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
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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
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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
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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.
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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.
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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
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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
Oral 3rd Em Gra
Deli Party plo dua
Objectives and Outcomes very Criti yer te
Exa Pape
w/ or ques Sur Sur
ms rs
w/o vey vey
Tech s s
.
Exceptionally strong competency in
written and oral communication 1 1 1 1 1 1
skills.
Comprehensive understanding of the
Rules of Professional Conduct and 1 1
1 1 0 1
other ethical responsibilities of one
affiliated with the legal profession.
Thorough knowledge of legal
terminology and civil procedure 1 1
1 1 0 1
necessary to assist meaningfully in
civil litigation as a paralegal.
Operational skills at factual
investigation and interviewing skills 1 1
1 1 0 1
necessary for paralegal in a litigation
practice.
Command of skills necessary for
both law library and commonly used 1 0 1 1 1 1
computerized legal research.
Ability to synthesize legal research
results and develop memorandum of 0 1 1 1 1 1
legal analysis.
Satisfactory law office or legal
agency experience involving 0 1 1 1 1 1
paralegal skills development.
0 = Tool is not used to measure the associated objective.
1 = Tool is used to measure the associated objective.
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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.
Frequency/ Collection Administered
Tool Description
Start Date Method by
Exams Course
Semester /
Periodic testing in each of the ten core Instructor /
Program Faculty
courses occurs. Retention
Origin
Policy
Oral N/A.
Delivery Oral presentations occur in PARL Semester / Standardized
A215, PARL A235, PARL A375 and Program rubrics
Faculty
PARL A470. These may also occur in Origin, strongly
substantive law electives. Increased ‘04 recommended
.
Papers Major papers are required in PARL
A256, PARL A456 and PARL A470.
Course
These may also be required in Semester, Faculty
Instructor /
substantive law electives. In addition, Program
Retention
students must submit papers regarding Origin
Policy
their internships to complete their
requirements for JUST A495.
Third Party Students may be critiqued by volunteer
Critiques judges in PARL A375 during the mock Semester,
trial exercise. Students are critiqued by Program N/A Faculty
their site supervisors during their Origin
internship.
Employer Select groups of employers from the Annual
Program
Surveys Third Judicial District, State of Alaska, 1992
Mail Coordinator and
are surveyed to determine their
Staff
utilization of paralegals, including (ABA
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whether they employ UAA program Requirement)
graduates.
Graduate 3 months post
Surveys 6 months post
Graduates are surveyed regarding
1 year post
employment status and perceptions Program
5 years post Mail,
regarding their preparation for Coordinator and
Telephone FU
employment as provided by the UAA Staff
since 1992
Paralegal Studies program.
(ABA
Requirement)
Student Active students are surveyed regarding
Surveys 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 Program
Annually 2006 Blackboard
obtain active student feedback Coordinator
regarding program (as opposed to
course) evaluation in light of perceived
needs. Surveys are administered
through program’s Blackboard site.
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
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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.
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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.
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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 Name: ______________________________
Introduction to Law, PARL 101
Prof. Pamela R. Kelley Score:
___________
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.
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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
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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
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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
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Content 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
Presentation Skills 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.
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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. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
The student demonstrated an understanding of the rules of confidentiality.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
The student demonstrated an appropriate level of concern regarding conflicts of interest.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
Please provide any additional comments regarding this student and professional ethics as necessary:
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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________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
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b. Agree
c. Disagree
d. 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. Strongly Agree
b. Agree
c. Disagree
d. 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:
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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
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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
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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 organization?
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
Two-year college degree, plus paralegal certificate or major, plus ____ years' experience Four-year college
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 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?
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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
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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)
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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
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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
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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]
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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
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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
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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
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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?
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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:
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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.
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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___ _____________________________ ACC/UA,A /UAA
Degree/Major
19___ _____________________________ ACC/UA,A /UAA
Degree/Major
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
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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) ___________________________
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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 _____ 11 to 15 years
_____ 3 to 5 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
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since you obtained your certificate, how long did it take for you to obtain your
first law related position?
_____ Within one month _____ 7 months - one year
_____ 1 - 3 months _____ More than one year
_____ 4 - 6 months
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)
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____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 ____________________________________________
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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 _____ Adequately
_____ Well _____ Not very well
Please explain your response to the last question.
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13. If you are working in a law related job, how often do you perform the following:
FREQUENTLY SOMETIMES NEVER
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. Office Management ___ ___ ___
G. Serving Papers ___ ___ ___
14. Overall, how well did the program prepare you for a position as a paralegal or legal
assistant?
_____ Very well _____ Adequately
_____ Well _____ Not very well
Please explain your response to the last question.
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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.
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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. Do you work full-time ____ or part-time ________?
b. If part-time, how many hours per week?
_____Less than 10
_____10-15
_____16-20
_____21-25
_____26-30
_____31-35
c. Are you paid hourly _____ or by salary ______?
d. What was your beginning rate of pay per hour or per annum? _______________
e. What is your current rate of pay per hour or per annum? _________________
f. Are you paid for overtime? ____________________________
g. If not, do you receive compensatory time? ______________
h. 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
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_____ Vision insurance
_____ Disability insurance
_____ Life insurance
_____ Retirement plan
_____ Professional dues
_____ Tuition / CLE payment
k. Does your firm bill clients for your time? Yes __ No __
l. 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
m. 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
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