Ouachita Football Head Coach Todd Knight named GAC Coach of the Year

After guiding the Ouachita Baptist University Tigers football team to its first 10-0 season in program history, Head Coach Todd Knight has been named the unanimous choice for Great American Conference Coach of the Year

Undefeated Ouachita Tigers win Battle of the Ravine, earn GAC title & gain No. 1 regional rankings in playoffs

The Ouachita Baptist University Tigers rewrote OBU football history on Saturday with their 41-20 victory over rival Henderson State University. In addition to winning the 88th Battle of the Ravine, the Tigers finished the regular season with an undefeated, untied 10-0 record for the first time in program history. Along with claiming the Great American Conference championship outright with the win, the Tigers finished the season with a No. 1 ranking in Super Region Three of the NCAA Division II Football Championship. That means Ouachita will host a second round matchup on Saturday, Nov. 29, also a first since the Tigers have been competing in D-II

Teaching and Assessing Soft Skills

[excerpt from article] It is our job as legal educators to put our law graduates in the best position to succeed as new lawyers.1 And to succeed, law graduates must possess certain qualities or character traits that will enable them to thrive within legal organizations.2 Despite many calls for reform in legal education to include more practice-related skills, including professionalism, many law professors teaching doctrinal courses are reluctant to incorporate teaching professional competencies and behaviors.3 They are unwilling to do so even though they have long decried students’ lack of professional skills.4 Professors complain that students show up late for classes and are unwilling to work hard. They criticize students for failing to persevere when faced with challenges or critiques, respond to professors’ emails, engage in teaching exercises, listen to their classmates, closely read assignments, or follow directions. Professors note that students’ attention spans are too short and they are addicted to their phones. It follows that the same student behaviors we see in the classroom transfer to practice. If these behaviors impair our students’ performance as attorneys, we should take steps to remedy the problem by teaching and assessing the qualities and character traits necessary to succeed throughout the law school curriculum, including in the first-year and other doctrinal classes

Assignments with Intrinsic Lessons on Professionalism (Or, Teaching Students to Act Like Adults Without Sounding Like a Parent)

There is little question that law schools ought to teach their students professionalism – indeed, they are required to do so to maintain accreditation. And there is little question that the required legal writing and research course is one of the places it ought to be taught. But teaching students to adopt the norms of professional behavior — both in law school and after graduation — is a challenge to law faculties, and particularly to the experiential learning faculty who frequently are on the front lines of teaching professionalism. While there are many ways to teach students what professional and unprofessional behavior looks like, it is often comparatively difficult to persuade students to exhibit professional behavior as a matter of course. This article describes an effective method to help students learn about and internalize professional behavior: embedding professionalism topics in substantive assignments. While legal research and writing courses in particular provide many opportunities to use substantive assignments to also teach professionalism, the approach I describe would work in any class — doctrinal or experiential — that incorporates simulated exercises as part of the substantive work. And since all members of a law faculty share the responsibility of inculcating professionalism norms in students, it makes sense to incorporate professionalism topics in both doctrinal and experiential courses. The first section of this article provides an overview of this teaching method and describes the inspiration for it. The second section reviews current methods of teaching professionalism topics and explains why those methods, while helpful in exposing students to professionalism norms, may be insufficient on their own to get students to internalize those norms. The third section describes in detail the approach I advocate, and discusses its benefits. The fourth section provides specific assignment ideas for faculty interested in adopting this approach, and the fifth section discusses two caveats

Assignments with Intrinsic Lessons on Professionalism (Or, Teaching Students to Act like Adults Without Sounding like a Parent)

There is little question that law schools ought to teach their students professionalism – indeed, they are required to do so to maintain accreditation. And there is little question that the required legal writing and research course is one of the places it ought to be taught. But teaching students to adopt the norms of professional behavior — both in law school and after graduation — is a challenge to law faculties, and particularly to the experiential learning faculty who frequently are on the front lines of teaching professionalism. While there are many ways to teach students what professional and unprofessional behavior looks like, it is often comparatively difficult to persuade students to exhibit professional behavior as a matter of course. This article describes an effective method to help students learn about and internalize professional behavior: embedding professionalism topics in substantive assignments. While legal research and writing courses in particular provide many opportunities to use substantive assignments to also teach professionalism, the approach I describe would work in any class — doctrinal or experiential — that incorporates simulated exercises as part of the substantive work. And since all members of a law faculty share the responsibility of inculcating professionalism norms in students, it makes sense to incorporate professionalism topics in both doctrinal and experiential courses. The first section of this article provides an overview of this teaching method and describes the inspiration for it. The second section reviews current methods of teaching professionalism topics and explains why those methods, while helpful in exposing students to professionalism norms, may be insufficient on their own to get students to internalize those norms. The third section describes in detail the approach I advocate, and discusses its benefits. The fourth section provides specific assignment ideas for faculty interested in adopting this approach, and the fifth section discusses two caveats

Mission: Impossible, Mission: Accomplished or Mission: Underway? A Survey and Analysis of Current Trends in Professionalism Education in American Law Schools

This Article identifies common characteristics of effective professionalism instruction to provide guidance in how to design innovative professionalism instruction. After introducing the topic in Part I, Part II of this Article describes the origins and development of the professionalism education movement in American Law schools. Part III of this Article explains our methods for collecting information and identifies and summarizes the predominant trends, and provides examples of noteworthy programs or initiatives. Part IV concludes by describing our method for assessing successful programs and identifying the characteristics of effective professionalism instruction

The Missouri Miner, January 22, 1946

https://scholarsmine.mst.edu/missouri_miner/2192/thumbnail.jp

UD Summer Workshop will Foster \u27Future Leaders in Science\u27

News release invites area high school students to a new University of Dayton summer workshop to explore the scientific issues of the future, such as lasers and holography, computer technology, superconductors, thermodynamics, energy, electronics and mechanics