IAAP-CAP exam success - Certified Administrative Professional (CAP) Updated: 2023
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IAAP-CAP Certified Administrative Professional (CAP)
The Certified Administrative Professional (CAP) is an NCCA-accredited credential designed specifically for the administrative professional. The NCCA, or National Commission of Certifying Agencies, is the accrediting arm of the Institute for Credentialing Excellence, or ICE, and verifies that the CAP meets national and international credentialing industry standards for certification programs.
Its a fantastic way to show the world you are serious about your career; that you have a current knowledge of the areas necessary to be a rockstar in your role; that you are committed to learning long after the class work is done; and its an amazing way to prove to yourself you really CAN accomplish anything you set your mind to.
CAP exam Domains & Percentages
Organizational Communications (24%)
Business Writing and Document Production (22%)
Technology and Information Distribution (16%)
Office and Records Management (15%)
Event and Project Management (12%)
Operational Functions (11%)
The CAP® (Certified Administrative Professional) is an NCCA-accredited professional
certification designed for office and administrative professionals. The tasks and
responsibilities of those working in administrative professions are as varied and vast as
the number of firms employing them.
The CAP exam is created using the CAP Body of Knowledge, which is developed
by practicing professionals and business educators conducting a job analysis study
approximately every five years*. The purpose of the study is to collect qualitative and
quantitative data regarding practices conducted by administrative professionals; the
resulting data is reflected in the Body of Knowledge to ensure the CAP exam is clear,
comprehensive, and reflective of current practices.
Under each of the six functional area domains are Performance Outcomes (POs), which
are detailed, measurable competencies based on the most significant knowledge and skills
administrative professionals should know to be successful in their positions. Under each
PO are bullet points tying the competency to specific business and/or office functions.
DOMAIN ONE: ORGANIZATIONAL COMMUNICATION
PO 1: Describe the concepts and applications of communication, management, and leadership models/theories within organizations.
• Identify the various types of communication (written, verbal, nonverbal, interpersonal, group, public) and which is the
most effective for different business situations
• Describe management/leadership theories and how they relate to effective organizational communication
PO 2: Describe the process of effective interaction with internal and external stakeholders of an organization.
• Demonstrate a basic knowledge and proficiency in managing and resolving conflict within an organization
PO 3: Recognize the importance and utilization of professional networking.
• Describe how networking (both in-person and virtual) has changed the way people find jobs and companies recruit new employees
| 3 | Effective Fall 2018 CAP Body of Knowledge
PO 4: Demonstrate an understanding of team dynamics within organizations.
• Identify the different types of teams and describe their purpose
• Describe the specific kinds of dynamics within teams and how they can be managed
• Demonstrate knowledge in effective decision making, communication, and team building
PO 5: Describe the positive and negative types of interpersonal interactions existing within an organization.
• Explain how human motivation affects organizational dynamics
• Demonstrate basic knowledge of the differences between managing and leading
• Explain the dynamics of mentorship and coaching, including the effect on performance
PO 6: Demonstrate knowledge in the techniques of creating and giving presentations.
• Describe how to apply methods of coping with communication anxiety
• Identify the different types of presentations and appropriate usage of each
• Demonstrate knowledge of how to prepare for and deliver a presentation
PO 7: Demonstrate the ability to conduct business with diverse cultures.
• Describe international business practices with regard to cultural norms and rituals
• Demonstrate knowledge of the importance of multicultural communication in todays workplace
PO 8: Demonstrate a basic knowledge in organizational structure, systems, and strategies including their role in
productivity and effective management.
• Describe the parts of a strategic plan and how it affects organization performance
• Define various organization management systems that examine productivity (such as Six Sigma and TQM)
PO 9: Describe how confidentiality, legality, and ethics are important for the functioning of an organization.
• Understand basic employer and employees rights with regard to legality
DOMAIN TWO: BUSINESS WRITING AND DOCUMENT PRODUCTION
PO 1: Demonstrate knowledge of terminology associated with business writing and document production.
• Identify the different functions of correspondence, documents, and reports within an organization
• Describe which method is best for creating and distributing reports and documents within an organization
• Identify best practices for developing business communications such as research, audience analysis, and compositio
n
| 4 | Effective Fall 2018 CAP Body of Knowledge
PO 2: Exhibit proficiency in proofreading and editing documents.
• Demonstrate knowledge of document readability for business communication
• Identify and describe the most important steps when editing and proofreading
• Apply the basics of copy editing for various types of documents
PO 3: Demonstrate proficiency in the use of grammar, spelling, and sentence construction.
• Demonstrate ability to apply basic rules of English grammar, especially spelling, punctuation, capitalization, and
sentence construction
PO 4: Describe the steps required to create and edit different types of business documents.
• Demonstrate an ability to determine and develop materials for the appropriate audience for different types of
business documents
• Exhibit knowledge of which software applications are appropriate to produce common business documents (e.g., MS
Word, Google Docs, Adobe Acrobat)
• Demonstrate proficiency in spreadsheet creation, including simple formulas and data manipulation
• Understand the application and use of presentation software (e.g., MS PowerPoint, Prezi, etc.)
PO 5: Describe the features and tools used in desktop publishing for newsletter, flyers, etc.
• Exhibit knowledge of desktop design software including features and functions
• Identify important aspects of layout and design
• Demonstrate a familiarity with online tools for web publishing
• Recognize basic graphic design tools for office and web publishing
PO 6: Identify the necessary elements needed to create and present effective charts and graphs.
• Demonstrate knowledge of software applications used to create, format, and insert charts, tables, and graphs into
business documents and presentations
PO 7: Identify the important elements necessary for finishing a document (e.g., binding, collation, stapling,
coloring, graphics, etc.)
• Describe the key differences and requirements for electronic versus hard-copy output of documents
PO 8: Demonstrate proficiency in the creation of minutes for meetings.
• Identify how to prepare minutes for a meeting, capturing the essence of agenda items and actions taken
DOMAIN THREE: TECHNOLOGY AND INFORMATION DISTRIBUTION
PO 1: Describe the process of information distribution within an office environment.
• Demonstrate knowledge in how to organize distribution lists for various types of communications
PO 2: Identify the important differences between traditional and electronic distribution of information.
• Demonstrate knowledge and proficiency of different email interface types
• Know which software and technology is available for distributing information
PO 3: Identify copyright laws, regulations regarding intellectual property, and ways to maintain confidentiality
when distributing information.
• Identify proper attribution of quotations from published documents
PO 4: Describe the process and techniques of gathering, compiling, and analyzing data.
• Exhibit knowledge of which software applications are appropriate for compiling, storing, and analyzing data
• Demonstrate a clear understanding of which data are appropriate to collect and why
• Demonstrate a proficiency in creating a well-organized report with regard to organization and data visualization
PO 5: Demonstrate knowledge in the use of the Internet, including social media, as a way of distributing
information.
• Identify and describe the important characteristics of sending email (e.g., etiquette, attachments, formatting, etc.)
• Demonstrate knowledge and proficiency in social media usage and etiquette
• Exhibit knowledge of which social media applications are appropriate for a specific task and how to use them
PO 6: Demonstrate basic knowledge in the installation, maintenance, and troubleshooting of both equipment and
software.
• Identify various computer hardware used in an office
• Demonstrate knowledge of basic office software and functions
• Identify available online resources for equipment and software training and usage
PO 7: Demonstrate basic knowledge in the use of different types of computer systems.
• Identify potential issues with compatibility of different operating systems, such as Microsoft and Apple
PO 8: Describe common ways of storing and transferring data and the types of media appropriate for each.
• Demonstrate knowledge and proficiency in identifying file types and the appropriate ways of converting documents
• Exhibit knowledge of software programs used for document conversion
• Identify and describe common procedures of backing up electronic information and databases, including cloud
storage
PO 9: Explain appropriate security procedures for maintaining, backing up, and storing information.
• Demonstrate knowledge of legal issues regarding the storing of electronic information
DOMAIN FOUR: OFFICE AND RECORDS MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with records management using ARMA Guidelines.
• Prove knowledge of terms such as metadata, records retention, and data archiving
• Demonstrate familiarity with terms used by ARMA and general records management
PO 2: Identify the key advantages and disadvantages of electronic and manual (paper) file management based
on ARMA Guidelines.
• Demonstrate usage of both paper and electronic filing systems as appropriate based on access requirements and
organizational needs
PO 3: Demonstrate knowledge of both electronic and manual (paper) filing rules and standards based on ARMA
Guidelines.
• Describe types of electronic files, naming conventions, options for accessing, and methods of altering information
• Exhibit knowledge of available software, systems, and services for electronic filing
• Describe the different methods for creating, storing, and retaining files
PO 4: Identify the appropriate security for both electronic and manual files.
• Identify the key laws regarding record storage and confidentiality
• Describe both the strengths and weaknesses of types of record and file security
PO 5: Demonstrate knowledge of file retrieval, maintenance, and retention.
• Describe how to develop a record retention schedule for both electronic and paper files
PO 6: Identify appropriate ergonomics for a productive personal workspace.
• Describe the significant elements of workspaces and why they are important to efficient and effective working
conditions
PO 7: Demonstrate knowledge of resources necessary to efficiently manage an office.
• Describe the steps in placing and receiving supply orders
• Describe the process of creating and distributing an RFP (Request for Proposal)
PO 8: Identify the important methods of checking and maintaining office supplies.
• Identify the steps involved in creating inventory lists
• Recognize types of software appropriate for maintaining inventory
PO 9: Demonstrate knowledge of functioning in a virtual office.
• Identify both the advantages and disadvantages of virtual offices versus traditional offices
DOMAIN FIVE: EVENT AND PROJECT MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with event management.
• Identify the necessary elements in planning events ranging from internal meetings to external conferences
PO 2: Demonstrate proficiency in travel preparation.
• Describe the necessary elements for planning and organizing travel, both domestically and internationally
PO 3: Describe the key requirements for meetings both in person and virtual.
• Describe the steps required in the organization and planning of professional meetings
• Exhibit knowledge of which software applications are appropriate for online meetings
PO 4: Demonstrate knowledge in prioritizing and delegating elements of a project from planning to
implementation.
• Identify and describe the important techniques of time management from the planning stage to the implementation of a project
• Demonstrate the ability to identify and evaluate the skills and competencies of others for project delegation
PO 5: Describe the steps required in organizing, planning, and managing a project.
• Demonstrate proficiency in prioritizing and organizing work tasks
• Identify which software and technology tools are appropriate for managing a project
• Demonstrate knowledge of negotiating, budget review, and bill explanation when organizing a project
DOMAIN SIX: OPERATIONAL FUNCTIONS
PO 1: Demonstrate knowledge in the duties and processes of human resources.
• Identify different forms of harassment in the workplace
• Describe the ways to address employee situations professionally and legally
• Identify approaches to and the importance of following organizational policies and procedures
• Demonstrate knowledge of and purpose for performance evaluations
PO 2: Describe the various methods of recruitment, staffing, and hiring practices.
• Define different interview types and processes
• Demonstrate the ability to determine the staffing requirements of an organization
| 8 | Effective Fall 2018 CAP Body of Knowledge
PO 3: Recognize why cultural and generational diversity is important for organizations.
• Describe how differing cultural and generational perspectives can benefit an organization
• Identify what should be included in diversity training within an organization
PO 4: Demonstrate a basic knowledge of the procedures involved in onboarding and offboarding employees
within organizations.
• Describe the process of scheduling orientation and completing required paperwork
PO 5: Identify basic terminology associated with the financial functions of the organization.
• Distinguish between terms such as assets, liabilities, overhead, and balance sheet
• Describe the key differences between a budget, a profit and loss statement, and a statement of cash flow
PO 6: Demonstrate a knowledge of budgets and financial statements.
• Describe how to track electronic credits and debits on bank statements
• Demonstrate a proficiency in how to read a financial statement
• Describe the process of creating, tracking, and balancing a budget
• Identify the procedures and management of handling petty cash
PO 7: Identify important elements of the banking process and transactions.
• Identify the appropriate forms for depositing, withdrawing, and transferring cash
• Describe how to record, report, and document cash and checks
• Describe safe and secure money-handling procedures
IAAP Administrative exam success
Other IAAP exams
IAAP-CAP Certified Administrative Professional (CAP)The A-level exam results are out in the UK. Over 350,000 teenagers have been placed on undergraduate courses, according to UCAS, the organization that manages applications to UK full-time higher education courses. And while they jump for joy, excited at the prospect of going to university, some social commentators and education critics are harrumphing.
They feel that despite their success, these exam-savvy youngsters are woefully ill-prepared for the real world. And that the ones who go to university are simply entering outdated institutions that don’t prepare them for the world of work.
Most university courses aren’t vocational. Yet, the debts that mount up throughout a course (an average of £50,000) are forcing students to create a “personal brand” and a portfolio of work before they leave – so that they have a chance of competing in a crowded marketplace once they graduate.
In the past, students were only expected to step-up their writing, thinking and analytical skills while at university. Now, they’re expected to take Instagram-worthy internships and use social media to network their way to success. They’re expected to document their skills and capabilities across a range of social media so that they can effectively secure work opportunities.
A report from the Department of Education showed that in 2017, graduates and postgraduates had higher employment rates than non-graduates. And that the average, working-age graduate earned £10,000 more than the average non-graduate.
So good, so far. But this emphasis on securing work is contributing to a hole in their university life. This manifests as poorer quality studying and writing skills on the essays they write throughout their course. And the writing they do in the business world. This is not new. And it’s not down to youngsters spending more time on Snapchat than perusing the abridged works of Shakespeare. But it’s a skill gap that doesn’t seem to be closing.
Many arrive at university after years of teachers “teaching to the test”. Students haven’t necessarily been given the opportunity to think for themselves. At least, not in an academic sense. Their teachers have been judged on results throughout their teaching careers. So, their primary task hasn’t been to help students to write fluently, or accurately. In fact, while 26.4% of exams scored an A or A*, just 1.8% of English language exams were graded A*. Overall, the teachers have done their jobs, which has been to get their pupils to pass. And the overall pass rate for 2018 sits at 97.6%.
But when school leavers get to university, many will find themselves in a quandary. It’s likely that they’ll feel a pressure “to get their money’s worth”. Yet, they’ll also be faced with a barrage of new concepts and theories. And they may not have the writing skills to communicate them effectively. Ironically, this can hamper their chances in the job market.
A Royal Literary Fund report called “Writing Matters” labeled the writing skills of students “shocking” and “inadequate”. What’s more, an academic survey cited in this report found that 90% of lecturers said it was necessary to teach writing skills to students. Yet, university is structured so that the teaching of writing skills is not embedded into courses. It’s a veritable chicken-and-egg situation.
In any case, qualifications alone don’t sell themselves anymore. So, students need to see themselves as a package, not as a vessel for their exam results. They need to hone their soft skills – their ability to think well, write well, be emotionally intelligent and communicate with themselves and others. Employers want to hire people who are creative, resourceful and resilient.
So, as students crack open the prosecco and celebrate their results – I say we deliver them a break. Going to university is a massive life transition in itself, as is starting work for the first time. It’s easy to forget the days when you couldn’t boil an egg. And it’s easy to forget that it’s the system itself that isn’t teaching students the writing and communication skills they need to truly succeed in life and work.
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Saint Louis University School of Law was recently featured on TaxProf Blog as being ranked 7th in the nation in a recent study identifying which law schools add the most value to ultimate bar passage rates for their students.
The three-year study looked at the ultimate bar passage rate performance of 186 ABA-approved law schools for the period of 2017-2019. SLU LAW’s ranking reflects its overperforming predicted expectations for ultimate bar passage based on the undergraduate GPA and LSAT scores of incoming students.
SLU LAW also recently posted its highest first-time Missouri bar passage rate in over a decade, with 94.6% of its first-time takers passing the July 2023 Missouri bar exam.
On the work done by SLU LAW to prepare students for the bar exam, the Director of Academic and Bar exam Success, Antonia Miceli said, “This ranking, along with our recent Missouri bar exam pass rate, is a reflection of so many things that make SLU LAW special - hardworking and dedicated students, faculty who apply a truly student-centered approach to their teaching, and a robust and comprehensive academic and bar exam success program that supports students from the summer before their 1L year clear through passing the bar exam. I am so proud to be a part of the SLU LAW community and to play my part in helping our students and alumni achieve their ultimate goal of becoming licensed attorneys.”
Professor Miceli is also the co-author of The Ultimate Guide to the Uniform Bar Examination (Wolters Kluwer 2021). Her work alongside Professor Petina Benigno, the Assistant Director of Academic and Bar exam Success, demonstrates SLU Law’s investment into its students success. For students of SLU LAW, please visit the Academic Resource Center to see materials about bar exam success.
If you are interested in donating to SLU LAW and being the reason our students have space to succeed following graduation, please visit the Academic Resource Services Support Fund. The Academic Resource Services Support Fund helps to assist students with costs associated with law school and the Bar Exam.
Four-day Classes
Examinations for subjects which have meetings in both the Monday/Wednesday/Friday (MWF) and Tuesday/Thursday (TT) sequences should be scheduled according to the sequence in which they have the greater number of times. If a class meets an equal number of times in each sequence, the examination should be scheduled according to the sequence which shows an earlier date or time in the examination schedule.
i.e., for MTWF or MWTHF courses, refer to the MWF examination time. For MTWTH of MTTHF courses, find both the MWF exam time and the TT exam time—your exam is scheduled for whichever date/time is earlier.
Common exam Times
All sections of Accounting 203 and 204 as well as all sections of Mathematics 171, 172, and 271
have a common exam on Monday, December 11, 9:00 a.m.
Half-Semester Courses
Exams for undergraduate courses meeting during the first half of the semester will be
scheduled on the last day of class. Exams for undergraduate courses meeting during the
second half of the semester will be scheduled according to the exam schedule above.
Labs and Combination Lecture/Lab Courses
Exams for labs, if given, should be administered during the final lab period. Exams for
combination lecture/lab classes should be administered according to the exam schedule above.
One-credit PER and MUSC Courses
Exams for one-credit PER and MUSC courses, if given, will typically be scheduled for the final
class period.
Graduate Courses
Graduate courses will typically follow the full eight-week schedule, with the exam on the final
day of class.
The Pratt Student Success Center provides comprehensive academic support services that are available to all Pratt students. Our goal is to cultivate a culture that builds academic excellence, thriving, and flourishing, with a focus on retention, persistence, and graduation.
Who We Are and Where You Can Find Us
Location:
Brooklyn Campus
Student Success Center
200 Willoughby Avenue | Information Science Center 104 | Brooklyn, NY 11205
phone: 718.687.5156 | fax: 718.687.5317 | success@pratt.edu
Staff:
Heather Shpiro, PhD | Director of Student Success
phone: 718.687.5205 | fax: 718.687.5317 | hshpiro@pratt.edu
Pronouns: she, her, hers
Valeria Resendiz | Administrative Assistant for Student Success
phone: 718.687.5156 | fax: 718.687.5317 | vresendi@pratt.edu
Pronouns: she, her, hers
Dani Bormes | Assistant Director of Student Success
phone: 718.687.5126 | fax: 718.687.5317 | dbormes@pratt.edu
Pronouns: they, them, theirs
Hours:
9am – 5pm Monday – Friday
9am – 4pm Monday – Friday (Summer hours)
In addition to in-person and virtual appointments during our regular hours, we often can provide virtual tutoring sessions in the evenings and on weekends.
What We Offer
The Student Success Center has academic coaching and tutoring services available to all Pratt students. Students can choose from in-person or virtual appointments.
To find out more or to schedule an appointment for all of our services, please contact us by phone: 718.687.5156 or email us at success@pratt.edu. Current students can also raise your hand in Starfish. Faculty and staff can raise an Academic Support Referral for students in Starfish.
Tutoring
The Student Success Center has peer advisors who can deliver you guidance in your academic, studio, and technical work.
- Studio Tutoring
examples: foundations assignments, studio drawings and rendering, knitting, critique practice and more
- Software Tutoring
examples: adobe suite, rhino, revit, autocad, unity and more
- Subject Tutoring
examples: sociology, physics, finance classes and more
Academic Coaching
Academic coaching is a holistic approach to academic support to ensure students develop the skills they need to succeed in college—and beyond! You will work one-on-one with a peer advisor to create a plan to help you work efficiently and effectively:
- Time management
- Study skills
- Reading skills
- Brainstorming
- Planning out projects
The Writing and Tutorial Center offers additional Tutoring at Pratt
For information about writing support available at the Writing and Tutorial Center, please visit the website or email wtc@pratt.edu.
Starfish
In collaboration with other support offices (including Undergraduate Academic Advising, the Student Advocate and Care Coordinator, and the Learning/Access Center), the Student Success Center supports the use of Starfish across campus.
Starfish is a student success and early alert tool designed to Boost communication and workflows around student concerns, engagement and academic support. Students, faculty and staff can all engage with Starfish to connect with the many incredible resources available at Pratt. Current students, faculty and staff can find the description of services and contact information for student support offices on the Starfish Services page.
Current students, faculty and staff can find out more information on how to use Starfish by visiting One Pratt Academics and selecting the Starfish page.
**Please note, faculty can only access Starfish when actively teaching a course, unless also in a staff role with Starfish access.**
Please email starfish@pratt.edu with any questions.
First Generation
The Student Success Center supports and celebrates first generation college students! Pratt defines first generation students as a student who does not have a parent/guardian with a bachelor’s degree or higher. Our office works in collaboration with our wonderful campus partners (including Student Involvement) to provide programming and support to help ensure a smooth and successful experience for first generation students.
First-Generation events can be found at www.pratt.edu/engage
Pilots
The Student Success Center invites a group of first-year students to participate in the Pilots Program. If you have received an invitation, please email us with any questions: success@pratt.edu.
The program is a voluntary student success initiative that provides first-year students with an opportunity to find community, connect to essential resources and develop strategies to help them navigate college life. The goal of the program is to help students make interpersonal connections with other students and Pratt staff to foster a sense of inclusion. Students are connected to a co-pilot, an upper-class student that can act as a mentor, tutor and academic coach. The program’s group meetings provide the opportunity for students to develop valuable skills such as a sense of belonging, time management, academic strategies and making use of resources.
Revised: March 2021
It is the personal responsibility of the student to consult with the instructor regarding absence from class as soon as possible. Except as specified in this policy, the instructor shall make the final determination on allowing alternate assignments or whether missed work can be done at a time other than during the regularly scheduled class period.
Students are expected to attend classes in which they are enrolled unless absent for institutionally approved activities or other reasons allowed under institutional policy. Instructors may set course attendance requirements, which may include consequences for absences that are not institutionally approved, but such requirements must not conflict with institutional policies governing student absences. As indicated in UAM 6,501, it is the instructor's responsibility to state course-specific policies regarding late work and make-up exams in the course syllabus.
Absence due to religious holy day observance
It is the policy of the Nevada System of Higher Education (NSHE) to be sensitive to the religious obligations of its students. Any student missing class, quizzes, examinations or any other class or lab work because of observance of religious holidays shall, whenever possible, be given an opportunity during that semester to make up the missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor in advance in writing, according to the policy of the institution offering the class, if the student intends to participate in a religious holiday that does not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the assignment at an alternate time would impose an undue hardship on the instructor or the institution that could not be reasonably have been avoided.
Absence due to university approved extracurricular activity
For absences due to university-approved extracurricular activities, it is the student's responsibility to consult with the instructor in advance and as soon as possibly regarding the absence to arrange for the completion of all missed coursework. University-approved extracurricular activities are defined as those sanctioned by a college dean and/or the Executive Vice President & Provost, and may include, but are not limited to, intercollegiate athletics, band, drama, forensics, and recruitment. Students who represent the University at such events shall be provided with alternate, timely make up exams, quizzes, or other coursework missed as a result of their participation.
It is the responsibility of the student to arrange for written notice from the appropriate college dean or the Office of the Provost to their instructor of their participation in university-approved extracurricular activities within the first week of the academic term or as soon as the student is aware of the potential need to miss class.
Absence due to illness, family emergency, bereavement, or other compelling reason
In cases of absences due to extended illness, family emergency, bereavement, or other compelling reason, students should notify their instructors as soon as possible and within one week of the start of the absence. In such cases faculty are encouraged to develop plans and deadlines for students to complete alternate assignments that substitute for the missed components of the final course grade. Faculty have the right to request formal, written documentation in such cases as they deem appropriate.
In the case of extended absence, students should review the University General Catalog, specifically section 4. Academic Policies for Registration, Records, and Graduation policies for incomplete grades (i.e. grades/marks), grade changes, grade replacement, grade appeals, academic renewal, and withdrawal from the university. Students are advised to check with the Office of Financial Aid & Scholarships on the implications of these actions.
Appeal
Any student who is denied a make-up assignment after appropriately notifying the instructor of a class absence, as described in the policies above, shall have the right to appeal that decision through the Academic Complaint System.
The Academic Resource Center (ARC) is designed to assist SLU LAW students with the support they need to be successful during law school and in their future legal careers.
The ARC provides resources and assistance to help students succeed from the first day of classes and continues when they are alumni working towards success on the bar exam.
Academic Success
Though the program at Saint Louis University School of Law is rigorous, SLU LAW provides an avenue for achieving success in learning the law. Academic Success services provide students with the advising, assistance and support they need as they enter and progress through law school. Students can find information on the structure of the first-year program as well as tips and advice on getting accustomed to the curriculum. Information is provided on times and dates of important workshops, and students can find valuable study tools. There are opportunities to learn exam-taking techniques as well as a variety of other helpful law school aids.
Academic advising is available to all law students. Students may meet with Professor Antonia Miceli or Professor Petina Benigno to discuss any academic issues, including outlining, exam preparation and review, curriculum choices and other concerns a student might have. Please contact Professor Miceli or Professor Benigno with a list of times and days you are available in order to schedule an appointment.
Bar exam Success
Perhaps you've only briefly thought about the bar exam or perhaps you have focused squarely on it. Whatever your position, it's not too late to become informed about the bar exam and the steps you can take to prepare for, and succeed on, it.
In almost every state in the U.S. and in some territories, recently graduated law students sit for a state bar exam. For instance, if you are interested in practicing in Missouri, you would take the Missouri Bar Exam. The bar exam measures a candidate's competency to practice law in a particular state. Successful bar exam candidates receive a license evidencing their competency to practice law in a given jurisdiction.
Passing the bar exam is a pivotal last step in becoming an attorney. There are many things you can do as a student to achieve this success. Much of the law school curriculum is geared toward providing you with the necessary foundation for success. In addition, most students participate in a commercial bar review course after graduation. This course reviews (and in some cases introduces you to) those subjects that might be tested on your jurisdiction's bar exam.
In addition to what you learn in your law school classes and the commercial bar review courses, SLU LAW offers workshops and programs designed to help you assess and practice the skills necessary for passing the bar.
These workshops cover each part of the bar exam — the essay, multiple choice and performance test portions. Thus, you have the opportunity to not only learn the appropriate substance but to also hone the necessary skills related to each portion of the bar exam.
Current students and alumni of Saint Louis University School of Law are encouraged to contact Professor Antonia Miceli, the director of Academic Support and Bar Success, or Professor Petina Benigno, the assistant director, and to participate in the bar preparation workshops and programs as they are announced. Please feel free to stop by Professor Miceli’s or Professor Benigno's office so that you can meet in person.
Visit the Academic Resource Center Canvas page for resources and assistance from 1L year through passing the bar exam.
In addition, below is a list of resources to help you learn more about the bar exam:
On Thursday, researchers at contract review and drafting startup LegalOn Technologies announced the results of a new study in which two popular generative AI large language models (LLMs)—OpenAI’s GPT-4 and Anthropic’s Claude 2—passed the Multistate Professional Responsibility exam (MPRE). The MPRE, which tests takers on principles of legal ethics, is required for admission to the bar in all but two U.S. jurisdictions.
In March 2023, researchers announced that OpenAI’s GPT-4 model had passed the Uniform Bar Exam (UBE), with scores that would place it in the 90th percentile of test-takers. “LegalOn’s study extends this discovery, revealing that these models can also navigate complex rules and fact patterns around professional responsibility,” the press release stated. It added, “This milestone underscores the potential for AI to assist lawyers in legal work and demonstrates the increasingly advanced capabilities of large language models applied to law.”
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