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

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Job Description

The University of Nevada, Las Vegas invites applications for an Assistant Professor-In-Residence for the Academic Success Program at the William S. Boyd School of Law [R0153869]

ROLE of the POSITION

The Assistant Professor-in-Residence, reporting to the Director of the Academic Success Program (ASP), supports in advancing the law school’s student success, academic support, and bar readiness goals. This position contributes to the development and delivery of academic success programming for full-time, part-time, and hybrid law students, with particular responsibility for serving as a primary point of contact and liaison for hybrid students’ engagement, communication, follow-up, and support needs.

Under the direction of the Director, the Assistant Professor-in-Residence assists with the implementation of ASP initiatives designed to strengthen students’ academic performance, legal analysis, study strategies, time and task management, professional development, and preparation for the bar examination. The position works collaboratively with the Director, the Assistant Director of ASP, faculty, staff, and student workers to provide individual and group academic support, participate in workshops and student outreach, and help connect students to appropriate academic success resources.

A significant purpose of this role is to expand ASP’s capacity to serve students whose schedules, locations, or program format require additional flexibility. The Assistant Professor-in-Residence is expected to maintain flexibility in work hours and days, including occasional evenings and weekends, to support student engagement across programs and to provide consistent support for hybrid students. Although the position includes assigned administrative responsibilities, it is not intended to operate at the Director or Assistant Director level and does not carry overall responsibility for ASP strategy, supervision, or directional program administration.

The Assistant Professor-in-Residence also supports bar preparation and bar taker programming in coordination with the Director and Assistant Director of ASP. This may include student outreach, advising, workshops, tracking student engagement, assisting with implementation of bar support initiatives, and providing support to graduates preparing for licensure.

In addition to these administrative and student-support responsibilities, the Assistant Professor-in-Residence teaches a total of three credit-bearing courses annually, as assigned and consistent with the needs of ASP and the law school. The role does not have operational or budgetary oversight.

BACKGROUND SCREENING

Employment is contingent upon the successful completion of a pre-employment criminal background and/or credit check.

MINIMUM QUALIFICATIONS

This position requires a Juris Doctor from an accredited college or university as recognized by the United States Department of Education and/or the Council on Higher Education Accreditation (CHEA) and to have successfully passed a Bar Exam; Nevada or Legacy Uniform Bar Exam preferred. Credentials must be obtained prior to the start date. One to three years of student advising or related professional experience.

• •Teaching and Instructional Skills: Ability to prepare and deliver effective classroom instruction, workshops, practice exercises, and other learning experiences that support student development in legal analysis, writing, exam performance, performance test skills, bar readiness, and practice readiness.
• •Communication Skills: Excellent written and verbal communication skills, including the ability to communicate clearly, professionally, and effectively with students, faculty, staff, administrators, and other stakeholders.
• •Student Advising, Counseling, and Mentoring Skills: Ability to provide supportive, constructive, and student-centered guidance to students facing academic, bar preparation, professional, or personal challenges affecting their academic performance. This includes the ability to build trust while maintaining appropriate professional boundaries.
• •Interpersonal and Relationship-Building Skills: Ability to build and maintain positive working relationships with students, faculty, staff, and colleagues in a diverse academic environment. This includes a collaborative approach to supporting students and advancing ASP goals.
• •Public Speaking and Presentation Skills: Ability to present effectively to groups of students, faculty, staff, or other audiences through classes, workshops, orientation sessions, bar support programming, and other academic success initiatives.
• •Analytical and Critical Reasoning Skills: Ability to evaluate student work, identify patterns in student performance, diagnose academic challenges, and help students develop practical strategies for improvement.
• •Organizational and Time Management Skills: Ability to manage multiple responsibilities, including teaching, student meetings, hybrid student engagement, workshops, communications, materials preparation, grading, and assigned program support responsibilities.
• •Attention to Detail: Ability to prepare, review, edit, and proofread instructional, student-facing, and administrative materials with accuracy, clarity, and professionalism.
• •Legal Education and Academic Success: Demonstrated knowledge of legal education, academic success principles, student learning, legal analysis, exam writing, study strategies, and the academic skills necessary for success in law school.
• •Bar Examination and Bar Readiness: Working knowledge of bar examination preparation, including legal analysis, legal writing, licensure exam strategies, performance test taking skills, time management, and other skills necessary for bar readiness.
• •Knowledge of the Nevada Bar Examination, performance test expectations, and evolving licensing examination requirements is strongly preferred or must be developed as part of the role.
• •Teaching and Pedagogy: Knowledge of effective teaching methods, assessment practices, feedback techniques, and student-centered instructional strategies, particularly in courses or programs focused on academic success, bar preparation, legal writing, legal analysis, or practice-readiness skills.
• •Hybrid and Flexible Student Support: Knowledge of, or ability to quickly and comprehensively develop knowledge of, effective strategies for supporting hybrid students and students whose schedules, locations, or program formats require flexible engagement, communication, and follow-up.
• •Technical Proficiency: Demonstrated working knowledge of computer systems and software applications relevant to teaching, academic administration, student communication, and program support, including Microsoft Office Suite, Adobe Acrobat, learning management systems, video conferencing platforms, and educational technology tools.
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• •Diversity, Equity, Inclusion, and Accessibility: Knowledge of practices that support diverse learners in legal education, including inclusive teaching, accessibility, culturally responsive student support, and strategies for supporting students from varied backgrounds and educational experiences.
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