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.
Prior to 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, where 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 specifically for students as early as new student orientation and concluded with graduates taking 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 prior to 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, and Victimology.
Dean Jackson’s most recent law review article, “Contemporary Teaching Strategies: Effectively Engaging Millennials Through Formative Assessment”, was also selected to be a part of a symposium series and published both in 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 and co-presented at various conferences and symposiums, including conferences hosted by the Institute for Law Teaching and Learning (ILTL), the Southeastern Association of Law Schools (SEALS), the Society of American Law Teachers (SALT), the Association of Academic Support Educators (AASE) and others.
The Pink Ghetto Pipeline: Challenges & Opportunities for Women in Legal Education, University of Detroit Mercy Law School Law Review, 95 University of Detroit Mercy Law, (Law Review Edition Forthcoming in Spring 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 University of Detroit Mercy Law Review 1, (2017); University of Tennessee Legal Studies Research Paper No. 325
Winning! 5 Key Strategies for an Effective Conference Presentation, 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, Learning Curve, (2017)
The Pink Ghetto Pipeline: Challenges & Opportunities for Women in Legal Education, Women in the Law Symposium, University of Detroit Mercy Law Review, (2019)
Complying with the New ABA Standards on Assessment and Feedback, Southeastern Association of Law Schools (SEALS) Conference, (2018)
Whose Job Is It Anyway?: Examining Academic Support’s Role in Bar Preparation, Accepted for presentation at the 2018 Association of Academic Support Educator (AASE) Conference, Saint Louis University School of Law in St. Louis, Missouri (2018)
Understanding Millennials and How They Learn Best, Small Changes, Big Results: Incremental Changes Professors Can Make, Legal Writing Institute (LWI) (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 University (2017)
Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum, ∙ Association of Academic Support Educators (AASE) Conference, Texas A&M University School of Law (2017)
Contemporary Learning Strategies: Effectively Engaging Millennials through Formative Assessment, The Impact of Formative Assessment: Emphasizing Outcome Measures in Legal Education Symposium Series, University of Detroit Mercy Law School (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 (2014)
Underrepresentation of Minorities and Women Lawyers in Florida: An Examination of the Effectiveness of the Minority Participation in Legal Education Program- Graduate Studies Symposium, Grambling State University (1999)
Tuesdays 10:30 a.m. – 1:30 p.m.
Thursdays 10:30 a.m. – 1:30 p.m
Courses taught by Professor Jackson:
- Advanced Analytical Skills
- Family Law
- Introduction to Analytical Skills
- Multistate Bar, Law and Skills
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 Support, was published in the Winter 2017 issue of The Learning Curve, a publication of the AALS Section on Academic Support.