required elements of a battery is that physical injury must be proven. 8. There can be no battery without an accompanying assault. 9. Sam is angry with Raymond and tells him that he is going to go home and get his gun. Raymond is frightened. This constitutes assault. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 12 of 45 10. An unwanted kiss from a stranger could qualify as a battery. 11. In determining if a battery occurred, the court is concerned with the defendant's intent and not with the defendant's motive. 12. Generally, a person is not allowed to use deadly force to protect an unoccupied dwelling unless the intruder is a trespasser. 13. In order for a plaintiff to prove false imprisonment, she must be able to show that physical force was used to detain her. 14. Defamation can consist of either verbal or written remarks that harm a person's reputation. 15. Verbal defamation is known as libel and written defamation is known as slander. 16. Suzanne told Sally that she thought Sally was a thief. This was said to Sally's face with no one else present. This is an example of slander. 17. A public official cannot recover damages for a defamatory falsehood relating to his official conduct unless he proves that the statement was made with the intent of causing him severe emotional distress. 18. The tort of intentional infliction of emotional distress allows a plaintiff to sue for emotional distress, but usually requires that the defendant's behavior be extreme and outrageous. 19. Negligence is a failure to act as a reasonably prudent and careful person is expected to act in similar circumstances. 20. The question of whether someone owned a duty usually revolves around whether the plaintiff was someone whom the defendant could foresee would be harmed by his or her actions. 21. Foreseeability is a question of law to be determined by the judge while duty is a question of fact to be determined by the jury. 22. Sometimes violation of a statute, especially one designed to protect the public, will be seen as negligence per se. 23. When there is more than one cause of an injury, the court may use the "substantial factor" test; liability is imposed if the defendant's action is shown to be a substantial factor in having caused the plaintiff's injuries. 24. Proximate cause is not really about cause at all, but represents a policy decision that at some point a defendant will not be held responsible for every consequence of every action. 25. Both duty of care and proximate cause are based upon the concept of foreseeability. APPENDIX B: ORAL PRESENTATIONS WITH OR WITHOUT TECHNOLOGY COMPONENT 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 13 of 45 Tool Description: At a minimum of three places in the curriculum, paralegal students are required to develop and hone their ability to make oral presentations. Depending upon the course, the student may be required to use presentation software to augment the oral presentation. This use of presentation software, the “technology component” referenced in the short title in Table 1, reflects the need for students to gain familiarity and ease of use with presentation software like PowerPoint which often forms the basis for the creation of trial or alternative dispute resolution (ADR) exhibits. In each course, the faculty member evaluates the student’s oral communication skills in the context of a formal presentation. In PARL A235, Factual Investigations and Interviewing, the individual student presents orally her completed investigation plan to her supervising attorney in the privacy of the attorney’s office. The students are encouraged to use the litigation software CaseMap to assist in organizing their information for efficient presentation. In PARL A375, Litigation, the students are divided into trial teams and present a civil case at trial again one another and in front of a jury of “civilians” and a judge. The judge is usually another lawyer from the community. Trial exhibits developed by the students’ own design are employed at their mock trial. The difference between a line drawing on a large flip chart and a precise model of an accident scene with distances and visual obstructions indicated is considerable in persuasive power. In PARL A470, each student presents the results of her semester-long client-centered research paper to the entire class in a 15-20 minute presentation, using some visual aides. Students are encouraged to incorporate PowerPoint into their presentation. Factors that affect the collected data: 1. Student GER status: Students who have taken a COMM course prior to any of these courses are better prepared to listen to the requirements of the assignment and the basis upon which they will be evaluated. Those who have not are often overcome with the nervousness associated with presentations or public speaking and lose sight of the requirements they must meet to achieve their best. This tends to downgrade their performance and, in those instances like PARL A375 where work is done on a team, that of their team. 2. Students with varying levels of computer literacy and enthusiasm perform differently. Law offices have embraced technology, but the range of software employed is vast. Students have access to PowerPoint on campus and the Justice Center computer lab. The amount of time students are willing to spend growing familiar with presentation software, in the event they have not selected an appropriate CIOS course as an elective, varies among students. Faculty members employ technology across the curriculum. Those among our students who are reluctant to experiment with technology, here with the applications of CaseMap and PowerPoint, lose valuable bonus points. Thus, if their 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 14 of 45 written research paper is not outstanding their likelihood of earning a high grade on the project associated with the to courses with technology components dwindles. 3. Variability in student scheduling: Those students taking PARL A235 and A375 in the same semester tend to have little difficulty with the need to speak to a “supervising attorney” feigning impatience or present a portion of a mock trial. They simply have more experience over an intensive 10 weeks and do better because of it. How to interpret the data: The rubric developed for PARL A235 has retained consistent elements but added several categories as the investigation problem has changed over the years. The consistent elements permit program faculty to measure whether students have developed the oral communication skills necessary to succinctly and accurately convey the status of a civil case they are investigating, the facts that have been determined, the reliability of those facts, the methods by which they determined their reliability, whether such facts are beneficial or detrimental to a client’s position, and to formulate recommendations for next phase in the investigation. This presentation is subject to interruption with questions from the supervising attorney. This tool permits the collection of data early in the student’s development revealing oral communication skills, an understanding of the relevance of facts to a specific cause of action or defense, fundamental evidence concepts, and the relationship between litigation paralegal and supervising attorney. That this presentation occurs in the privacy of the supervising attorney’s office ameliorates some of the anxiety associated with verbally displaying one’s “mastery of the facts”, an important paralegal function in civil litigation. Next, the rubric designed for PARL A470 has been consistent for more than five years. This 400-level course, The Law of Government Regulation, requires students to present a semester long research paper based on a client-centered public agency problem to the class. This tool permits the collection of data at the end of the student’s core courses, and permits an evaluation of the student’s oral expression of legal research (either law library or computerized), critical thinking to resolve an administrative law problem prior to civil litigation, an evaluation of judicial process as applicable, an identification of the paralegal role in the resolution of the problem. More specifically, this calls upon a student to recognize the limits that the Rules of Professional Conduct impose upon resolving the attorney / paralegal in resolving the hypothetical problem. Here, the student must display the ability to synthesize legal research results into work product that can be “consumed” by a lay audience. SAMPLE ORAL PRESENTATION RUBRIC Presentation Grading Rubric / PARL A470 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 15 of 45 Content Presentation Skills Clearly identifies agency Clearly explains program examined Identifies context of enabling legislation Identifies related legislation, if any, and the nature of the relationship Explains client centered problem Explains research methods Explains resolution Speaks clearly Voice is well modulated Eye contact with audience Use of visual aids Proper English usage Professional attire Professional demeanor APPENDIX C: THIRD PARTY CRITIQUES Tool Description: There are several occasions within the program at which third party critiques and feedback may occur. But the principal occasion is associated with the student’s participation in the required Internship, JUST A495. Before obtaining the Paralegal Certificate, students must satisfactorily complete 225 hours of internship service in a paralegal internship. Throughout the course of the student’s internship, the Internship Coordinator and the supervising attorney or senior paralegal at the internship site must confer. At the end of the internship, the supervisor completes an evaluation of the student’s performance. This evaluation tool was revised significantly in November 2003 to align more closely with the program’s objectives. Less formally, students have opportunities for feedback from their interview subjects in PARL A235. Interview subjects are community members. For example, in Spring 2007 the subjects included an established C.P.A., a program graduate and working paralegal, and in-house counsel for a local utility. After all students completed their 15 minute interviews in class (on video), the interview subjects offered their feedback in general and specific terms. While beneficial to the students, there is no specific data collected that is linked to these feedback sessions. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 16 of 45 Factors that affect the collected data: Each student is involved in a different internship, with varying practice types. Standardizing an evaluation tool that works across all practice types has proven difficult. In addition, the degree of familiarity between the Program Coordinator and the site supervisor can affect the collected data. The Anchorage bar is a relatively closed community, and those with whom social contacts are closer tend to be more fulsome in their remarks associated with the intern. How to interpret the data: The simple evaluation form is provided below, and was developed to provide baseline information. It is directed toward determining where prospective employers evaluate students at the final point in the program. It emphasizes the site supervisor’s view of the student’s critical thinking, oral and written communication skills, civil litigation practice skills if applicable and legal office skills. Of key concern at this point is the student’s sensitivity to the ethical considerations they will encounter in their careers. Sample of Internship Evaluation Internship Evaluation Thank you for participating in the University of Alaska Paralegal Studies Internship Program. As a final matter, please take some time to consider the following questions in evaluating your intern. When you are finished with your evaluation, please return it to Pamela R. Kelley at the UAA Justice Center, 3211 Providence Drive, SSB 306, Anchorage, Alaska 99503. Professional Ethics The student’s understanding of the ethical responsibilities associated with working in a law office was apparent. a. b. c. d. Strongly Agree Agree Disagree Strongly Disagree The student demonstrated an understanding of the rules of confidentiality. a. b. c. d. Strongly Agree Agree Disagree Strongly Disagree The student demonstrated an appropriate level of concern regarding conflicts of interest. a. b. c. d. Strongly Agree Agree Disagree Strongly Disagree Please provide any additional comments regarding this student and professional ethics as necessary: 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 17 of 45 _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _________________________________________Office Participation This student’s written work is of consistently high quality. a. Strongly agree. b. Agree c. Disagree d. Strongly disagree. This student verbally communicates very well with office personnel. a. Strongly agree. b. Agree. c. Disagree d. Strongly Disagree. This student attempts to resolve work assignments on her own before seeking assistance. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree This student completes work in a timely fashion. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree. Legal Research and Analysis (as applicable) This student displayed efficient and accurate legal research techniques when required. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree This student demonstrated the ability to synthesize the results of legal research into well-written legal memoranda. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree This student demonstrated the ability to synthesize the results of legal research into succinct oral reports. a. Strongly agree b. Agree c. Disagree d. Strongly Disagree. This student was called upon to demonstrate familiarity and use of the Rules of Civil Procedure. a. Yes b. No If Yes: This student demonstrated a thorough understanding of the application of the rules to the litigation process or assignment at issue. a. Strongly Agree 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 18 of 45 b. c. d. Agree Disagree Strongly Disagree. Paralegal Duties This student participated knowledgeably in document production or other discovery organization uncomplainingly. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree This student used timekeeping, docketing and other legal specialty software with instruction. a. b. c. d. Strongly Agree Agree Disagree Strongly Disagree This student was receptive to constructive criticism. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree This student was appropriately attired for work in a professional organization. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree. APPENDIX D: EMPLOYER SURVEYS Tool Description: The American Bar Association requires that its approved programs regularly survey the legal marketplace in their geographic areas to determine paralegal utilization, needs, developments and hiring outcomes. The program uses this opportunity to determine additionally whether private law firms are interested in hosting student interns. Factors that affect the collected data: 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 19 of 45 The low return rate is the single factor of concern affecting the collected data. How to interpret the data: We know from employer surveys that UAA program graduates are sought highly in the paralegal marketplace. Those who have hired program graduates rated these students as excellent hires more than 90% of the time in this reporting year. We also know that much of the satisfaction employers express can be directly attributed to the very high standards we set in the areas of written and oral communications, legal research and analysis. We also know, when comparing survey responses to student information, that starting salaries are higher than employers report to us. University of Alaska Anchorage Paralegal Studies Certificate Program Paralegal Employer Survey – Spring 2006 A. General Information - Employer 1. Which of the following best describes your organization? Sole practitioner law firm Law firm: 2-9 attorneys Law firm: 10-19 attorneys Law firm: 20 or more attorneys Company in-house law department Prosecuting attorney Public defender Nonprofit or public interest firm Other public or government agency Other _________________________ 2. Which of the following best describes your law practice? General Practice Civil Litigation 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 20 of 45 Public Interest Criminal Prosecution/Defense Regulatory/Administrative/Workers’ Compensation Bankruptcy/Business, corporate, or commercial Insurance Defense Family Law Other _________________________ B. General Information - Employment of Paralegals 3. Does your organization employ one or more paralegals? Yes [Go to question 4] No [Go to question 20] 4. How many paralegals are currently employed by your organization? 1-4 5-10 11-20 More than 20 None 5. Does your organization employ: A paralegal to supervise or manage other paralegals Paralegal assistants 6. In what areas of your work are paralegals utilized? Initial client interview Oral communications with client/staff Written communications with client/staff Oral and/or written communications with opposing counsel Witness interviews and factual investigations Substantive legal research 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 21 of 45 Substantive legal drafting Discovery and Initial Disclosures Assistance before judiciary or regulatory tribunals Electronic case presentation Other ____________________________ C. Paralegal Qualifications 7. What are the minimum qualifications for an entry-level paralegal at your High school diploma High school diploma plus ____ years' experience High school diploma plus paralegal certificate High school diploma plus paralegal certificate plus ____ years' experience Two-year college degree, any major Two-year college degree, any major, plus ____ years' experience Two-year college degree, plus paralegal certificate or major organization? Two-year college degree, plus paralegal certificate or major, plus ____ years' experience degree, any major Four-year college degree, any major, plus ____ years' experience Four-year college degree, plus paralegal certificate or major Four-year college degree, plus paralegal certificate or major, plus ____ years' experience ____________________________________________________ Four-year college Other 8. If your organization requires formal paralegal education as an entry-level qualification, must that education come from an ABA-approved education program? Yes No Not applicable D. Paralegal Compensation and Benefits 9. What is the starting salary range for an entry-level paralegal at your organization? 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 22 of 45 Under $24,999 per year 25,000-$29,999 per year 30,000-$34,999 per year 35,000-$39,999 per year 40,000-$44,999 per year 45,000 or more per year 10. Which of the following benefits does your organization offer to paralegals the organization employs? Dental insurance Health insurance Life insurance Profit-sharing plan Retirement plan Tuition payment or reimbursement Vision care insurance Other _____________________________ No benefits offered 11. Does your organization provide overtime pay to paralegals? Yes No 12. Which of the following scheduling alternatives does your organization offer to paralegals? Full-time employment Part-time employment Flexible scheduling, including job sharing or telecommuting Other _______________________________________ 13. Does your organization pay for continuing education for paralegals? Yes No Not applicable 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 23 of 45 E. Recruitment of Paralegals 14. Please indicate which of the following methods your organization uses to recruit qualified paralegals: Employment agencies Newspaper advertisements Web based advertisements University placement office Word of mouth Other ___________________ F. Organizational Needs Regarding Paralegal Skills 15. Please indicate the importance to your organization of the following paralegal skills and duties: Word Processing Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Knowledge of Computerized Spreadsheets / Databases Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Knowledge of Computerized Presentation Software (e.g., Powerpoint) 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 24 of 45 Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Manual Legal Research Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Computer-Assisted Legal Research Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Grammar and Writing Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Client Interaction Skills Extremely Important Somewhat Important Neutral Not Very Important 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 25 of 45 Not At All Important Oral Communication Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Knowledge of Substantive Law Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Knowledge of Court Procedures Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Knowledge of Rules of Legal Ethics Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Substantive Legal Drafting Skills 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 26 of 45 Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Interviewing and Investigation Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important Law Office Management Skills Extremely Important Somewhat Important Neutral Not Very Important Not At All Important 16. Please describe any skills or competencies that you find paralegals generally lacking and that you feel would make them more useful or valuable to your organization: _______________________________________________________ G. Employment of UAA Graduates 17. Has your organization employed graduates of UAA's Paralegal Studies Certificate Program? Yes [Go to question 27] No [Go to question 20] Unsure [Go to question 19] 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 27 of 45 H. Skills of UAA Paralegal Studies Graduates 18. Please rate the proficiency of UAA Paralegal Studies Program graduates employed by your organization as to each of the following skills and competencies: Word Processing Skills Excellent Good Average Fair Poor No basis for rating Knowledge of Computerized Spreadsheets / Databases Excellent Good Average Fair Poor No basis for rating Knowledge of Computerized Presentation Software (e.g., Powerpoint) Excellent Good Average Fair Poor No basis for rating Manual Legal Research Skills Excellent Good Average 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 28 of 45 Fair Poor No basis for rating Computer-Assisted Legal Research Skills Excellent Good Average Fair Poor No basis for rating Grammar and Writing Skills Excellent Good Average Fair Poor No basis for rating Client Interaction Skills Excellent Good Average Fair Poor No basis for rating Oral Communication Skills 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 29 of 45 Excellent Good Average Fair Poor No basis for rating Knowledge of Substantive Law Excellent Good Average Fair Poor No basis for rating Knowledge of Court Procedures Excellent Good Average Fair Poor No basis for rating Knowledge of Rules of Legal Ethics Excellent Good Average Fair Poor No basis for rating Substantive Legal Drafting Skills 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 30 of 45 Excellent Good Average Fair Poor No basis for rating Interviewing and Investigation Skills Excellent Good Average Fair Poor No basis for rating Law Office Management Skills Excellent Good Average Fair Poor No basis for rating I. Paralegal Internships 19. Does your firm employ paralegal interns? Yes No Unsure 20. Would you consider allowing advanced students in UAA's Paralegal Studies Program to do their required Paralegal Internship at your organization? 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 31 of 45 Yes (please provide contact information): _____________________________ No Unsure J. Closing Information 21. Please offer any suggestions you may have to improve UAA’s Paralegal Studies program ____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 22. Would your organization employ more paralegals than it does presently if qualified applicants were available? Yes No 23. Contact information (Optional): Your Name: ____________________________ Organization Name: ____________________________ Address: Phone/FAX: Email: ____________________________ ____________________________ ____________________________ APPENDIX E: GRADUATE SURVEYS Tool Description: The ABA also requires the program to survey its graduates on a periodic basis. The graduate community is relatively small and easily tracked while members continue their careers in Alaska. The survey instrument follows. Factors that affect the collected data: 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 32 of 45 Factors that affect the collected data include: small sample size, loss of contact over time with graduates who leave the state, and self-reporting bias. How to interpret the data: Data analysis tools were developed in 2003 by a Justice Center research assistant to permit the paralegal faculty (consisting of lawyers) the means to interpret the limited data available through the survey instruments. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 33 of 45 UAA Paralegal Studies Certificate Program GRADUATE SURVEY NAME: ADDRESS: ________________________________ ________________________________ ________________________________ ________________________________ PHONE: ________________________________ General Employment Information 1. Please show the year you graduated, the degree(s) you received, and circle which institution conferred the degree. (Note: UA,A is the University of Alaska, Anchorage, prior to the merger with ACC in 1987.) If you graduated from another institution, please show that information on the last line. 19___ _____________________________ Degree/Major _____________________________ Degree/Major ACC/UA,A /UAA 19___ ACC/UA,A /UAA 19___ _____________________________ ____________________ Degree/Major Name of Institution 2. Please identify your current employment status (check all that apply) ___Currently employed as a paralegal ___Currently employed as other than a paralegal ___Currently working but seeking employment as a paralegal ___Not working but seeking employment as a paralegal ___Not working but seeking non-paralegal employment ___Previously worked as a paralegal but left because ___Went to law school ___Went to graduate school ___Went to school to complete undergraduate degree ___Didn’t like paralegal work ___Pay was insufficient ___Job was temporary ___Other _______________________________ 3. If you are currently employed as a paralegal or legal assistant, or in a law related job please provide the following information: _____ Full-time _____ Part-time Submitted 6-15-07 Page 34 of 45 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Job title; if not paralegal: ____________________________ Name/address/phone number of current employer: ______________________________________________ ______________________________________________ ______________________________________________ For what type of employer are you working? _____ Private law firm _____ Government _____ Corporate Legal Department _____ Public Interest _____ Other (please specify) ___________________________ 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 35 of 45 4. If you are not currently employed in a law related field, for what type of employer are you working? ______________ _________________________________________________________ What is your job title? _________________________________ Are you employed: full time _______ part time _________ Name/address/phone number of current employer: ______________________________________________ ______________________________________________ ______________________________________________ 5. If you are continuing your education: What degree or certificate are you pursuing? _______________ What is the name of the educational institution you attend? ______________________________________ [If you are not working as a paralegal or in a law related position, you need not complete the rest of his form, but please do return it with the above information. Thank you. If you are working as a paralegal or in a law-related position, please complete the rest of the form.] 6. If you are currently working in a law related field, please answer the following questions. a. How long have you worked in your current position? _____ Less than one year _____ 6 to 10 years _____ 1 to 2 years _____ 3 to 5 years _____ 11 to 15 years _____ More than 15 years b. Were you employed as a paralegal or legal assistant or in a law related job at the time you graduated? _____ Yes _____ No c. If you were NOT employed as a paralegal or legal assistant or in a law related job at the time you graduated, and you are working in such a position now or have worked in such a position 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 36 of 45 since you obtained your certificate, how long did it take for you to obtain your first law related position? _____ Within one month _____ 1 - 3 months _____ 4 - 6 months _____ 7 months - one year _____ More than one year 7. How did you obtain your first paralegal or legal assistant or law related position? _____ Through internship _____ Through UAA other than internship _____ Newspaper ad _____ Employment Agency _____ Professional organization _____ Personal contacts other than any listed above _____ Own solicitation with resumes _____ Other (Please explain) 8. Number of attorneys in your current organization ______ ______ ______ ______ ______ ______ ______ 1 2-4 5-7 8-10 10-15 15-20 More than 20 9. Number of paralegals in your current organization ______ ______ ______ ______ 1-3 4-6 6-10 More than 10 Paralegal Employment Duties and Training 10. If you are working in a law related job, in which areas of the law do you work? (check all that apply) 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 37 of 45 ____Administrative Law ____Alternative Dispute Resolution ____Bankruptcy ____Civil Litigation ____Commercial law ____Contracts ____Copyright / Patent Law ____Corporate ____Creditors’ / Debtors’ Rights ____Criminal defense ____Criminal prosecution ____Employment Law ____Environmental Law ____Estate Planning / Probate ____Family Law ____Insurance defense ____Personal Injury – plaintiff ____Public Interest ____Real Estate ____Securities ____Social Security ____Workers’ Compensation ____Other ____________________ 11. For what types of tasks do you use the computer and what program(s) do you use? Word processing _____________________________________ Database ____________________________________________ 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 38 of 45 Spreadsheet _________________________________________ Electronic slide presentation _______________________ Case Management _____________________________________ Calendaring / Docketing _____________________________ Timekeeping / Billing _______________________________ Litigation support __________________________________ Legal research_______________________________________ Factual investigation _______________________________ E-mail ______________________________________________ Other _______________________________________________ 12. Overall, how well did the program prepare you to perform the computer tasks required of you? _____ Very well _____ Well _____ Adequately _____ Not very well Please explain your response to the last question. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 39 of 45 13. If you are working in a law related job, how often do you perform the following: FREQUENTLY SOMETIMES A. Research Legal Research Factual Research B. Writing Legal memorandum Briefs Letters Legal Documents Reviewing and/or digesting documents Filling out forms C. Client Contact Interview in person Telephone interview D. Court Trial preparations ___ ___ Appeal preparations ___ Attending hearings ___ Attending calendar calls___ Filing papers ___ E. Clerical Photocopying Typing Filing F. G. Office Management Serving Papers ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ NEVER ___ ___ ___ ___ ___ ___ ___ ___ ___ 14. Overall, how well did the program prepare you for a position as a paralegal or legal assistant? _____ Very well _____ Well _____ Adequately _____ Not very well Please explain your response to the last question. 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 40 of 45 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 41 of 45 067cb866-7438-4d81-9eaf-ba1c02ba2354.doc Submitted 6-15-07 Page 42 of 45 15. The following list of courses is currently required for the paralegal certificate. Please indicate your opinion as to the importance of the course relative to the work you do by using the following ranking: V = very important I = important N = not important In the blank beside each course put V, I or N. _____ Introduction to Law _____ Civil Procedure _____ Paralegal Studies _____ Litigation _____ Legal Research I _____ Advance Legal Analysis and Writing _____ Law of Government Regulation _____ Ethics _____ Factual Investigation & Interviewing _____ Internship List any other classes that were pertinent to your paralegal education and apply the same criteria used above. 16. List the courses, in order of importance, that were most beneficial in preparing you for a law related career. 17. List the courses, least beneficial first, that were least beneficial in preparing you for a law related career. 18. Please list any other courses, in order of importance, that you think should be required for the paralegal certificate. Paralegal Studies Program Educational Effectiveness Assessment Plan Page 43 of 45 19. What are the strengths of the paralegal program? 20. What are the weaknesses of the paralegal program? 21. Do you have any comments or suggestions for improving the UAA Paralegal Certificate Program? Confidential Salary Information 22. If you are currently working in a law related job, please provide the following salary information. (All such information will remain confidential.) a. b. Do you work full-time ____ or part-time ________? If part-time, how many hours per week? _____Less than 10 _____10-15 _____16-20 _____21-25 _____26-30 _____31-35 c. d. Are you paid hourly _____ or by salary ______? What was your beginning rate of pay per hour or per annum? _______________ e. f. g. h. What is your current rate of pay per hour or per annum? _________________ Are you paid for overtime? ____________________________ If not, do you receive compensatory time? ______________ Do you receive bonuses? _______________________ i. If you receive bonuses, on what are they based and how often are they given? _________________________ j. What benefits do you receive? _____ Health insurance _____ Dental insurance Paralegal Studies Program Educational Effectiveness Assessment Plan Page 44 of 45 _____ Vision insurance _____ Disability insurance _____ Life insurance _____ Retirement plan _____ Professional dues _____ Tuition / CLE payment k. l. Does your firm bill clients for your time? Yes __ No __ If yes at what rate? _____ Less than $50.00 per hour _____ $51.00-$60.00 _____ $61.00-$70.00 _____ $71.00-$80.00 _____ $81.00-$91.00 _____ $91.00-$100.00 _____ $101.00-$115.00 _____ $116.00-$130.00 _____ More than $130.00 per hour Does your firm have a quota or target for your billable hours? Yes ___ No ____ If yes, what is your quota _____ less than 1200 hours per year _____ 1201 - 1300 _____ 1301 - 1400 _____ 1401 - 1500 _____ 1501 – 1600 _____ 1601 – 1700 _____ 1701 – 1800 _____ 1801 – 1900 _____ 1901 – 2000 _____ more than 2000 per year m. Paralegal Studies Program Educational Effectiveness Assessment Plan Page 45 of 45