Use our Diversity Database Update Form to submit changes to your program.
LSAT Prep Workshop
Student Engagement
Groups Served
Collegiate
Program Website
Visit the Program Website
Contact Information
Kadeja Thomas
obsalsat@gmail.com
404-413-2397
Address
55 Gilmer Street
Atlanta, GA 30303
Building
Student Center East (SC)
Campus
Atlanta
Funding
Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)
Overview
The Office of Black Student Achievement’s LSAT course is a free five-week program for current GSU students and alumni. The course offers a comprehensive review of the test’s structure and the three sections of the test: reading comprehension, logical reasoning and analytical reasoning. In the final week of the course, students will be offered the opportunity to take a proctored LSAT exam, which will be administered in the same manner as the real LSAT.
Benefits
Each student receives LSAT preparation from a peer who is not far removed from the LSAT test and is also a current law school student.
Supplemental Materials
Not Applicable
Discipline Focus
Not discipline specific (University-Wide)
Diversity Group ( Social Identity)
First Generation, Race/Ethnicity, Socioeconomic Status
Race/Ethnic Group
Multi-racial
Program, Initiative, Policy or Sponsored Award Category
Priority 1: Academic Initiative
Established
08/01/2018
Number Served
Research Components and Activities
Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette
Additional Research Components, Roles and Responsibilities
The LSAT course incorporates content from the exam, guest speakers and a proctored exam.
Self-efficacy Emphasis
The LSAT workshops addresses self-efficacy amongst students by encouraging continued participation in the workshop through encouragement and peer to peer interaction.
Acknowledgement/Affirmation of Identity, Strengths, Needs
The LSAT workshop acknowledges students’ by affirming their place in law school before they gain admission. Additionally, the workshop encourages interaction from All students that attend because their voice and experiences are imperative to the educational process.
Examples of Inclusionary Practices and Activities
Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Mentoring opportunities
Mentoring Components
Mentors provide regular scheduled meetings with mentees, Mentors provide psychological and or emotional support, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information)
Opportunities to Privilege Voice
The LSAT workshop encourages open and honest participation from all students
Evaluation Methods
annual performance report, program survey(s)
Anticipated Participant Outcomes
attendance, completion of a course(s),moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)
Outcome Milestones
“…”
Key Performance Indicators
Completion of the prep course, registration for the LSAT exam, completion of LSAT exam
Program, Initiative, Policy or Sponsored Award Category
Priority 1: Academic Initiative
Established
08/01/2018
Number Served
Research Components and Activities
Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette
Additional Research Components, Roles and Responsibilities
The LSAT course incorporates content from the exam, guest speakers and a proctored exam.
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
The LSAT workshops addresses self-efficacy amongst students by encouraging continued participation in the workshop through encouragement and peer to peer interaction.
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
The LSAT workshop acknowledges students’ by affirming their place in law school before they gain admission. Additionally, the workshop encourages interaction from All students that attend because their voice and experiences are imperative to the educational process.
Inclusionary practices/activities utilized in your program:
Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Mentoring opportunities
Mentoring Components
Mentors provide regular scheduled meetings with mentees, Mentors provide psychological and or emotional support, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information)
Opportunities to Privilege Voice
The LSAT workshop encourages open and honest participation from all students
Evaluation methods are used to substantiate the program’s outcomes:
annual performance report, program survey(s)
Anticipated participant outcomes for your program:
attendance, completion of a course(s),moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)