This article provides a theoretical framework fo building an effective law school access admission program and it gives that framework flesh, color, and voice through a description of the access admission program at Seattle University School of Law. The framework describes the neurobiology of learning, links that neurobiology to the self-regulated learning cycle, summarizes the learning challenges that students from underrepresented populations frequently face and provides strategies law school faculty and administers can implement to address those challenges. The article then demonstrates how the framework operates in a law school setting through a description of the Academic Resource Center's work at Seattle University School of Law.
A Comprehensive Approach to Law School Access Admissions, 18 U. Md. L.J. Race Relig. Gender & Class 189