2012-13
Truckee Meadows
Community College
Web College
PARALEGAL
PROGRAM/UNIT REVIEW SELF STUDY
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
SELF-STUDY SUMMARY
PROG~TRE~EWED: ~PARAL
~~EG~AL~---------------------------------------
Division: Web College
YearofR~w: ~20~1~2~
- 1~3~----------------
Date Submitted to Dean: =De=ce=m==be
=r,_,l"""-=20=1=-=2,_______________________
Self Study Committee Members:
Name
Title
Kathrine Berning
Paralegal Part time Instructor
John Fitzsimmons
TMCC Librarian/faculty
Brian Sooudi
Parnlegal Part time Instructor
Laure'l Santos
Paralegal Part time lnstructo
Racl1ael Chavez
Palalegal Student
Charlotte Lee
HPL Administrative Asst.
elf Study Committee Chair:
Name
Title
Henry Sotelo
Parnlegal Coordinator
Major Findinp and Conclusions of the Program Review:
CURRICULUM.
From a strategic standpoint, ParalegaVLaw should continue to maintain its standards of teaching and continue to refine
its criteria, via assessment knowledge gathered. The Paralegal/Law program should prepare students academically for
the legal field. However, just as important is the need to allow students the opportunity to develop work experience at
the same time. The program has attempted to stay ahead of this need but continuing to seek out possible legal
partnerships in the private and public legal fields.
DEMOGRAPmCS & ENROLLMENT
The Parnlegal program demographic is an older student, white and female. Hi.spanic students in the program appear to
be rising, perhaps based upon the changing demographics of the region. Previous attempts at attracting younger
students have met with mixed success. The program has attempted to pwposely seek out minority, especially Hispanic,
students. This campaign has resulted in a rising interest and enrollment of Hispanic students over the years. Gender
provides a vexing problem. The enrollment numbers represented here do indicate that a higher number of males are
showing interest in the field in a pennanent trend, however.
The Paralegal program bas continued to rise in student FfE and has maintained a solid retention rate as reflected in the
below table. Obviously the program would like to see a higher number, however the consistent nature of student
retention reflects the program's longtime commitment to preserve a balance between student enrollment/retention and
Self-Study Surnma.Jy
student quality. Student success in the program shows an increase via the consistently high Retention Rates, the rise in
student FTE and the high level of degree seekers within the program. Since 2003, the program has focused on these
important aspects, and those efforts have shown results. The program will continue to develop the areas it had initiated
in the past: strong program advisement from the Coordinator; Curriculum adjustment and modification; and a
commitment to hiring experienced, active and capable legal professionals.
RESOURCES
The program could benefit from additional administrative support. Currently the program shares one administrative
assistant with the rest of the department which is comprised of history, law and political science. In order to meet the
demands attendant with ABA interim reports and TMCC reporting duties, more administrative support would be
helpful. Furthermore, as the program continues to grow incrementally, and as the pressure rises to graduate students
within a 18-24 month time frame, there will be a need to increase the number of sections and year round offerings of
the required Law classes.
There doesn't appear to be any type of overriding need for specialized facilities or capital improvements necessary to
help the Paralegal program to operate. The program has what it needs in order to effectively carry out its mandate. As
long as TMCC has a sufficient number of smart-classroom and computer labs available to avoid scheduling congestion,
the program is fine.
Funding should grow at a reasonable pace to keep up with any Paralegal course offerings. The lab fee has effectively
funded the WestLaw legal research database and the program's budgetary needs appear to be sufficient.
Self-Study Summary
Paralegal
DESCRIPTION OF PROGRAM/UNIT
The Paralegal/Law Program was initially begun pre-1988 with a part time coordinator/instructor. With
the growth of the program and the push for ABA approval, a full time coordinator was eventually hired.
The program began as the Legal Assistant Program and started admitting students in Spring 1989; later
the name was changed to the program’s current name to keep up with the changes in the field. From the
beginning, the focus of the program has been to train students to be paralegals. With an active advisory
board, a rigorous curriculum was implemented, and the program pursued ABA approval. The Program
achieved ABA approval in 1991 and has been reapproved in 1998, 2005 and is currently undergoing
another 7 year re-approval during the 2012/2013 term.
To further its mission, the primary goal of the paralegal program is to provide the student with a
foundation in the basic skills of legal research, legal writing, and substantive knowledge of various areas
of the law and to prepare graduates for employment in entry level legal positions or other related fields.
Mission Statement
The mission of the Paralegal/Law Program at Truckee Meadows Community College (TMCC) is to train
students for careers as paralegals, to provide continuing enrichment for professionals in the field, and to
meet the legal educational needs of those in related professions. The Paralegal/Law Program, paralleling
the mission of the college, provides access for lifelong learning to improve the quality of life for our diverse
community through its law classes and its continuing legal education workshops. The program endeavors to
support students and to provide additional assistance for its students, some of whom are non-native
speakers. By maintaining constant contact with students, paralegals and lawyers, the program “anticipates
and responds to educational needs of individuals to achieve their goals, aspirations, and dreams.”
Degrees, Certificates, and/or Non-Credit Courses offered
Students studying to become paralegals pursue an Associate of Applied Science (AAS) degree. Students in
this program must complete 21 general education units and 45 legal specialty core credits in order to obtain
a degree. For specific details regarding the requirements for the AAS, see Paralegal/Law Program Worksheet:
Appendix B.
Program/Unit Review Self Study | Description of Program/Unit
1.1
2012-13
PROGRAM UNIT REVIEW
Primary Goals and Objectives
Academic Excellence.
The program demands, and supports excellence in teaching and learning, requiring students who
wish to enter the program to earn a “B” or better in Law 101 in order to continue in the program and
also by requiring students to maintain a 3.0 average in order to graduate from the program. In
addition, teachers are required to attend one professional development program each semester that
they teach. The Paralegal/Law Program at TMCC is the only ABA Approved paralegal program in
the state, marking it as a program which has met the stringent standards of the American Bar
Association (hereinafter “ABA”).
Diversity.
The paralegal program has addressed diversity by working with ESL to provide bilingual students
assistance in the paralegal program thereby encouraging a diverse student base. This diversity assists
our community by providing trained bilingual professionals to community law firms. The program
has also recently starting offering a paralegal tutor for DRC and non DRC students.
Strategic Partnerships.
The paralegal program has formed mutually beneficial partnerships, ensuring the vitality and
relevance of the law curriculum, and distinguishing the program as an integral and influential
member of the legal community. The coordinator networks with lawyers, paralegals, professional
organizations, and prospective students to promote the Paralegal/Law Program.
Furthermore, in order to facilitate educational and internship opportunities, the program coordinator
has networked with nonprofit legal services providers: Nevada Legal Services, Washoe Legal
Services, Washoe County Senior Law Project, Nevada Disability Advocacy & Law Center,
NAACP, Nevada Hispanic Services; the Washoe County Bar Association, Sierra Nevada
Association of Paralegals, and governmental agencies such as Washoe County Public Defender’s
Office and Washoe County Alternative Public Defender’s Office.
Technology.
The Paralegal/Law Program provides the latest technology for its students, by providing each student
with a password to Westlaw which is an internet-based legal research tool used by lawyers and
paralegals in the field. A designated TMCC Elizabeth Sturm librarian serves as the liason with
Westlaw to facilitate the management and delivery of passwords on a per semester basis.
Students are required to complete a full semester of Legal Research as a prerequisite to all upper
level law classes. Furthermore, all Program instructors assign students research focused assignments
requiring students to utilize the Westlaw legal database. Finally, the Program continually upgrades
the access contract with Westlaw. The Program now has the top-tier Westlaw access allowed for
Paralegal and Law School Programs.
1.2
Description of Program/Unit | Truckee Meadows Community College
Welcoming and Supportive Environment.
The program’s coordinator serves as an academic adviser for all students, providing one on one
advisement. Students are encouraged to contact faculty and the program coordinator in person, by
phone, or by e-mail for assistance in their course of study. A yearly student survey is conducted
every late Fall Semester.
Factors Expected to Affect Future
There is an increased demand for trained paralegals in areas related to the law. Employment of paralegals
and legal assistants is expected to grow by 18 percent from 2010 to 2020, about as fast as the average for all
occupations.* More and more corporate consumers of legal services are hiring paralegals to interface with
outside legal counsel and to review legal documentation prepared by lawyers for the corporate client.
Even more frequently insurance companies and other consumers of legal services are requiring law firms to
refrain from using lawyers to do tasks that can be done by paralegals, thereby increasing the demand for
paralegals. As employers try to reduce costs and increase the efficiency of legal services, they are expected
to hire more paralegals and legal assistants. Following the cutbacks experienced during the recent recession,
some law firms are rebuilding their support staff by hiring paralegals. Paralegals can be a less costly
alternative to lawyers and perform a wider variety of duties, including tasks once done by lawyers. This will
cause an increase in demand for paralegals and legal assistants. In addition, paralegals’ work is less likely to
be transferred offshore than that of other legal workers.
Law firms will continue to be the largest employers of paralegals, but many large corporations are
increasing their in-house legal departments to cut costs. For many companies, the high cost of lawyers and
their support staff makes it much more economical to have an in-house legal department rather than to retain
outside counsel. This will lead to an increase in the demand of legal workers in a variety of settings, such as
finance and insurance firms, consulting firms, and health care providers.
With the increased use of paralegals the issue of ethics has become more pronounced. Many cases have
been ruled on by the Nevada Supreme Court finding that lawyers have allowed paralegals to practice law
without a license where paralegals were inappropriately supervised or were not supervised at all. These
events make it important for paralegal graduates to know the nature and parameters of their ethical
obligations.
As the ethnic makeup for our community has diversified, the demand for bilingual paralegals and legal
office professionals has increased.
Program/Unit Review Self Study | Description of Program/Unit
1.3
2012-13
PROGRAM UNIT REVIEW
This paralegal profession attracts many applicants, and competition for jobs will be strong. Experienced,
formally trained paralegals should have the best job prospects. In addition, many firms will prefer paralegals
with experience and specialization in high-demand practice areas.
* Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Paralegals and Legal Assistants,
on the Internet at http://www.bls.gov/ooh/legal/paralegals-and-legal-assistants.htm (visited October 20, 2012).
1.4
Description of Program/Unit | Truckee Meadows Community College
PARALEGAL
2012-13
CURRICULUM
Program/Unit Review Assessment Reports
2016-17
2015-16
2014-15
2013-14
2012-13
2011-12
2010-11
APR
2009-10
2007-08
SS
2008-09
2006-07
Degree/emphasis: Associate of Applied Science,
Paralegal/Law Degree
2005-06
List title(s) of past Program/Unit Reviews;
indicate programs (degrees, emphases, and
certificates) and disciplines.
APR
Discipline: Law
SS=Self Study APR=Annual Progress Report
The last comprehensive Paralegal/Law Program Review Self Study was completed in 2006.
Course Assessment Report Summaries
Course
Number
LAW 101
LAW 198
Title
Fundamentals of
Law I
Special Topics Legal
Assistant
Most
Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
SLO
Approval
Date
SLO
Review
Due
S’14
2006
Yes
As needed
2009
no
Assessment-driven Course
Modifications
LAW 203
Real Property
F'15
2006
Yes
LAW 204
Torts
S'16
2006
Yes
LAW 205
Contracts
F'13
2006
Yes
LAW 206
Case Analysis
F'11
2006
Yes
LAW 231
Procedure - Civil
S'14
2006
Yes
LAW 232
Procedure - Criminal
F'14
2006
Yes
LAW 233
Business Structures
Summer ‘13
2006
Yes
LAW 251
Bankruptcy
Summer ‘14
2006
Yes
LAW 252
Family Law
S'16
2006
Yes
LAW 255
Probate Procedures
Summer ‘ 15
2006
Yes
LAW 259
Legal Writing
S'12
2006
Yes
LAW 261
Legal Research I
S'13
2006
Yes
LAW 263
Ethics
F'14
2006
Yes
LAW 264
Civil Evidence
S'15
2006
Yes
See CARS in Appendix
See CARS in Appendix
Program/Unit Review Self Study | Curriculum
2.1
PARALEGAL
Course
Number
LAW 295
Title
Supervised Field
Experience
Most
Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
As needed
Assessment-driven Course
Modifications
2012-13
SLO
Approval
Date
SLO
Review
Due
2006
Yes
The above table outlines the schedule of outcomes assessment for each Paralegal/Law class over the 2011/2012
thru 2015/2016 Academic periods. Since the Paralegal/Law outcomes assessment procedures are in the initial
process of being applied over the program courses, a summary of analysis and modifications made to classes are
very limited.
Assessment Driven Improvements
Outcomes assessments have been implemented starting with Law 206-Case Analysis and Law 259-Legal Writing,
submitted in May-June 2012.
Generally speaking, the Law 259 assessment indicated that the learning outcomes and curriculum matched-up
well. 89% of students meet or exceeded the criteria set out by the instructor based upon the learning outcomes.
Law 259 is an important bridge course into the ‘upper level’ substantive law classes that require the legal student
be sufficiently capable of thoughtful legal analysis, being able to clearly communicate learned legal knowledge
(via research) in legally acceptable writing formats: case briefs, legal memorandums, law motions, and other more
specific legal documents.
Law 206 is an important foundational skill course that, along with Law 101-Fundamentals of Law and Law 261Legal Research, form a key triad to build student skills and competencies so that they can successfully proceed
into the upper level substantive classes. The Law 206 assessment indicated that the two learning outcomes are
appropriate for the course.
The first learning outcome: the ability to analyze caselaw resulted in 82% of students achieving the necessary
criteria. However, the instructor noted that in order to improve student learning, the instructor planned to “Give
students more opportunity for feedback to improve writing of case briefs and provide more class discussion time
regarding the understanding of a legal opinion.”
The second learning outcome: mastery of the standardized briefing format known as IRAC, resulted in 91% of
students achieving the necessary criteria. Instructor noted that she will “Continue the teaching methods used to
present the IRAC concept.”
See Law 259 and Law 206 CARS in Appendix.
Evaluating Relevancy of Curriculum
Course Content
The course content is of first-rate, thorough, and entirely applicable to the current legal field practices. The course
content is reviewed regularly by the faculty and updated/modified when necessary. Furthermore, the program is
cyclically evaluated by the American Bar Association’s Standing Committee on Paralegal Programs (ABA). The
course content fits the recommendations published by the ABA Guidelines for Approved Paralegal Programs.
Program/Unit Review Self Study | Curriculum
2.2
PARALEGAL
2012-13
Finally, each Core Law course has clearly enunciated student learning outcomes statements on the master course
outlines (on file with TMCC).
Degree/Certificate Requirements
AAS in Paralegal/Law, for specific details regarding the requirements for the AAS. See Appendix B.
Methods of Instruction
Traditional and online courses are regularly offered in Paralegal every term. Criminal Procedure is offered every
Fall term online, Family Law every Spring term online and beginning Fall 2012 Ethics will be offered every Fall
and Spring term in an online format. Since Summer 2009, elective law classes (Bankruptcy, Business Structures,
and Probate Procedures) have been offered in online formats. All core law classes except for Civil Procedure and
Civil Evidence are offered with some form of online assist, though not rising to the level of a hybrid course. A
strong emphasis is placed upon written and oral communication of applicable law, the ability to analyze and
problem solve, and the ability to find relevant law applicable to any given legal situation.
Faculty Qualifications
In order to qualify as a full-time or part-time Paralegal/Law Instructor, the individual must hold a Law Degree
or be an experienced and practicing Paralegal. Presently, the program has one full-time instructor who also
serves as the Program Coordinator and seven part-time instructors. The Coordinator has a law degree as do
five of the part-time instructors. The other two instructors have at least paralegal degrees and are practicing
paralegals with years of experience.
Post Completion Objectives (transfer, job placement, etc.)
Students enroll in the Paralegal program in order to obtain an AAS degree and to become a working paralegal; in
order to obtain legal skills and knowledge applicable to present employment in law and non-law related fields; to
transfer to a four-year college as a pre-law major, with plans to complete law school, or for personal life-long
learning motivations.
Secondary Student Preparation Efforts
TMCC high school is located on the TMCC campus. In the past, the Paralegal/Law program has had a few of
these highly motivated students enroll in Law 101 and then continue into the main curriculum.
External Review
The Paralegal/Law Program has cyclical reporting requirements to the American Bar Association (ABA). Every
seven years the Program must undergo a complete re-approval including a site visit by the ABA. During the seven
year term, on the third year of the term, the program must file an Interim Report with the ABA. The program is
currently undergoing a seven year re-approval process set be finished in Spring 2013. Furthermore, the program
has at least twice yearly meetings with the advisory board. More meetings are a scheduled when necessary, such
as when program is undergoing re-approval.
Non-credit Training Offered
Generally, each Fall and Spring semesters, the program sponsors a three hour continuing legal education which is
open to the student body and the community.
Program/Unit Review Self Study | Curriculum
2.3
PARALEGAL
2012-13
Curriculum Strategic Plan
The following section summarizes the findings above related to curriculum and outlines the self-study
committee’s recommended targets for improvement to be implemented over the next five year period.
Assessment Findings and Strategies
The limited amount of data gathered from student learning outcome assessments already done does not offer
enough information to draw any reliable conclusions. Obviously, as more assessment data is gathered, reliable
analysis will be conducted and reasonable conclusions will be drawn. However, based upon what has been
conducted so far, the Paralegal/Law program is exceeding its goals in at two of the more challenging classes:
Case Analysis and Legal Writing. These two classes require students to learn and master two areas that are
necessary to success in the legal field: legal analysis and written communication using a legal framework.
Add to this the requirements that students also master formats and templates completely foreign to them from a
layperson’s standpoint, and it becomes clear that Paralegal/Law is teaching what it is supposed to be teaching.
From a strategic standpoint, Paralegal/Law should continue to maintain its standards of teaching and continue
to refine its criteria, via assessment knowledge gathered.
Outcome Review Plan
Courses to
Review
LAW 261
LAW 233
LAW 205
Evaluation of Existing Outcomes
Legal Research I
Business Structures
Contracts
Timeline
CAR Assessment
Cycle
S'13
Summer ‘13
F'13
External Resource Recommendations and Implementation Plans
The Paralegal/Law program should prepare students academically for the legal field. However, just as
important is the need to allow students the opportunity to develop work experience at the same time. The
program has attempted to stay ahead of this need but continuing to seek out possible legal partnerships in the
private and public legal fields.
Anticipated Factors Affecting Curriculum and Strategies
Presently, the Nevada economy has slowed the rate of legal opportunities available to enrolled students and
graduates alike. However, there is still a demand for trained paralegals, and that demand will continually
develop to the rate at which it was prior to the ‘Great Recession.’ The program needs to continue to provide a
thorough legal education that also is enhanced by relevant and consistent opportunities to get ‘hands-on
training’. The program anticipates a consistent, if not rising, demand for legal education. However, the
continuous lackluster Nevada economy is not yet supporting the number of students or graduates coming out
of the program.
Program/Unit Review Self Study | Curriculum
2.4
PARALEGAL
2012-13
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
5 -year Average Headcount
Paralegal
TMCC
54%
36%
29%
24%
21%
13%
14%
6%
0%
2%
Under 18 yrs.
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Paralegal Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
18-24 yrs.
25-34 yrs.
35-49 yrs.
Under 18 yrs. 18-24 yrs. 25-34 yrs. 35-49 yrs.
0
23
22
37
0%
23%
22%
37%
0
21
22
35
0%
23%
24%
38%
1
17
24
30
1%
20%
28%
35%
0
21
27
36
0%
22%
28%
37%
0
23
33
44
0%
20%
29%
39%
0
23
43
48
0%
18%
33%
37%
0
25
34
49
0%
19%
26%
38%
1
35
45
60
1%
21%
28%
37%
1
31
47
48
1%
22%
33%
33%
0
31
56
40
0%
22%
39%
28%
0%
21%
29%
36%
2%
54%
24%
13%
50+ yrs.
50+ yrs.
17
17%
14
15%
13
15%
13
13%
13
12%
17
13%
21
16%
22
13%
17
12%
17
12%
14%
6%
Total
99
100%
92
100%
85
100%
97
100%
113
100%
131
100%
129
100%
163
100%
144
100%
144
100%
100%
100%
The Paralegal program has always attracted more students from the higher age categories. Most of these
individuals are returning to change careers and find interest in the law field. In fact, the program average age
enrollment runs counter to TMCC’s average.
Program/Unit Review Self Study | Demographics and Enrollment
3.1
PARALEGAL
2012-13
Gender
5-year Average Headcount
Paralegal
TMCC
80%
56%
44%
20%
15
17
Female
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Paralegal Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Female
83
84%
74
80%
66
78%
76
78%
90
80%
106
81%
103
80%
130
80%
119
83%
116
81%
80%
56%
Male
Male
16
16%
18
20%
19
22%
21
22%
23
20%
25
19%
26
20%
33
20%
25
17%
28
19%
20%
44%
Unreported
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
<1%
0%
Total
99
100%
92
100%
85
100%
97
100%
113
100%
131
100%
129
100%
163
100%
144
100%
144
100%
100%
100%
Female program enrollments clearly outweigh male enrollments. The Paralegal field has typically had a higher
ratio of females to males. However within the last decade it has slowly changed from practically zero males to
a steadily rising proportion of males in the program.
Program/Unit Review Self Study | Demographics and Enrollment
3.2
PARALEGAL
2012-13
Ethnicity
5-year Average Headcount
Paralegal
TMCC
71%
66%
18% 16%
2% 3%
3% 6%
African
American
Asian
2% 2%
0% 1%
Hawaiian or
Pacific
Islander
Hispanic
Native
American
White
1% 3%
0% 1%
2% 3%
Two or more
races
International
Students
Unreported
African Asian Hawaiian Hispanic Native
White
Two or
InterUnTotal
Fall
N
2
3
12
0
79
0
3
99
07
%
2%
3%
12%
0%
80%
0%
3%
100%
Spr
N
1
2
11
1
72
0
5
92
08
%
1%
2%
12%
1%
78%
0%
5%
100%
Fall
N
2
5
13
2
58
0
5
85
08
%
2%
6%
15%
2%
68%
0%
6%
100%
Spr
N
2
4
16
2
71
0
2
97
09
%
2%
4%
16%
2%
73%
0%
2%
100%
Fall
N
2
3
0
20
2
85
1
0
0
113
09
%
2%
3%
0%
18%
2%
75%
1%
0%
0%
100%
Spr
N
3
3
1
26
4
94
0
0
0
131
10
%
2%
2%
1%
20%
3%
72%
0%
0%
0%
100%
Fall
N
3
3
0
31
3
86
2
0
1
129
10
%
2%
2%
0%
24%
2%
67%
2%
0%
1%
100%
Spr
N
4
3
0
38
4
110
3
0
1
163
%
2%
2%
0%
23%
2%
67%
2%
0%
1%
100%
11
Fall
N
4
6
0
25
5
98
5
0
1
144
11
%
3%
4%
0%
17%
3%
68%
3%
0%
1%
100%
Spr
N
6
5
0
22
2
102
4
0
3
144
%
4%
3%
0%
15%
1%
71%
3%
0%
2%
100%
12
Paralegal Avg
2%
3%
<1%
18%
2%
71%
1%
<1%
2%
100%
TMCC Avg
3%
6%
1.0%
16%
2%
66%
3%
1%
3%
100%
Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements.
Similar to the college as a whole, white students still comprise the majority ethnicity enrolled in the Paralegal
program. Hispanic enrollments have slowly grown and stabilized as the hispanic population has grown in the
Truckee Meadows. Also, a growing demand for Spanish-speaking legal professionals has driven up
enrollment.
Program/Unit Review Self Study | Demographics and Enrollment
3.3
PARALEGAL
2012-13
Student Status
Educational Goals
5-year Average Headcount
LAW
TMCC
86%
77%
2%
Earn a Degree
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
LAW Avg
TMCC Avg
5%
1%
2%
Earn a Certificate Improve Job Skills
Earn a
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
92
80%
72
75%
87
82%
82
79%
105
81%
116
81%
128
92%
149
94%
135
93%
139
96%
86%
77%
Earn a
2
2%
2
2%
2
2%
3
3%
2
2%
3
2%
3
2%
1
1%
3
2%
1
1%
2%
5%
Improve Job
1
1%
1
1%
3
3%
1
1%
2
2%
2
1%
0
0%
3
2%
4
3%
2
1%
1%
2%
7% 10%
Personal
Enrichment
Personal
11
10%
11
11%
12
11%
15
14%
13
10%
16
11%
5
4%
4
3%
2
1%
3
2%
7%
10%
3%
1%
Transfer
Transfer
3
3%
4
4%
1
1%
2
2%
2
2%
1
1%
3
2%
1
1%
1
1%
0
0%
1%
3%
2%
2%
Undecided
Undecided
6
5%
6
6%
1
1%
1
1%
5
4%
5
3%
0
0%
0
0%
0
0%
0
0%
2%
2%
Total
115
100%
96
100%
106
100%
104
100%
129
100%
143
100%
139
100%
158
100%
145
100%
145
100%
100%
100%
The Paralegal program has a higher than TMCC average for students seeking to earn a degree. Students who
enroll in the program and make it past Law 101 with a ‘B’ or higher grade (a prerequisite to enter the program)
are usually looking to earn the AAS degree. The last few years have been exceptionally high with numbers in
the low to mid 90th percentile.
P
P
Program/Unit Review Self Study | Demographics and Enrollment
3.4
PARALEGAL
2012-13
Educational Status
5-year Average Headcount
Paralegal
TMCC
9%
9%
85%
78%
Continuing Students
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Paralegal Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
13%
6%
New Transfers
Continuing Students
84
85%
84
91%
72
85%
79
81%
93
82%
119
91%
99
77%
141
87%
121
84%
127
88%
85%
78%
New Transfers
10
10%
5
5%
8
9%
11
11%
11
10%
6
5%
19
15%
16
10%
10
7%
7
5%
9%
9%
New Students
New Students
5
5%
3
3%
5
6%
7
7%
9
8%
6
5%
11
9%
6
4%
13
9%
10
7%
6%
13%
Total
99
100%
92
100%
85
100%
97
100%
113
100%
131
100%
129
100%
163
100%
144
100%
144
100%
100%
100%
Paralegal program students are usually students who have started at TMCC. The program does not get many
transfers due to the high standards necessary to meet the ABA Approved course criteria to transfer credits into
the program. The Coordinator is required by ABA standards to review each request to transfer credits from
other paralegal programs.
Program/Unit Review Self Study | Demographics and Enrollment
3.5
PARALEGAL
2012-13
Enrollment Status
5-year Average Headcount
Paralegal
TMCC
48%
37%
26%
19%
15%
14%
12+
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Paralegal Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
22%
18%
9-11.9
12+
8
8%
15
16%
11
13%
20
21%
31
27%
32
24%
24
19%
25
15%
28
19%
32
22%
19%
15%
6-8.9
Credits Earned
9-11.9
6-8.9
17
17%
12
13%
14
16%
16
16%
23
20%
22
17%
29
22%
35
21%
27
19%
26
18%
18%
14%
Less than 6 credits
31
31%
27
29%
25
29%
26
27%
30
27%
30
23%
31
24%
41
25%
37
26%
34
24%
26%
22%
Less than 6
Total
43
43%
38
41%
35
41%
35
36%
29
26%
47
36%
45
35%
62
38%
52
36%
52
36%
37%
48%
99
100%
92
100%
85
100%
97
100%
113
100%
131
100%
129
100%
163
100%
144
100%
144
100%
100%
100%
The reality of the Paralegal student course load is that since many if not most of program students are holding
down other employment, they are unable to take the full-time course load of traditional students. This results
in students having to take extra time to finish the degree requirements. The program has attempted to “speed
up” the process by offering most required and elective classes in Fall, Spring and a set of classes in the
Summer sessions. Also, the program has converted six elective courses (18 credits) into online only classes in
order to facilitate student progress thru the program in a reasonable length of time.
Program/Unit Review Self Study | Demographics and Enrollment
3.6
PARALEGAL
2012-13
Student Recruitment Activities
In the past the Paralegal program has engaged in many types of student recruitment activities that include the
following: Marketing to high school students by contacting high school counselors; Participation in Day on the
Hill program; Making presentations at the local paralegal professional group, Sierra Nevada Association of
Paralegals; Program provides continuing legal education workshops every Fall and Spring Semesters, the
workshops are advertised to the student body and community; Using Paralegal posters throughout campus; Use of
a Paralegal Brochure; Paralegal Website with all contact information and program description; Program
description located in the American Bar Association Website for ABA Approved Paralegal Programs.
Underserved Student Populations
In the past the program has worked with the Re-Entry Program to assist students who need training to re-enter
the work-force. The program has utilized with ESL to recruit students to program. The program has
cooperated with the DRC to provide assistance to students. A Paralegal program tutor is now available to DRC
students and as of Spring 2013 be available to all program students.
Program/Unit Review Self Study | Demographics and Enrollment
3.7
PARALEGAL
2012-13
Enrollment Patterns
Number of Sections
Number of Sections: Fall Semesters
20.0
18.0
16.0
14.0
12.0
10.0
13.0
13.0
11.0
8.0
6.0
10.0
8.0
4.0
2.0
0.0
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
Number of Sections: Spring Semesters
20.0
18.0
16.0
14.0
12.0
10.0
8.0
12.0
12.0
10.0
6.0
11.0
12.0
4.0
2.0
0.0
Spr 08
Spr 09
Academic Years
Fall
2007-08
13.0
2008-09
8.0
2009-10
11.0
2010-11
10.0
2011-12
13.0
LAW (5 yr Avg)
11
SOLA (5 yr Avg)
714
TMCC (5 yr Avg)
1594
*SOLA = School of Liberal Arts
Spr 10
Number of Sections
% Change
--38%
38%
-9%
30%
5%
0%
-4%
Spr 11
Spring
12.0
10.0
12.0
11.0
12.0
11
729
1602
Spr 12
% Change
--17%
20%
-8%
9%
1%
2%
-2%
The number of sections in the Paralegal program does not change much. This is because class offerings remain
fairly steady. Only a few additional sections have been added to the Fall/Spring lineup of classes, Legal
Program/Unit Review Self Study | Demographics and Enrollment
3.8
PARALEGAL
2012-13
Research being one and Civil Evidence being another. Furthermore, what is not shown here is that since
Summer 2009, the program has offered Summer session electives which help students complete the program in
a reasonable time-frame. Those classes are very popular and now number three specific classes: Bankruptcy,
Probate Procedures and Business Structures.
Full Time Equivalent Enrollment
FTE: Fall Semesters
60.0
55.0
50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
49.0
42.8
41.2
31.6
27.6
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE DA
FTE: Spring Semesters
60.0
55.0
50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
50.6
54.0
50.6
30.4
25.2
Spr 08
Spr 09
Academic Years
Fall
2007-08
31.6
2008-09
27.6
2009-10
42.8
2010-11
41.2
2011-12
49.0
LAW (5 yr Avg)
38.4
SOLA (5 yr Avg)
3360
TMCC (5 yr Avg)
6820
*SOLA = School of Liberal Arts
Spr 10
Spr 11
FTE
% Change
--13%
55%
-4%
19%
14%
3%
-1%
Spring
25.2
30.4
50.6
54.0
50.6
42.2
3306
6761
Spr 12
% Change
-21%
66%
7%
-6%
22%
4%
0%
Program/Unit Review Self Study | Demographics and Enrollment
3.9
PARALEGAL
2012-13
Paralegal FTE continues to grow. The Program has appeared to have reached a good balance of courses and
sections and number of students in each offering.
Retention Rates
5 year Average Retention Rates
LAW
SOLA
TMCC
82.5%
73.4%
73.1%
Retention Rate
Retention by Semester - Fall 07 to Spring 12
Term
Total Enrollments
Number Retained
Fall 07
158
120
Spr 08
126
105
Fall 08
138
106
Spr 09
152
123
Fall 09
214
189
Spr 10
253
215
Fall 10
206
173
Spr 11
270
223
Fall 11
246
206
Spr 12
253
203
LAW (5 year Avg)
202
166
SOLA (5 year Avg)
168,412
123,533
TMCC (5 year Avg)
339,139
247,856
*SOLA = School of Liberal Arts
Retention Rate
76%
83%
77%
81%
88%
85%
84%
83%
84%
80%
82.5%
73.4%
73.1%
The Paralegal program retention rate remains solid and steady and above the SOLA and TMCC average. The
program is strictly structured. In order for students to progress in the program, they must earn a ‘B’ or better in
LAW 101. As a survey course, LAW 101 offers the student the opportunity to decide whether a career in the
legal field is what they want. Many LAW 101 students make the determination that law is not for them or
perhaps the student is taking the course as an elective for another degree. Regardless, as indicated by the graph
above, most students who continue in the program, continue through the program.
Program/Unit Review Self Study | Demographics and Enrollment
3.10
PARALEGAL
2012-13
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
24.0
22.0
20.0
18.0
16.0
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
19.5
20.6
17.3
18.9
12.2
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE DA
Student to Faculty Ratio: Spring Semesters
24.0
22.0
20.0
18.0
16.0
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
24.6
21.1
21.1
15.2
10.5
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
LAW (5 yr Avg)
SOLA (5 yr Avg)
TMCC (5 yr Avg)
*SOLA = School of Liberal Arts
Spr 09
Fall
12.2
17.3
19.5
20.6
18.9
18
24
21
Spr 10
Student to Faculty Ratio
% Change
-42%
13%
6%
-8%
13%
2%
3%
Spr 11
Spring
10.5
15.2
21.1
24.6
21.1
18
23
21
Spr 12
% Change
-45%
39%
16%
-14%
21%
1%
2%
Currently, there is one full-time Coordinator/Instructor position. All other instructors are part time. Student to
faculty ratios have risen over time, however, faculty numbers have remained consistent. The program has
benefitted from having faculty that could teach more than one area of law based upon their law practice
experience.
Program/Unit Review Self Study | Demographics and Enrollment
3.11
PARALEGAL
2012-13
Number of Declared Degree/Emphasis Seekers
As illustrated in the “Educational Goals” graphic above on page 3.4, the Paralegal 5 year average is 86%.
Actual raw numbers of students can be extrapolated from the Retention Rate graphic on page 3.10, which helps
break down the total number of Declared Degree seekers (477) indicated in the table below.
Total Active Declared Degree/Emphasis Seekers
As explained above, total active degree seekers is found from the Retention Rate graphic on page 3.10. The
current number appears to be 203 students as of Spring 2012.
Student Success Rates
Number of Students Earning a Degree
2007-2011
15
13
9
2007-08
2008-09
9
2009-10
2010-11
Number of Graduates by Academic Year
2007 - 2011
Year
# of Graduates
2007-08
13
2008-09
9
2009-10
9
2010-11
15
Number of Declared Degree/Emphasis Seekers*
Fall 2007 - Spring 2011
Degree
Number of Students
AAS Paralegal
477
*Unduplicated
# of Grads
46
The Paralegal program has graduated smaller numbers based upon the type of student it generally attracts: an
older returning student looking to change careers, and one that currently has workplace and family obligations.
This creates a framework in which students cannot take a full time load of courses, which extends the time in
which students can graduate. It will be interesting to see what trends occur within the next two – three
academic years, as some of the changes that the coordinator has put into place (Fall/Spring sections, Summer
sections, more online course offerings) may facilitate the rate of graduates.
Program/Unit Review Self Study | Demographics and Enrollment
3.12
PARALEGAL
2012-13
Transfer Status
Transfer Students from the Paralegal Program
Fall 07 thru Spring 12
Transfers
22%
Non Tranfers
78%
# Declared
Tranfers to To Other 4 yr To Other 2 yr
# Transfers % Transferred
Majors*
UNR
Institution
Institution
440
96
22%
51
34
11
*Declared PARLGL-AAS Students (408) and LA-AAS (32) enrolled between fall 07 to fall 11
(unduplicated)
Transfer students are not the main focus of the program, however they do make up a substantial minority of the
program students. The program does counsel and advise students planning to continue into higher education –
whether it is a 4 year college or law school.
Enrollment Strategic Plan
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for enrollment improvement to be implemented over the next five year period.
Demographic Findings and Strategies
The Paralegal program demographic is an older student, white and female. Hispanic students in the program
appear to be rising, perhaps based upon the changing demographics of the region. Previous attempts at
attracting younger students have met with mixed success. The program has attempted to purposely seek out
minority, especially Hispanic, students. This campaign has resulted in a rising interest and enrollment of
Hispanic students over the years. Gender provides a vexing problem. Short of a campaign of advertising that
“Males can be paralegals too” there doesn’t appear to be an obvious solution to the challenge. The enrollment
numbers represented here do indicate that a higher number of males are showing interest in the field in a
permanent trend, however.
Program/Unit Review Self Study | Demographics and Enrollment
3.13
PARALEGAL
2012-13
Student Status Findings and Strategies
The Paralegal program has continued to rise in student FTE and has maintained a solid retention rate as
reflected in the below table. Obviously the program would like to see a higher number, however the consistent
nature of student retention reflects the program’s longtime commitment to preserve a balance between student
enrollment/retention and student quality.
Faculty and Staff FTE has remained stable with perhaps only one or two additional part-time instructors being
added to fulfill sectional needs. Currently there is one full-time instructor and seven part-time instructors.
However, five of the seven part-time instructors teach two sections of courses during the academic year.
Enrollment Patterns and Strategies
Paralegal
Program
Spring 2008
FullParttime
Time
1.5
1.5
Data
Sections
Student FTE
Retention Rate
Spring 2009
FullParttime
Time
2.0
0.9
Fall
2007
13
31.6
76%
Faculty and Staff FTE
Spring 2010
FullParttime
Time
1.0
1.1
Fall
2008
8
27.6
77%
Fall
2009
11
42.8
88%
Spring 2011
FullParttime
Time
1.0
1.1
Fall
2010
10
41.2
84%
Fall
2011
13
49.0
84%
Spring 2012
FullParttime
Time
1.0
1.4
Student Success Rates and Strategies
Student success in the program shows an increase via the consistently high Retention Rates, the rise in student
FTE and the high level of degree seekers within the program. Since 2003, the program has focused on these
important aspects, and those efforts have shown results. The program will continue to develop the areas it had
initiated in the past: strong program advisement from the Coordinator; Curriculum adjustment and
modification; and a commitment to hiring experienced, active and capable legal professionals.
Program/Unit Review Self Study | Demographics and Enrollment
3.14
PARALEGAL
2012-13
RESOURCES
Faculty and Staff
Required Faculty Credentials
The program has benefited from the liberal use of part-time faculty. The faculty brings practical legal
experience to program students. All but one of the part-time faculty members have been instructing in the
program for at least 3 years, two –thirds have been instructing in the program for 10 years or more. This
adds continuity to the program. The program is fortunate to have Hon.Wesley Ayers, the Washoe County
District Court Discovery Commissioner, and Hon. Dorothy Nash Holmes, Reno Municipal Court Judge
serving as instructors in the program.
Name
Degree(s), Certificates
FTE List conferring institutions
Wesley Ayers, Esq
PT
Kathrine Berning, Esq.
PT
Robert Fry, Esq.
PT
Hon. Dorothy NashHolmes
PT
Candace Jones
PT
Henry Sotelo,Esq. Full time FT
faculty and Program
Coordinator
BA Journalism, UNR;
JD, McGeorge School of
Law.
Professional Certification
List agency/organization
American Bar
Association; Nevada
State Bar, 1997; Nevada
Federal Bar, 1989;
Washoe County Bar
Association.
BA Political Science, UC American Bar Assoc.;
Davis; JD, McGeorge
Nevada State Bar, 1992;
School of Law.
Washoe County Bar
Assoc. ; Nebraska State
Bar, 1987; California
State Bar, 1989; 9th
Circuit Bar, 1990.
BA English, UNR; MA
Nevada State Bar,
Counseling, UNR; JD,
Washoe County Bar
McGeorge School of Law. Association.
BA, UNR; JD, McGeorge Nevada State Bar;
School of Law; LLM,
California State Bar;
McGeorge School of Law; Federal Bar, CA & NV;
US Army 2Lt
US Tax Court
Commission.
BA, UNR; JD, McGeorge Nevada State Bar;
School of Law
Federal Bar, NV; CA
Bar; D.C. Bar
AA TMCC
National Assoc. of Legal
Assistants (NALA);
Sierra Nevada
Association of Paralegals
(SNAP).
Years at
TMCC
Total
Years
15
15
18
11
26
(Teacher
WCSD)
11
.5
5.5
11
11
13
Program/Unit Review Self Study | Resources
15 (two
years as
a UNR
adjunct)
4.1
PARALEGAL
Laure’l Santos
PT
Brian Sooudi, Esq.
PT
BA, General Studies
UNR; MA, Counseling &
Education Psychology
UNR; AAS Paralegal,
TMCC; AAS Manufacture
Technology, TMCC
BA Criminal Justice,
UNR; JD Thomas
Jefferson School of Law
2012-13
National Certified
Paralegal; American
Counseling Association;
National Assoc. of Legal
Assistants
4
4
Nevada State Bar, 2004,
Washoe County Bar
Assoc., U.S. Federal
District Court
Certification,
4
4
Program/Unit Review Self Study | Resources
4.2
PARALEGAL
2012-13
Full-Time to Part-Time Faculty Ratio
Full-time vs. Part-time Faculty FTE
Fall Semesters
100%
Full-time
90%
Part-time
80%
70%
71%
60%
50%
56%
40%
55%
53%
45%
44%
47%
49%
51%
30%
29%
20%
10%
0%
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
Full-time vs. Part-time Faculty FTE
Spring Semesters
100%
Full-time
90%
Part-time
80%
70%
69%
60%
50%
40%
50%
50%
51%
49%
49%
57%
51%
43%
30%
31%
20%
10%
0%
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-01
2011-12
Paralegal (5 yr Avg)
Spr 09
Full-time
56%
71%
45%
53%
49%
55%
Spr 10
Fall
Spr 11
Spr 12
Spring
Part-time
44%
29%
55%
47%
51%
45%
Full-time
50%
69%
49%
49%
43%
52%
Part-time
50%
31%
51%
51%
57%
48%
The Paralegal program, like many of the programs at TMCC, has grown to rely upon adjunct instructors.
The ratio of change has not been as much as others. This is the result of the Paralegal program realizing from
its inception that the use of practicing attorneys and paralegals as part-time faculty is required in order to
deliver a practical as well as theoretical education to our program students. As can be seen by the graphs
and ratios above, over the years, a consistent balance has been maintained between the workload of a fulltime instructor/coordinator and part-time faculty.
Program/Unit Review Self Study | Resources
4.3
PARALEGAL
2012-13
The full-time instructor/coordinator position comes with a 3 credit per semester workload release in order to
accommodate the increased administrative duties required of the position to TMCC and in order to maintain
ABA Approved status.
Required Classified Credentials
N/A
Classified FTE
Charlotte Lee, History, Political Science, Law Administrative Assistant. Charlotte Lee is full time. She is
responsible to assist History, Political Science and the Paralegal Program.
Facilities
All of the Paralegal classes are taught at the Meadowood Campus. Legal Research is also at times taught at the
Washoe County Law Library during scheduled parts of the semester.
Technology
All Paralegal classes are taught in Smart Classrooms. Furthermore, Legal Research meets regularly in a computer
lab at the Meadowood Campus. Students are then able to conduct hands-on WestLaw online legal research via
desktop computers. The Paralegal program was an early adapter to online education and continues to review
classes for appropriate online offerings, either Web Assist or fully online.
Funding Sources
The Paralegal program has a small operating budget within the Department of HPL budget. The program also
charges a lab fee of $40.00 per law class taken in order to pay for the premium WestLaw online legal research
service.
Resource Strategic Plan
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for resource allocations to be implemented over the next five year period.
Staffing Issues and Strategies
The program could benefit from additional administrative support. Currently the program shares one
administrative assistant with the rest of the department which is comprised of history, law and political science.
In order to meet the demands attendant with ABA interim reports and TMCC reporting duties, more
administrative support would be helpful. Furthermore, as the program continues to grow incrementally, and as
the pressure rises to graduate students within a 18-24 month time frame, there will be a need to increase the
number of sections and year round offerings of the required Law classes.
Facilities and Desired Capital Improvements
There doesn’t appear to be any type of overriding need for specialized facilities or capital improvements
necessary to help the Paralegal program to operate. The program has what it needs in order to effectively carry
out its mandate. As long as the TMCC has a sufficient amount of smart-class and computer labs available to
avoid scheduling congestion, the program is fine.
Program/Unit Review Self Study | Resources
4.4
PARALEGAL
2012-13
Funding Allocations and Development Strategies
Funding should grow at a reasonable pace to keep up with any Paralegal course offerings. The lab fee has
effectively funded the WestLaw legal research database and the program’s budgetary needs appear to be
sufficient.
Program/Unit Review Self Study | Resources
4.5
PARALEGAL
2012-13
APPENDIX A
Dean’s Analysis of Funding Resources
Analysis of Funding Resources
Permanent Employee FTE
(1)
Expense Type
Letters of Appoinment
Salaries & Wages
Fringe Benefits
Operating Expenses
Travel
TOTAL EXPENSES
Student FTE (annual)
Account Expense Analysis Trend
LAW
ACTUAL
BUDGET
2010
2011
2012
2013
1
1
1
PROJECTED
2014
2015
$13,140.00 $13,687.50 $17,520.00
$60,439.00 $57,287.52 $57,229.02
$23,860.00 $25,105.87 $26,712.87
$3,000.00
$3,550.00
$2,700.00
$600.00
$600.00
$600.00
$101,039.00 $100,230.89 $104,761.89
52.9
$1,910.00
51.4
$1,950.00
55.3
$1,894.41
Expense/Student FTE
NOTES:
(1) Amounts shown are budget for the respective period.
State-Supported Operating Budgets
Since TMCC is part of the Nevada System of Higher Education, salaries, full and adjunct are state supported.
Lab Fees
Paralegal attaches a $40.00 per Law class lab fee. This is used to pay for the premium WestLaw online legal
research database used by all Paralegal students.
Special Fees
None.
Grants
None.
Non-Credit Training Income
There is no income for anyone teaching non-credit training.
Program/Unit Review Self Study | Appendix A
A.1
PARALEGAL
2012-13
Donations
None
Other
Paralegal pays yearly dues for its membership to the American Bar Association and Nevada State Bar dues.
Program/Unit Review Self Study | Appendix A
A.2
PARALEGAL
2012-13
APPENDIX B
Degree and Certificate Worksheets
Program/Unit Review Self Study | Appendix B
1
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 08/15/2012
Course Prefix, Number and Title: LAW 206-Case Analysis
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: Kathrine Berning
Academic Year: 2011-2012
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effed on Course
In the boxes below, summarize
the outcomes assessed in your
course during the year.
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, wilt you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Outcome#(
Student will demonstrate the
ability to understand court
decisions and to clearly and
effectively communicate, in
writing, the same to other legal
professionals.
Instructor reviewed two (2}
written briefs, assessing whether
the student has correctly analyzed
the legal case upon which the
brief is based using a rubric.
Examination of results show that
19 of 23 students or 82% of the
students are able to correctly
analyze a legal opinion.
Give students more opportunity
for feedback to improve writing
of case brief and provide more
class discussion time regarding
the understanding of a legal
opinion.
Outcomes are appropriate for
course.
Instructor reviewed two (2)
briefs specifically employing
IRAC briefing technique by
employing a rubric that identified
the parts of the brief and analyzed
the clarity and completeness of
the student' s brief.
Examination of results show that
21 of 23 students or 91% of the
students are able to correctly
employ the IRAC briefing
technique to report on a case.
Continue the teaching methods
used to present the IRAC concept
and continue the methods of
evaluating student mastery.
Outcomes are appropriate for
course.
Outcome# 2
Student shall master the
standardized legal briefing
technique called IRAC to
concisely dissect the various parts
of a legal opinion.
Page 1
0
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title:
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: K.athrine Berning
Academic Year: 2011-2012
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Dept. Chair/Coordinator/Director
John Reid
Click here to enter a date.
Dean
Armida Fruzzetti
8/ 10/2012
Vice President of Academic Affairs & Student Services
- - -
-
John G. Tuthill
-
-
8/24/2012
-
Page2
-
- - '--------
-
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 08/ 15/2012
Course Prefix, Number and Title: LAW 259-Legal Writing
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: Brian Sooudi
Academic Year: 2011-2012 (Spring 2012)
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Students are able to demonstrate
accurate legal analysis of the case
law and then be able to apply that
analysis to the fact pattern pertaining
to the legal question raised.
The assessment was based on a
scaled scoring system ofO- 4.
a) 4 being excellent
b) 3 being above average
c) 2 average
d) I below average
e) 0 non-existent
The results show that 89% of the
students scored an average or higher
in this category. Based on this
assessment I would not change the
procedure on how we instruct
students on case law interpretation.
No, based on this result I would not
revise the outcome.
Outcome #1
Students will be able to demonstrate
adequate case law interpretation.
All students at this point in the
program should fall no lower than 2
because they would have already
been instructed on how to do case
law interpretation.
The students' final paper was used to
do the assessment due to the fact the
final paper requires the student to
research case law, understand the
case Jaw and then apply it to our case
fact pattern.
18 student papers were used for this
assessment and the results were as
follows:
10 students scored 4.
3 students scored 3.
3 students scored 2.
Page I
Once the student reaches this course
level he or she is expected to have a
good understanding on interpretation
of case law. This might be something
that one of the lower level courses
could assess and determine if a
different teaching method can be
better utilized.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: LAW 259-Legal Writing
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: Brian Sooudi
Academic Year: 2011-2012 (Spring 2012)
Course Outcomes
Assessment Measures
I
Assessment Results
I student scored I.
I student scored 0.
I
Use of Results
Effect on Course
Outcome #2
Students will be able to properly use
the correct fonnat when draft legal
documents.
Students are able to implement the
appropriate structure for the legal
document.
The assessment was based on a
scaled scoring system ofO -4.
a) 4 being excellent
b) 3 being above average
c) 2 average
d) I below average
c) 0 non-existent
All students at this point in the
program should fall no lower than 2
because they would have already
been instructed on how to do case
law interpretation
The students' final paper was used to
do the assessment due to the fact the
final paper requires the student to
draft a trial brief.
\8 student papers were used for this
assessment and the results were as
follows:
5 students scored 4.
8 students scored 3.
3 students scored 2.
I student scored I.
I student scored 0.
Page 2
The results show that 89% of the
students scored an average or higher
in thts category. Based on this
assessment, l would not change the
procedure on how the class is
structured on teaching the student on
drafting legal document.
No, based on this result I would not
revise the outcome.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: LAW 259-Legal Writing
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: Brian Sooudi
Academic Year: 2011-2012 (Spring 2012)
Course Outcomes
Outcome#3
Students are able to draft legal
document exhibiting proper writing
skills.
Assessment Measures
Students are able to exhibit clarity,
cohesiveness and grammatical
correctness.
I
Assessment Results
The assessment was based on a
scaled scoring system ofO- 4.
a) 4 being excellent
b) 3 being above average
c) 2 average
d) I below average
c) 0 non-existent
All students at this point in the
program should fall no lower than 2
because they would have already
been instructed on how to do case
law interpretation.
I
Use of Results
Effect on Course
The results show once again that
89% of the students scored an
average or higher in this category.
Based on this assessment, I would
not change the procedure on how the
class is structured on teaching the
student proper grammatical
correctness. Since this is not a
grammatical course the student is
already expected to have the
fundamental skill is grammar before
they reach th1s level of a course.
No, based on this result 1would not
revise the outcome.
The results show once again that
89% ofthe students scored an
average or higher in th1s category.
Based on this assessment, I would
not change the pro<:edure on how the
class is structured on teaching the
No, based on th is result I would not
revise the outcome
The students' final paper was used to
do the assessment due to the fact the
final paper requires the student to
draft a trial brief requiring clarity,
cohesiveness and grammatical
correctness.
18 student papers were used for this
assessment and the results were as
follows:
6 students scored 4.
7 students scored 3.
3 students scored 2.
l student scored I.
l student scored 0.
Outcome#4
Students are able to show proper use
oflegal terminology.
Students are able to display
consistent and accurate application
oflegal terminology.
The assessment was based on a
scaled scoring system ofO- 4.
a) 4 being excellent
b) 3 being above average
c) 2 average
d) I below average
Page3
0
A
TMCC
COURSE ASSESSMENT REPORT {CAR)
Course Prefix, Number and Title: LAW 259-Legal Writing
Division/Unit: School of Liberal Arts
Submitted by: Henry Sotelo
Contributing Faculty: Brian Sooudi
Academic Year: 2011-20 12 (Spring 20 12)
Course Outcomes
Assessment Measures
Assessment Results
e)
0 non-existent
All students at this point in the
program should fall no lower than 2
because they would have already
been instructed on how to do case
law interpretation.
The students• final paper was used to
do the assessment due to the fact the
final paper requires the student to
draft a trial brief using proper legal
terminology.
18 student papers where used for this
assessment and the results were as
follows:
7 students scored 4.
8 students scored 3.
I student scored 2.
0 students scored I.
2 students scored 0.
---
Use of Results
Effect on Course
student on how to properly use legal
terminology.
Once the student reaches this course
level he or she is expected to have a
good understanding on how to apply
proper legal terminology. This
might be something that one of the
lower level courses could assess and
determine if a different teaching
method can be better utilized.
-----
Please enter your name and date below to confinn you have reviewed this report:
Title
Name
Date
Dept. Chair/Coordinator/Director
Henry Sotelo
5/ 10/2012
Dean
Annida Fruzzetti
811 0/2012
Vice President of Academic Affairs & Student Services
John G. Tuthill
8/24.12012
Page4
ABA Standing Committee on Paralegals Approval Commission
321 North Clark Street, Chicago, Illinois 60654·7596
Mattie F. Evans, Approval Process Manager
Telephone: (312) 988·5617
FAX: {312) 968·5483
e-mail: mattje.evans@americanbar.ora
www.abaoaraleqals.org
www.americanbar.org
December 10, 2012
Henry Sotelo, Director
Paralegal Program
Truckee Meadows Cm:nmunity College
7000 Dandini Blvd
Reno, NV 89512
Dear Mr. Sotelo:
I am pleased to inform you that we have completed the review of the self-evaluation report and
exhibits of the paralegal program at Truckee Meadows Community College submitted to the
American Bar Association as application for reapproval. Your report has also been reviewed by
the educational consultant to the ABA Standing Committee on Paralegals.
At this time, we are recommending that an on-site visit be scheduled. We will contact you about
the arrangements for your site visit after you complete and return both the enclosed information
form and a CD-ROM of your final complete revised report and all exhibits no later than January
18, 2013. Please note that this will be the final report to be on file at the ABA and should be
- complete for the site team's visit. The CD-ROM should be sent to my attention at the ABA
offices.
Once we receive the CD-ROM, we will review it to be certain that it includes the information we
request below. When we determine that it is complete, we will begin to schedule your visit
utilizing the information form. When the visit is scheduled, you will also need to prepare two
copies of the final report as submitted to the ABA for the members ofthe site visit team, which
will be sent directly to your team members. We will provide you with the names and addresses
as soon as your visit is scheduled. Please discuss with your site team chair whether he/she
prefers to receive the copies ofthe final report to the team in paper or on a CD-ROM. You will
receive complete information for hosting the visit, which is also available on our web site, pages
3-9:
www.abanet.org/legalserv ices/paralegals/down loads/approval procedures august82007 .pdf.
Please feel free to contact us if you find that you have questions regarding these instructions.
There are a few items that must be revised in the final revised reports sent to the ABA and the
site team. Please include the following additions in the new reports:
I. Please note that G-30 l.C.3 provides that programs should make a good faith effort to
enter into articulation agreements with other institutions to facilitate the transfer of
students from two-year to four-year colleges. These articulation agreements do not have
to be with other paralegal programs. Please describe in Section Ill.A.l ofthe report
whether any articulation agreements exist for Program students to transfer to four-year
Truckee Meadows Community College
December I 0, 2012
Page 2
colleges, as well as a description of any efforts currently underway to develop articulation
agreements for Program students.
2. Please provide on the resumes included in Exhibit 21 for Skelly and Newell a statement
of experience working either with paralegals or as a paralegal.
3. Please note that the printed web pages included in Exhibil22 were not legible. Please
provide legible copies of the web pages in a revised Exhibit 22, along with a copy of a
print catalog, if available.
Thank you for returning the form and the CD-ROM to us as quickly as possible. If you need
additional information, please do not hesitate to call or e-mail.
Yours very truly,
.P?-r-r-~~
~v-~~ --
Mattie F. Evans, Approval Process Manager
Attachments
0
0
Information for Site Visit to Truckee Meadows Community
College, NV
Please return this to Peggy Wallace. Staff Counsel. ABA Standing Committee
on Paralegals Approyal Commission. 321 North Clark Street. Chicago. IL
60654-7598; e-mail: wallacep@staff.abanet.org;
phone: 312-988-5618; fax: 312-988-5483.
Complete Name and Address of School and
Program: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Please list ALL locations at which legal specialty courses are offered, since each must be
visited.
To facilitate the scheduling of your site visit, please provide this information promptly:
Q
1. Dates during January and February of the spring semester 2013 on which your
program is in session:
2. Days of the week on which classes are to be scheduled:
3. Other dates during January and February of the spring semester 2013 on which you
are unavailable for a site visit:
Additional comments to help in scheduling your visit:
- - - - - - - - - - - - - - - - - - - Signature of Program Director
Truckee Meadows Community College Mail - Fwd: Site visit ready...
0
https:l/mail .google.com/mail/?ui~2& ik;:,d968032 f3 b& view=pt&sea...
ATMCC
Fred Lokken <flokken@tmcc.edu>
Fwd: Site visit ready TMCC
1 message
Henry Sotelo <hsotelo@tmcc.edu>
To: Fred Lokken <flokken@tmcc.edu>, John Reid <jreid@tmcc.edu>
Cc: Charlotte Lee <clee@tmcc.edu>, kbeming@sbcglobal.net
Mon, Dec 10, 2012 at 1:33PM
Folks,
I just received this letter from the ABA explaining that we WILL be having our site visit this Spring Semester.
Probably sometime in February or maybe March. I have to furnish yet more information in a "Revision" on my
Revised ABA Application for Re-approval due by January 18, 2013. It was nice of them to allow for a little
Holiday Cheer.
Fred, John or KB, do you know the answer, or who I may get it from, to #1 on the list of revisions? I would
appreciate the guidance.
Ho, Ho, Ho,
HS
-------Forwarded message--------From: Evans, Mattie <Mattie.Evans@americanbar.org>
Date: Mon. Dec 10, 2012 at 9:39AM
Subject Site visit ready TMCC
To: hsotelo@tmcc.edu
Cc: "Wallace, Peggy" <Peggy.Wallace@americanbar.org>
Hello, Henry. I attach the letter notifying you of your readiness for the reapproval site visit. I also attach the
information form to be completed and then returned to Peggy Wallace, Staff Counsel, who will assist in
scheduling your visit. Let me know of any questions.
I can be reached via email at mattie.evans@americanbar.org or telephone at 312-988-5617.
Mattie F. Evans
Approval Process Manager
Standing Committee on Paralegals
American Bar Association
321 N. Clark Street
Chicago, IL 60654
l of2
12110/2012 1:51PM
Truckee Meadows Community College Mail - Fwd: Site visit ready...
https://mail.google.comfmail/?ui • 2&ik• d968032f.3 b& view~pt&sea ...
T: 312.988.5617
F: 312.988.5483
mattie.evans@americanbar. org
www.abaparalegals.org
www.americanbar.org
Henry Sotelo. Esq.ICoordinator/lnstructoriParalegaVLaw ProgramiTruckee Meadows Community CollegeiRed
Mountain Building, 207PI7000 Dandini Blvd.IReno, NV 89512
2 attachments
~
12-10-12 Site visit ready.pdf
108K
~ We Need Your lnformatlon.doc
31K
2 of2
12/10/2012 1:51 PM