Alicia Jackson is a member of the faculty at Florida A&M University College of Law and serves as the Associate Dean for Student Learning and Assessment. Dean Jackson is responsible for spearheading the design and implementation of assessment initiatives focused on enhancing student learning and teaching at the College of Law. She also teaches Family Law and Juvenile Law.

Before her appointment as an associate dean in 2016, Dean Jackson served as the Director of the Academic Success and Bar Preparation (ASBP) Program at FAMU. While servicing as director, she led the development and implementation of a full-scale multifaceted critical skills program, that included various wrap-around academic support services and bar exam preparation programming. The programming Dean Jackson implemented was designed to target students as early as new student orientation, through matriculation and on to the bar exam. During her leadership in the ASBP Program, FAMU received recognition for being one of the top forty law schools for bar exam preparation, as well as recognition for graduates outperforming their pre-law school credentials on the bar exam.

Immediately before joining the faculty at FAMU, Dean Jackson taught at the Nova Southeastern University Law Center. In addition to teaching law students, Dean Jackson has also taught diverse undergraduate and Ph.D. degree-seeking student populations in ground-based, hybrid, and online classroom settings. She has extensive experience in the areas of curriculum design and course development and assessment. Dean Jackson’s research and teaching interest include understanding and developing effective teaching methods for instructing millennials, enhancing critical thinking using cultural competency and experiential learning, Criminal Law and Procedure, Juvenile Delinquency, Family Law, Professional Ethics, and the study of Victimology.

Dean Jackson’s scholarship has garnered her recognition, including, “Ranked in the top 10% of Authors on SSRN by total new downloads within the last 12 months” on multiple occasions in 2018, 2019, and 2020. Additionally, her law review article, “Contemporary Teaching Strategies: Effectively Engaging Millennials Through Formative Assessment,” was selected for presentation in a symposium series and published in both the University of Detroit Mercy Law School Law Review and the University of Tennessee Legal Studies Research Paper Series. Dean Jackson has also served as a presenter at various conferences and symposiums, including conferences hosted by the Association of American Law Schools (AALS), Institute for Law Teaching and Learning (ILTL), Southeastern Association of Law Schools (SEALS), Society of American Law Teachers (SALT), Association of Academic Support Educators (AASE) and others.

SELECTED PUBLICATIONS
The Pink Ghetto Pipeline: Challenges & Opportunities for Women in Legal Education, University of Detroit Mercy Law School Law Review, 96 U. Det. Mercy L. Rev. 525 (2019)

Advising 2.0: Helping Students Achieve Academic Success through Meaningful Academic Advising, Learning Curve (2018)

Contemporary Teaching Strategies: Effectively Engaging Millennials through Formative Assessment, University of Detroit Mercy Law School Law Review, 95 U. Det. Mercy L. Rev. 1 (2017); University of Tennessee Legal Studies Research Paper No. 325 (2017)

Winning! 5 Key Strategies for an Effective Conference Presentation, The Learning Curve (2017)

The Big Bad Wolf: Helping Students Conquer their Fear of the Bar Exam through P.A.S.S.- Preparation, Assessment, Self-Regulated Reflection, and Support, The Learning Curve (2017)

SELECTED PRESENTATIONS
The Rule of Three: Righting Inequities in Legal Education Through Three Lenses, Association of American Law Schools (AALS) Annual Meeting, Washington, DC (2020)

Time-Turning, Invisibility, and Other Magic Mentoring Tricks, Association of American Law Schools (AALS) Annual Meeting, Washington, DC (2020)

Growing Grit: Success Dividends that Stem from Fostering Resilience in Law School, AccessLex 2019 Legal Education Research Symposium, Orlando, FL (2019)

Teaching for Deep Learning: Helping Students Pass the Bar Exam Without “Teaching to the Test,” Southeastern Association of Law Schools (SEALS) Conference, Boca Raton, FL (2019)

Assessments, Data, and Bar Exam Pass Strategies, American Bar Association (ABA) Associate Dean’s Conference, Chicago, IL (2019)

Creating a Culture that Supports Teaching and Scholarship, American Bar Association (ABA) Associate Dean’s Conference, Chicago, IL (2019)

Tightrope: The Associate Deans’ Guide to Finding Balance, American Bar Association (ABA) Associate Dean’s Conference, Chicago, IL (2019)

The Pink Ghetto Pipeline: Challenges & Opportunities for Women in Legal Education, Women in the Law Symposium, University of Detroit Mercy Law Review, Detroit, MI (2019)

Complying with the New ABA Standards on Assessment and Feedback, Southeastern Association of Law Schools (SEALS) Annual Conference, Fort Lauderdale, FL (2018)

Whose Job Is It Anyway? Examining Academic Support’s Role in Bar Preparation, Association of Academic Support Educator (AASE) Conference, Saint Louis University School of Law, St. Louis, Missouri (2018)

Understanding Millennials and How They Learn Best, Small Changes, Big Results: Incremental Changes Professors Can Make, Legal Writing Institute (LWI), Fort Lauderdale, FL (2017)

Engaging Millennials through Assessment: Enhancing Student Learning, while Developing a Student-Centered Classroom, Educating Millennials and Beyond International Consortium for Global Legal Education, Nova Southeastern College of Law, Fort Lauderdale, FL (2017)

Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum, Association of Academic Support Educators (AASE) Conference, Texas A&M University School of Law, Fort Worth, TX (2017)

Contemporary Learning Strategies: Effectively Engaging Millennials through Formative Assessment, The Impact of Formative Assessment: Emphasizing Outcome Measures in Legal Education Symposium, University of Detroit Mercy Law School, Detroit, MI (2017)

Teaching Millennials Through Experiential Learning: Downloading Knowledge, Uploading Teaching, Institute for Law Teaching and Learning (ILTL), Gonzaga University School of Law, Spokane, WA (2015)

Challenges to Inclusion: Confronting the LSAT & Bar Exam, and Considering Alternative Admissions Programs to Increase Diversity, Plenary Session, Society of American Law Teachers (SALT), University of Nevada School of Law (2014)

Developing a Model Program for Bar Exam Success and Support: The BEST Program, HBCU Student Success Summit, Council of 1890 Land Grant Universities (2014)

The Big Bad Wolf: Helping Students Conquer their Fear of the Bar Exam through P.A.S.S.- Preparation, Assessment, Self-Regulated Reflection, and Support ∙ Association of Academic Support Educators (AASE) Conference, Indiana University School of Law, Bloomington, IN (2014)

Underrepresentation of Minorities and Women Lawyers in Florida: An Examination of the Effectiveness of the Minority Participation in Legal Education (MPLE) Program- Graduate Studies Symposium, Grambling State University, Grambling, LA (1999)

For an appointment with Dean Jackson, please contact Mrs. Gloria Baskerville-Johnson.

Assistant:

Gloria Baskerville-Johnson
Office: (407) 254 4024
Email: gloria.baskervillejo@famu.edu

Courses taught by Professor Jackson:

  • Family Law
  • Juvenile Law

2017

  • Dean Jackson was invited by the University of Detroit Mercy  (UDM) Law Review to present, “Contemporary Teaching Strategies: Effectively Engaging Millennials Through Formative Assessment,” as part of its symposium on March 3, 2017. The UDM Law Review hosts the annual symposium to discuss topics of developing legal significance and scholarly debate. The topic for the 2017 symposium was “The Impact of Formative Assessment: Emphasizing Outcome Measures in Legal Education.” During the symposium, legal scholars from around the country presented research that contemplated how the American Bar Association’s emphasis on outcome measures in its revised Standards for Approval will affect law students’ educational experience.

    Dean Jackson is developing her presentation into an article, which will be published in a forthcoming edition of the UDM Law Review.

  • Associate Dean Jackson’s article, The Big Bad Wolf: Helping Students Conquer Fears of the Bar Exam through P.A.S.S. – Preparation, Assessment, Self-Directed Reflection, and Supportwas published in the Winter 2017 issue of The Learning Curve, a publication of the AALS Section on Academic Support.

    Big Bad Wolf Article (The Learning Curve – 2017)