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N.J. is adding a new requirement to graduate high school, but a huge number of kids didn’t do it last year

• Updated: Aug. 15, 2024, 7:37 a.m.
• | Published: Aug. 14, 2024, 7:29 a.m.
• Tina Kelley | NJ Advance Media for NJ.com

The number of New Jersey students who filed federal financial aid forms dropped this year, just as the state is implementing a new law that will require public high school seniors to fill out the forms in order to graduate.

The law, signed in January, requires the classes of 2025, 2026 and 2027 to fill out the federal Free Application for Federal Student Aid, known as the FAFSA , as a requirement for getting a public high school diploma.

The form is used to determine how much federal student aid a graduate can get to attend college, and New Jersey officials want more seniors to fill it out to save money and increase the number of people getting a higher education.

But, only a little more than half of New Jersey high school seniors filled out their FAFSA forms this year.

After federal delays in producing and processing a new version of the FAFSA form caused chaos in college admissions this spring, 54.7% of New Jersey high school seniors finished the form — down 6 percentage points from last year, according to the National College Attainment Network, citing August 2 figures.

That meant 6,204 fewer New Jersey students filled out the form compared to the previous year.

The U.S. Department of Education announced last week that for most students, the forms will again be available three months later than usual.

Kim Cook, head of the nonprofit National College Attainment Network, said students would be further harmed if the problems with the forms continue this academic year.

“The unprecedented numbers we are observing in this class’s data make it clear that we can’t afford to have another delayed FAFSA,” she said. “We know that FAFSA opens the door to college; we need that door ready to walk through on-time and without complication.”

According to the network, students who did not fill out the form left about $103 million in federal Pell Grants on the table.

That number is expected to shrink significantly in New Jersey with the new graduation requirement, as schools are expected to focus on getting all students to fill out the FAFSA.

Under the pilot program, which can be renewed after three years, students can submit a waiver or speak to a school counselor to get an exemption from the graduation requirement. Undocumented students who are not eligible for federal aid but do qualify as NJ Dreamers can fill out the New Jersey Alternative Financial Aid Application instead.

Nationally, the percentage of students finishing the forms fell to 46% from about 53% this year. For the past two years New Jersey has ranked ninth in the nation in the percentage of seniors completing the forms, said Bill DeBaun, a senior director at the National College Attainment Network.

Filling out the forms is particularly important for low-income and first generation college students with fewer resources.

“When we look at New Jersey high schools by school income level and percentage of students of color enrolled, we do see big FAFSA completion gaps,” DeBaun said.

There’s still time before the Sept. 15 deadline for this year’s high school graduates to apply for state funds for college, state officials said. New Jersey received $100,000 in federal assistance to get the word out about the FAFSA.

The Higher Education Student Assistance Authority is offering free, online one-on-one sessions with financial aid experts throughout August to answer students’ questions. Appointments are available through the authority’s website, and are also open to students who already submitted their FAFSA forms but need assistance correcting errors or providing additional information requested by the U.S. Department of Education.

Evening webinars about the forms are also available in Spanish and English.

Students must fill out the forms to see if they are eligible for federal aid as well as Tuition Aid Grants from the state. The forms are also required to see if students are eligible for the New Jersey College Promise program, which provides tuition money for students under certain income levels. Most universities and colleges require the forms to determine who receives scholarships, as well.

Under the traditional timeline, the FAFSA forms are available Oct. 1, and students and families fill them out and send them to the U.S. Department of Education, which determines how much federal aid they should receive, said Alejandro Guiral, president of the New Jersey Association of Student Financial Aid Administrators.

After three to five days of processing, the department usually determines what amount of federal assistance applicants will receive, and sends the forms to the state Higher Education Student Assistance Authority, known as HESAA, and the students’ chosen schools.

HESAA then determines how much state aid the student is eligible for, and notifies the school, which decides which scholarships or grants it can offer the student.

The final package — with state, federal and campus aid — was traditionally ready for students to review by January. This year, the form was not available until January for most families, and students learned what federal aid they received in mid-March. The amount of state aid they were eligible to receive wasn’t available until the beginning of May.

“They had a long time to wait,” Guiral said. “There’s been a certain percentage maybe that didn’t choose the school they wanted, maybe they went to another college that was not their first or second choice, because of the delay in accurate information about the financial aid package.”

On the new FAFSA form used this year, information from parents’ 2022 tax returns was fed into their children’s applications, although the process was poorly executed, according to a report by the U.S. Inspector General last week.

When parents do not want their income considered in a student’s application, it severely limits how much need-based aid the student would be eligible for, Guiral said. Students in such circumstances may be able to apply independently from their parents, after discussing the matter with financial aid officers.

The wait this year was far longer for students with a parent who did not have a social security number, he said. Their forms were not even ready until mid-March, shutting them out of campus-based aid that was distributed on a first-come-first-served basis.

“Keep trying,” Guiral said to students still hoping to get financial aid for the fall college semester. “The actual application really has become much more simple.” And some colleges will admit students well past the official deadlines.

Guiral’s group is advocating for the department to roll out next year’s application correctly. They are also training administrators for the 2025-2026 school year and are encouraging seniors and their families to set up their accounts with the U.S. Department of Education, so they are ready when the forms become available.

Stories by Tina Kelley

• N.J. university building $2M apartment for president — in a dorm
• N.J. school district abandons cuts to free courtesy busing after uproar
• Bruce Springsteen stops at Jersey Shore hot dog spot to grab 60 ‘to go’

NJ Advance Media staff writer Brent Johnson contributed to this post.

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Tina Kelley may be reached at [email protected] .

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Postcards from the Practice: Students describe their summer law experiences

Internships and summer associate positions at law firms, government agencies, and non-profits give students valuable work experience and opportunities to network and hone their career interests. Here's how some Duke Law students spent the summers.

This month, eight Duke Law students told us about their summer experiences for the annual social media series Postcards from the Practice. Their full reports can be viewed on Duke Law’s Facebook , LinkedIn , and Instagram accounts. Following are highlights from their stories.

Ashari Hankerson ’25

2L Special Matters and Investigation Summer Associate, King and Spalding, Atlanta

What interested you about this opportunity?

Before and during law school, I was always interested in white collar and government work. The Corporate Crime class I took with Professor Buell solidified that interest. Being a summer associate within the group shed even more light onto my interests with the variety of matters I handled over the summer.

What were some of the highlights? Getting so much substantive work, which afforded me amazing opportunities that most summer associates don't experience. Also, partaking in the K&S Connect program, where I got to visit the D.C. office and network with more attorneys and, of course, see friends.

What insights did you glean from your summer?

With work comes reality, and the reality is that practicing law is difficult and sometimes takes more of your time. But the work is interesting and complex. And with the challenges you may face, you are consistently growing and learning.

Allyson Barkley JD/MPP ’25

Legal Intern, Durham City Attorney's Office

I have been interested in state and local government work for many years. I loved working for the city two years ago, when I interned with the Durham Community Safety Department for my master's.

While in law school, I have realized that I am a generalist - I enjoy work that allows me to delve into a lot of different issues and legal questions. Working in the CAO allows you to do just that; no day is the same. Most importantly, attorneys and staff are a crucial part of the team that makes Durham such a great place to live.

How did you spend your days?

I was assigned two attorneys and their departmental portfolios. So, whenever a legal question arose from one of those departments, I helped do research and write up or present my takeaways to help the department make a decision on the best course of action.

Did it have any impact on how you think about your career plans?

It reinforced my goal of becoming a municipal lawyer after graduation. I really enjoyed the experience and can definitely see a career in municipal or county law. The fast-paced, client-facing work is exactly what I hope to do long-term.

Jungi Hong ’25

Summer Associate, U.S. Government Accountability Office, Washington, D.C.

I was looking for a federal agency that was well-regarded to work for and had a strong mission. Also, I was drawn to federal agencies because I felt they were a good balance of work and life. I ended up talking to two alumni about their roles and that helped me on my application and interviewing process. It also helped it was a rare job, being a government internship with a potential return offer.

What were some of your duties?

The GAO ‘splits’ the summer. My first six weeks I was in the Procurement Law group, which drafts decisions with big protests between agencies and contractors. My second six weeks was with the auditing team called Financial Markets and Community Investment. I was assigned a research memo on the impact of a recent Supreme Court decision and observed team meetings.

Did it reinforce your plan to pursue an agency career?

I definitely hope to return to the GAO if I can, although I won’t hear about return offers until after Labor Day. I like the pace of work and hours at a federal agency, and I love that the work culture is geared towards work-life balance and public service. Also, I would be open to a fully remote job, which I hadn’t considered before, but many attorneys in the office are.

Maia Stephenson ’25

My interest in government work led me to intern at the N.J. Atty. Gen. Office during the summer of my 1L year. There, I gained experience with both state and federal regulation. I found myself particularly drawn to federal work. The GAO interested me because it presented a unique opportunity to engage with a broad range of issues within a single federal institution. Working as a summer associate at the GAO offered exposure to a broad range of legal areas, allowing me to explore different facets of law and understand how they intersect within the government.

Were there networking and mentorship activities?

Yes, there were ample opportunities for both mentorship and networking. We were provided with a mentor who had participated in the program before, offering valuable tips and advice from a non-supervisory perspective. I also collaborated closely with line attorneys on different projects, and it was encouraged to reach out to attorneys from other teams if interested. Additionally, program coordinators were also available for discussions, and there were numerous events organized for interns to meet and get to know the attorneys.

Did any experience especially stand out?

One highlight from this summer was working on a decision of “first impressions” involving a novel legal issue. Due to the specific facts of the protest, there was no precedent to rely on. This presented a unique challenge and an exciting opportunity for me to collaborate with several senior attorneys. Together, we engaged in in-depth discussions and brainstorming sessions to develop a comprehensive strategy tailored to the novel issues at hand.

Olivia Callan ’25

Legal-Policy Intern, ACLU of Northern California Immigrants’ Rights Project

On a professional level, I was drawn to this position because it offered the opportunity to engage in impact litigation, legislative and policy advocacy, and community education on immigration issues in California. On a personal note, I’m the granddaughter of a Chinese immigrant and was born in Northern California, so working on immigration issues in California was the perfect fit.

What was the highlight of your experience?

The opportunity to advocate on behalf of detained folks and to use skills that I’ve developed in law school. This summer, I interviewed individuals in ICE detention centers in California for the fact development stage of two different cases. Although it was emotionally challenging and difficult to navigate at times, I had excellent training through my experiences at Duke. For instance, in my 2L spring semester, I was a student attorney with the Immigrant Rights Clinic and interviewed a family for their asylum case. I also did a Duke Immigrant and Refugee Project pro bono project with the Southern Poverty Law Center, interviewing detained folks in the Stewart Detention Center. These gave me a solid foundation for fact development, issue-spotting, and interviewing skills, so I immediately felt comfortable jumping into interviews this summer.

Did it have any impact on your career plans?

ACLU NorCal confirmed my passion for immigration and reaffirmed my general passion for public interest impact litigation. The attorneys I worked with gave invaluable advice that I will use as I start my career as a public interest lawyer.

Emily Fung ’25

Law Clerk, Legal Advocacy Team, National Center for Youth Law (worked remotely from Durham)

One of my role models clerked with NCYL a few years ago, and the organization has been on my radar for a while. I was interested in observing how one organization can house a wide range of focus areas across youth law. I wanted to spend my 2L summer learning about impact litigation, which is the focus of NCYL’s Legal Advocacy team. I’d often heard during 1L that public interest students should be thoughtful about methodology — not just subject area — during job searches, whether that means exploring different methodologies or targeting one, and I’ve found that advice valuable.

Can you name a highlight from your summer experience?

Many of them! I meet weekly with my supervisor, and I meet weekly with an assigned mentor. Also, the twelve of us summer clerks were assigned to a rotating, one-on-one virtual coffee chat. Most or all of the clerks plan to stay in the youth and education space, and it’s been helpful, and interesting, for us to talk through our thoughts together. I also cold emailed a NCYL attorney halfway through the summer and learned a bunch from him.

Did the experience change the way you think about your career plans?

I feel better equipped to make postgraduate decisions now that I’ve explored a few different methodologies within youth law—both because I now have a better understanding of how all this work fits together and how my own skill set relates to the work. Also, although NCYL has hubs in D.C. and Oakland, it has attorneys all over the country, and many of them work remotely at least some of the time. This summer confirmed that I love this type of environment!

Julia Benbenek JD/LLM ’26

Summer Associate, Dentons Rattagan Arocena, Buenos Aires, Argentina

My background in Spanish studies sparked my interest in working in a Spanish-speaking country to fine-tune my lingual skills and gain exposure to Latin work culture.

What were some of the highlights of working in Argentina?

One of the highlights of the work was familiarizing myself with Argentina’s civil law system, its judiciary, and federal structure. Outside of work, the high-quality and well-priced beef was a top highlight. I relished both the backyard parillas with co-workers and friends, as well as the upscale parillas, including the globally acclaimed Don Julio.

How has the experience informed your future career plans?

Overall, the experience reaffirmed my drive to practice international arbitration in Miami following my graduation from law school. My experience in Argentina will certainly be a crucial asset in navigating client relationships with Latin American ties in Miami — often referred to as the gateway to Latin America.

Briana Megid ’25

Litigation & Policy Intern, the Bazelon Center for Mental Health Law

In high school, I lost my boyfriend and three classmates to suicide. At 15, I started volunteering with the American Foundation for Suicide Prevention in search of direction and understanding. Through this work, I learned about the Bazelon Center and its tireless work to preserve the civil rights of individuals living with mental disabilities.

After a year of clinic work at Duke, I could jump into ongoing litigation work and tactfully approach my assignments – from meeting with co-counsel to proposing and actuating legal strategies. As a policy wonk, I tracked and red-lined legislation. During my internship, I attended numerous congressional meetings with multiple offices on Capitol Hill.

Did you enjoy the networking and mentorship opportunities?

The Bazelon Center is like a family – I loved my supervisor, who gave me the deference and autonomy to lead and grow. She took the time to ensure my work aligned with my interests and took it upon herself to mentor me, both in and out of the internship. I’m immensely grateful for her kindness, humility, and expertise.

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Incoming Liberty Law students pledge duty to legal profession during special ceremony

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August 7, 2024 : By Abigail Degnan - Office of Communications & Public Engagement

On Monday, approximately 110 Liberty University School of Law first-year students, representing about 25 states, took a pledge to uphold the responsibilities of being a legal professional during Liberty Law’s annual Professionalism Ceremony. The event was held in the law school’s Supreme Courtroom, where Liberty Law faculty and administration exhorted the students to glorify God as they embark on their legal education.

Susan Patrick, associate dean for admissions and financial aid, welcomed the students and told them that they are starting a journey that will prepare them to serve their future clients well, and that through this process, their fellow classmates would become some of their most treasured friends and colleagues.

Patrick introduced Rodney Chrisman, Liberty Law’s vice dean for academic affairs and faculty development, who gave the invocation and read from Isaiah 42:1-2.

“This passage describes a part of Jesus’ mission that we often don’t hear focused on very much and that is bringing justice to the earth,” Chrisman said. “I think that’s a particularly fitting way to start your journey into law school and into the legal profession—a profession that really ought to be concerned about justice. We’re ministers of justice.”

Chrisman welcomed Professor Scott Thompson, a founding faculty member of Liberty Law, to the podium to lead them in Liberty’s Professionalism Pledge .

“Twenty years ago, this room did not exist. But, on Aug. 10, 2004, we opened the doors to this building to 60 pioneering law students, who came to an unaccredited law school to pursue their dreams and callings,” Thompson said. “To date, we have seen 1,171 students complete this program. And when you graduate, you will join nearly 1,500 graduates of Liberty University School of Law. It’s an honor for me to lead you in this professionalism pledge, a pledge that addresses your professional responsibilities, such as integrity, honesty, courtesy, and respect.”

As their loved ones watched, the first-year students stood and recited the pledge, committing to uphold the high ideals of the legal profession and promising to carry out their responsibilities with dignity, staying true to the values of the Liberty University School of Law.

In his remarks, Interim Dean Timothy Todd, a graduate of Liberty Law, explained that the faculty are eager to pour into the students and to mentor them.

“I’m sure that you, like I, will learn from them in the good times and on the mountaintops,” he said. “But quite frankly, I’ve learned more from them in the valleys of sorrow and heartache. I’m sure they will bless you greatly if you let them.”

Todd further explained the two goals for Liberty Law. The first and foremost goal is to grow each student’s relationship with God. The second goal is to train excellent lawyers.

Todd spoke on what it means to exude professionalism. While he gave many examples — including being competent, ethical, and collegial — he noted it starts with “glorifying God and enjoying Him forever.”

Todd also highlighted some of the accomplishments that Liberty Law has made recently as it celebrates 20 years of Training Champions for Christ this year, including celebrating Liberty Law’s first alumnus to argue before the United States Supreme Court last spring .

“He literally went from this room, this very podium, to the highest court in the land,” Todd said.

“In the 20 years of Liberty Law, there are countless successes, blessings, and victories from our community . . .  Remember that God has a plan for your life . . . He has brought you here to train you for ministry, using your legal skills and talents to minister to people in unique ways that only lawyers can,” Todd said. “Loving God, loving others. Serving God, serving others. Now that is the mark of a true professional. That journey starts today . . . Welcome to Liberty University School of Law.”

The following morning, Liberty Law hosted a special convocation for the first-year students in which Liberty President Dr. Dondi Costin shared an inspiring message from Psalm 46.

Related Posts

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Carolina Law’s Class of 2027 Week of Orientation Starts out Strong with a Day of Service

The University of North Carolina School of Law kicked off the academic year with its annual Service Day, a 15-year tradition embodying the school’s guiding value of “service to the state.” Incoming first-year and transfer students participated in projects across the Triangle area, stepping out of the classroom and into the community.

Students contributed to 13 organizations, engaging in activities such as:

• Sustainable gardening at Carolina Community Garden on campus
• Clearing enclosures at Carolina Tiger Rescue
• Relocating books at Chapel Hill Public Library
• Sorting donations at Durham Rescue Mission
• Assembling luminary kits at Ronald McDonald House

While many ventured off-campus, some students remained at the law school to work on a fair housing pro bono project with Legal Aid of North Carolina. The project was led by Allison Constance ’09, Director of Pro Bono Programs at Legal Aid of North Carolina and former Director of Pro Bono Initiatives at Carolina Law (2016-2023), and Meghan Moran ’19, the current Director of Pro Bono Initiatives.

Kelly Podger Smith ’02, senior associate dean, reflected on the day’s importance. “We have a long tradition of public service at Carolina Law,” she said. “By adding a day of service to our 1L orientation, we welcome a new class with this spirit of service.”

With 190 students participating, the incoming class made an immediate impact across North Carolina while forging valuable connections with classmates and local organizations, setting a powerful tone as they embarked on their Carolina Law education.

Q&A with Angela Eberts, Newly Retired Director of Development

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At the beginning of August 2024, Angela Eberts retired from her 15-year career at Duke—a career that began at the Fuqua School of Business and ended with her position as Director of Development at The Graduate School. Read below to learn about Angela's transition from the world of banking to higher education and fundraising, her reflections on being a working mother, and her advice for young professionals, especially at Duke. 

First, tell us about yourself! What first drew you to the role of director of development for The Graduate School?

I’m Angela, and I’ve worked in development for The Graduate School for about 7 years now, with the last five as the director. I've been at Duke for 15. But before this, I had a career in banking—not investment banking, but in product management developing technical payment products for banks. In 2004, I was working at J.P. Morgan, and my husband was offered a position in the senior management team at LabCorp here in the Triangle. So, we moved here from Chicago, and J.P. Morgan said that they’d like me to keep working and that I could work virtually.

When you think about my age and stage in life, I've been on the frontlines of advocating for flexibility for myself and others as a woman and a mother. So, when I had my first child in the ‘90s, I worked in a hybrid setup, which was unusual at that time.  Moving to NC I took it a step further with being fully remote for about 5 1/2 years. And with my kids both being really young, it was hard to be in a home office with the door closed for most of the day—and then to come out at the end of the day to make dinner and be with the family. Like coming out of the cave and into the bright light.

So then when I started looking for something locally, I was really attracted to Duke. The environment was so colorful and inviting, with lots of smart people, and I felt like I was back with the kind of people I wanted to be with. So, I was all in from that point, and I just loved it. And with my MBA from Northwestern and career in business, it was a great fit to go and work at the Fuqua School of Business.

It was a really interesting time when I came on in September 2009. The economy was tanking, and a lot of graduating college students across the country weren't getting jobs. And when you think about what the next step is for somebody at that age, if they're not going straight into a job, a lot of times the alternative is law school. Well, that isn’t always the best solution and shouldn’t be the only alternative. So, Fuqua was innovative, and they had noticed these one-year, “pre-experience” master’s degrees that were being used in a lot of universities across Asia and other international markets. There were none of those in the US at the time, so Fuqua launched their own program really quickly in the summer of 2009, and I was brought on in September with that first batch of about 100 students. My role was to build the career and professional development programming and coaching, to figure out student needs, and to build an employment market for graduates that were not MBAs or seniors in college. So, my background in product development and management provided the translatable skills that I used to work alongside a talented Fuqua team to launch this new program, prepare the cohort for their careers, and get them jobs.  This was the first place that I saw how the Duke alumni love to support our students because they were mentoring and hiring our students.

Earlier, you spoke about women and motherhood in the context of the workplace. Have you seen progress or change on that front during the time you’ve been at Duke?

I’ve seen a lot of things change, while at Duke and across my lifetime. I mean, I even saw the internet come into play, which has made professional flexibility so much more feasible.  So, change is a major theme over my decades of working, and my career has reflected that.

In terms of women's flexibility, I had some great role models in my life. And, to me, even though my husband has been very successful, it was important to always have a career of my own. I never wanted to quit working.

Banking is a more traditional environment, so it was like we were crossing boundaries that hadn't been crossed before. For example, when my son was born in 1998, the bank was open to alternative work setups, but there wasn’t a set system in place. So, I created a giant proposal outlining all the technical equipment I would have in my home office, my hours, and the daycare I had put in place. And it was a big deal, getting that approved. It was like—yes, you can do this here if you ask the right questions and really have the established credibility so that people trust you.

The tables have turned to some extent. Now, there’s a greater sense that employers need to figure out how to accommodate their employees’ needs. Still, we haven't fully gotten to a place where everybody's totally comfortable on how that exactly works, and it's different for every manager and every workplace. I do think that going through the COVID-19 pandemic really blasted everything open. Everybody (not just parents) realized they could do their work from home, and they might have different reasons for wanting or needing that.

At the same time, though, something we might be losing is the thing that really inspired me in my career: the ability to see people in action (especially successful women, in my case) and figure out how they got to where they are and how they do what they do. You're not able to observe this if you're completely remote. And with so much of our workforce now coming out of college, I think it's working against them because they're not developing the same mentors and social skills and seeing future paths that they could follow.

What have been some of your most rewarding and challenging experiences, either in your most recent role or across your career?

I think the biggest challenge relates to those translatable skills I talked about earlier. If you look at my resume, I definitely have done different types of things, but there’s a strong theme of building new things, starting new initiatives, working with new organizations, and things like that. So, I've embraced change, but that also stretches and challenges you. For example, when I came to Duke to work at Fuqua, I had to adjust from the very buttoned-up, structured atmosphere of JP Morgan to the very different environment of higher education. You have to be open-minded and flexible and figure out how to interpret your skills into these different environments.

The rewarding part has been that I've gotten close to and worked with so many amazing people. At Fuqua, I always had students coming to me for coaching or development and things like that. And then I went into development, working in fundraising, and suddenly I was the one reaching out and engaging people. So, this again was another shift for me, but it was still about developing relationships with people.

I still keep in touch with some of the students I worked with, and I’m so happy to see what they're doing in their careers. And the alumni I've worked with in The Graduate School have been amazing, interesting people. My highest passion is just learning more about people and asking them questions.

Can you tell us more about development as a field and what it means to you, both in relation to fundraising and beyond?

That's a great question, because I’m sure we’ve all encountered fundraisers. And sometimes you want to support causes, but you don't really want that feeling that you can get when people are sidling up next to you and just kind of trying to get your money.

But then I got to see firsthand how supportive the alumni here are. I saw people who were working overnight in investment banking jobs, just starting out in their careers, and they were still so happy to come to campus and talk to students. I started seeing how generous they were and how passionate. Then I started to understand the idea of the “evolution of relationships” with engagement, and how much involvement there is outside of money. And I've never had to pressure anybody or twist their arm to give. They give if and when they want to, and it’s just a natural part of the bigger relationship that they have with Duke.

I would say all my fundraising has always been relationship-based, and luckily, I've never had to do anything different. There’s the annual fund which is a little more transactional, but even then we’re sending personalized emails asking for annual fund contributions. And then major gifts (gifts of $100,000 or more) will usually come out of a longer conversation about what the donors are interested in supporting. So, you fine-tune depending on the conversation or the scenario, but it's never like you're harassing them, banging on their door, or making them feel like they have to do something.

What words of advice might you give to aspiring or early-career professionals?

I think it's important to really just always stay curious and not stagnate in your role. Don’t get too comfortable because there are always places to grow, and you're never going to run out of opportunity.

Duke in particular has many different centers, colleges, and entities rolled into one university, and we love to hire from within. And the culture is so strong—people want to network. So, I’d encourage reaching out, meeting people, attending events and presentations, and getting to know the people that are behind the scenes. (I know I’ve really enjoyed a lot of the arts and culture events, like the American Dance Festival and Full Frame Documentary Film Festival .) And then maybe you meet some wonderful people there who you’d like to work with in future.

Angela Eberts

So stay fresh, be curious, and get to know people. Try to be in the office sometimes. And keep learning—like when I did my MBA at night while working full time. You’d think it was really hard, but it felt like I was growing, and I met more people whom I'm still friends with to this day. So, keep thinking about what your skills are and where you want to be.

How would you describe the Duke community, its values, and what it represents in the world?

Duke is ever-changing. The Triangle is sort of like this bubble in the middle of the South. It has gone from being an excellent regional to a prominent global school now, and that’s the thing that we have to figure out—how to take advantage of our global position and really engage our alumni more broadly across the world.

I was attracted to The Graduate School in particular because there was a lot of untapped potential with alumni who were under-engaged. It’s important to note that one in six students at Duke is a Ph.D. student. There are now more graduate and professional students than undergraduate students at Duke, and there are over 30,000 graduate alumni. There’s a lot of opportunity there. So, what we’ve been doing is raising the awareness of the value of the graduate student and the graduate population within the whole institution.

And we have great leadership in place. It's been amazing to work with two different female deans who are completely different and both wonderful in their own ways. Dean Suzanne Barbour really just connects with people. I have so much respect for her, and it's been great to see her as she's moved into being in this role for a few years, really making a difference. So, I think a lot about the space I'm in, The Graduate School, and how we fit into the bigger picture of the university.  Graduate education is being acknowledged as an important part of all of our most important initiatives as we move forward in our campaign and the Centennial.

As you prepare to retire, do you have any big plans? What are you most excited about in this new stage of life?

This is a funny question because I have worked since I could pull a wagon around the neighborhood, making and selling little crafts with my best friend. And then as soon as I could get a job, I worked at the local Baskin Robbins, even when I wasn't 16. So, I have worked forever, and it's very weird to stop working. I don't think I'll be able to sit still, and I've been making a long list of things I want to do.

My husband and I love to travel, so we have some exciting, longer trips planned. That's number one on our agenda. I would also like to volunteer and work as an advisor or board member, since I didn't really have enough time to do that in my working life with the family and everything. I'm really excited to do more reading without falling asleep trying to read at night. I do Pilates about six days a week, but I have no coordination, and I'm hoping to invest some time into learning pickleball or golf or something like that. And I'd really like to explore some courses with the Forever Learning Institute or the Osher Lifelong Learning Institute .

I'd also like to learn more about AI and take some of the online certification courses. I feel like I have a buffet of options. It's very exciting.

And as you hand off your role as director of development to Allison Boyer , what can you say about this position’s next era? 

When I hired Allie, I had in the back of my mind that I was thinking about my retirement timeline, though I hadn't decided specifically when. There was also the dean transition to consider, and my daughter’s college graduation in May, so all of these pieces were playing in my mind.

In working with Allie, I saw that she’s very talented. She has some great experience, and she's really smart and a quick learner. Having worked with me as associate director for development for a year, added to her previous development experience, she’s in a place where she's able to take the reins. And she and Dean Barbour have a good relationship, which is especially important. So, Allie is really just poised to advance in her career, and this is a perfect next step. And it makes me feel very comfortable walking away from the role, knowing that it’s in such good hands.

Jessica Covil-Manset

• Supports the communications strategy of The Graduate School through writing, design, social media, and other communications projects

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School of Medicine Welcomes 2024 Incoming Classes

Duke University School of Medicine welcomes more than 630 students from across the country and around the world as they start their health professions careers at the School of Medicine this month. The MD program held its White Coat Ceremony on Friday, August 2, and the Occupational Therapy Doctorate program welcomed its incoming students with a convocation ceremony on Friday, August 9. The Doctor of Physical Therapy program held a White Coat Ceremony in June to mark the transition of its students from the classroom to their clinical experience.   

MD Program 119 Students 78 Women; 40 Men, and 1 Other 32 States/1 other Country

MD/PhD Program 8 Students 2 Women, 6 Men 8 States

Doctor of Physical Therapy Program 104 Students 83 Women, 21 Men 30 States and 1 other Country

Occupational Therapy Doctorate Program 44 Students 39 Women, 5 Men 16 States

Physician Assistant Program 91 Students 74 Women, 17 Men 21 States, 1 Other Country

Master of Biomedical Sciences  37 Students 30 Women, 7 Men 14 States

Master of Biostatistics  48 Students 36 Women, 12 Men 8 States, 2 Countries

Master of Management in Clinical Informatics  29 Students 20 Women, 9 Men 8 States

Master of Medical Physics 17 Students 9 Women, 8 Men 13 States, 4 International

Master of Population Health Sciences 16 Students 13 Women, 3 Men 6 States and 6 Countries

Pathologists' Assistant Program  8 Students 7 Women, 1 Men 6 States

Biomedical PhD Programs

Biochemistry 4 Students 4 Women, 0 Men 1 US States and Territories, 3 International

Biostatistics 9 Students 5 Women, 4 Men 2 US States and Territories, 7 International

Cell and Molecular Biology 12 Students 4 Women, 8 Men 9 US States and Territories, 3 International

Cognitive Neuroscience 4 Students 3 Women, 1 Men 3 US States and Territories, 1 International

Computational Biology and Bioinformatics 9 Students 4 Women, 5 Men 4 US States and Territories, 5 International

Developmental and Stem Cell Biology 14 Students 8 Women, 6 Men 13 US States and Territories, 1 International

Genetics and Genomics 9 Students 6 Women, 3 Men 8 US States and Territories, 1 International

Immunology 5 Students 4 Women, 1 Men 5 US States and Territories, 0 International

Integrated Toxicology and Environmental Health 4 Students 3 Women, 1 Men 4 US States and Territories, 0 International

Medical Physics 7 Students  4 Women,  3 Men 6 US States and Territories, 1  International

Molecular Cancer Biology 4 Students 4 Women, 0 Men 3 US States and Territories, 1 International

Molecular Genetics and Microbiology 19 Students 14 Women, 5 Men 14 US States and Territories, 5 International

Neurobiology 13 Students 7 Women, 6 Men 9 US States and Territories/ 3 International

Pathology 6 Students 4 Women, 2 Men 5 US States and Territories, 1 International

Pharmacology 8 Students 5 Women, 3 Men 5 US States and Territories, 3 International

Population Health Sciences 7 Students 5 Women, 2 Men 4 US States and Territories, 3 International

Student Spotlights

A new year, and new harvard law graduate students.

As orientation begins, Harvard Law School welcomes the LL.M. Class of 2025, international exchange students, and new S.J.D. candidates

On Wednesday, August 14, Harvard Law School’s Graduate Program officially welcomed the LL.M. Class of 2025 to campus: 189 new students from 62 countries who will spend the upcoming academic year pursuing a Master of Laws degree.

The law school’s LL.M. program attracts students from a variety of legal systems, with many different interests and career plans. As is typical, 97.5% of this year’s class are international students, from countries and jurisdictions ranging from Afghanistan to Venezuela. The majority of them have pursued advanced studies or have two or more years of professional or teaching experience. The cohort includes full and part-time law teachers, judges, prosecutors, journalists, government officials and diplomats, and three active-duty U.S. JAG officers (Coast Guard and Navy), as well as 14 Fulbright scholars and 17 Supreme or Constitutional Court Clerks, for courts in eight countries.

Outside of the law, the LL.M. students’ pursuits are just as wide-ranging. The Class of 2025 includes internationally and nationally ranked athletes, as well as many enthusiastic amateurs; dancers, musicians, artists and performers; a volunteer paramedic and a former wildfire detection pilot; an accomplished juggler and a competitive Scrabble player; as well avid readers and travelers.

In addition, nine candidates are beginning their studies for the Doctor of Juridical Science (S.J.D.) degree, the law school’s most advanced degree. These students — including a human rights activist, a Supreme Court Clerk, a teaching fellow, a former law firm associate and post-doctoral fellow and three Fulbright Scholars — join 39 continuing S.J.D. candidates; together, they represent 26 countries and jurisdictions.

Harvard Law School is also welcoming ten international exchange students, from its partner schools in Australia, China, France, Switzerland, and the United Kingdom. These students will spend the fall semester or the academic year here, pursuing J.D.-level studies or doctoral-level research.

The students’ first week on campus includes a welcome breakfast and introductory remarks by Professor Gabriella Blum LL.M. ’01 S.J.D. ’03 , Vice Dean for the Graduate Program and International Legal Studies; Catherine Peshkin, Assistant Dean for the Graduate Program and International Legal Studies ; senior Graduate Program administrators; and representatives from the law school’s student services offices, as well as a welcome reception for the students and their families. During orientation, which continues through August 30, they will also attend their first Harvard Law School lecture — a talk by Professor Michael Klarman on the U.S. Supreme Court’s decision in Brown v. Board of Education — and undertake a special one-credit course on U.S. legal research, writing and analysis.

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• September 2025
• September 2024

3 or 4 years full-time

Durham City

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Course details

Durham Law School is a world leader in legal education and research. Our top-ranking LLB forms the first stage of the professional training you need to qualify as a solicitor or a barrister.

This cutting-edge, research-led degree provides an in-depth understanding of the law of England and Wales, as well as legal research and practice. It offers a variety of optional modules which allows individual specialisation across a range of pathways in public and private law, including international law.

The Law School is home to a number of leading research centres and groups, and all teaching staff are actively involved in research. This research feeds into the curriculum to create a dynamic and intellectually stimulating environment which is in step with developments in the real world.

Academic expertise is supported by a range of first-class learning facilities. The moot court, dedicated workrooms and pro bono room allow you to immerse yourself in a law-focused environment. And outside of structured learning there are ten different law-related student societies which offer plenty of opportunities to get involved in extracurricular activities.

You can also apply to add an international dimension to your LLB with a year abroad in one of our overseas partner institutions. Places on these pathways are in high demand and if you are chosen your studies will extend from three years to four.

The rigorous academic curriculum, first-class facilities and supportive learning environment provide the legal and academic skills you will need to progress to a career in the legal sector, as well as equipping you with the transferable skills that are in demand across a wider range of sectors including business, local and national government and academia.

Course structure

Core modules:.

Tort Law provides a general understanding of the structure of the law of tort in England and Wales. You will examine the nature of the major torts and the place of tort law within the legal system.

Contract Law offers an understanding of the nature and functions of the law of contract in England and Wales. You will critically examine key elements of the law of contract and begin to develop an understanding of the common law in action.

EU Constitutional Law gives an overall understanding of basic institutions, concepts and principles relating to the European Union. This module covers elements such as the historical, political and economic foundations of the EU, institutions of the EC, the legal structure of the EC and judicial protection of ‘community rights’.

UK Constitutional Law provides an understanding of the basic institutions, concepts and principles relating to the constitution of the UK. This module includes elements such as the nature of the UK Constitution, The Rule of Law, parliamentary sovereignty, and the separation of powers.

The Individual and the State provides a general understanding of the basic institutions, concepts and principles relating to the relationship between the individual and the State. You will study aspects of The European Convention on Human Rights, The Human Rights Act 1998, and judicial review of administrative action.

Introduction to English Law and Legal Method gives a hands-on grounding in legal research, analysis, writing and IT skills. It seeks to establish critical analytical and transferable skills essential in your legal studies and beyond. It introduces you to the English legal system and the diverse forms legal analysis can take.

Criminal Law provides an understanding of the nature and functions of criminal law, including the general principles of criminal law and the principles governing selected crimes. You will learn to identify relevant principles of law, apply those principles to problem questions, analyse relevant case law and identify legal and policy issues and arguments concerning various areas of criminal law.

In recent years, optional modules have included:

• Administrative Law
• Contemporary Issues in the Law of the European Internal Market
• Employment Law
• Law of Family Relationships
• Public International Law
• Law, Gender and Society
• Commercial Law.

Core module:

In your final year, you will significantly enhance your developing legal research skills by planning and producing a Dissertation . The 12,000-word dissertation is worth one third of your final year credits.

• Advanced Issues in International Law
• International Human Rights
• Interscholastic Mooting
• Competition Law
• Company Law
• Intellectual Property Law
• Law and Medicine
• International Criminal Law
• Law, Sex and Crime.

Additional pathway

Students on the LLB in Law can apply to be transferred onto the ‘ with Year Abroad ’ pathway during the second year. Places on this pathway are in high demand and if you are chosen your studies will extend from three years to four.

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Learning takes the form of lectures, tutorials and seminars. We place great emphasis on high-quality small-group teaching. The small-group teaching format and one-on-one attention from a personal academic advisor are embedded into the learning experience to help you get more out of your studies. You’ll also benefit from one-to-one support and self-directed learning to develop your critical thinking skills.

As you progress through the course there’s an increased focus on self-directed learning and independent research, particularly around the dissertation, as you begin to prepare for professional or postgraduate life.

Specialist facilities in the Law School include an interactive Harvard-style lecture theatre and academic workrooms. The moot court and pro bono room give you the space to develop your skills in a simulated legal environment.

We use an array of assessment methods including essays, oral presentations and written examinations completed throughout the year.

You will also complete a 12,000-word dissertation, which makes up one-third of your final-year marks.

Entry requirements

Completion of the Law  National Aptitude Test  (LNAT) is required.

A level offer – A*AA .

Contextual offer – AAB.

We also consider other level 3 qualifications, including T-levels.

BTEC Level 3 National  Extended Diploma/OCR  Cambridge Technical  Extended Diploma – D*DD .

IB Diploma score – 38  with 666 in higher level subjects.

In addition to satisfying the University’s general entry requirements, please note:

• We welcome applications from those with other qualifications equivalent to our standard entry requirements and from mature students with non-standard qualifications or who may have had a break in their studies. Please contact Admissions for further information.
• If you do not satisfy our general entry requirements, the Foundation Programmes  offers multidisciplinary degrees to prepare you for a range of specified degree courses. 
• If you are an international student who does not meet the requirements for direct entry to this degree, you may be eligible to take an International Foundation Year pathway programme at the Durham University International Study Centre .
• We do not interview candidates for the LLB degree.

LNAT: National Aptitude Test for Law

Durham Law School uses the National Aptitude Test for Law (LNAT) to assist in selecting applicants for admission. The LNAT is used by several Law schools at universities in the UK and is a uniform test for admission to their undergraduate Law degrees. Anybody who wishes to be admitted to an undergraduate Law degree at one of the participating universities must sit the LNAT as well as applying through UCAS.

Performance in the LNAT is one of a number of grounds on which admissions selectors determine the relative merit and potential of applicants. As a part of this process, performance in the LNAT may be used to distinguish between otherwise similar candidates, alongside the other evidence available to admissions selectors from a candidate's UCAS application.

It is important to note the following:

• Both parts of the LNAT examination – the multiple choice score and the essay – are always considered by admissions selectors when assessing an application.
• No minimum score is required for the multiple choice part of the LNAT.

In our assessment of an LNAT essay, admissions selectors look – in particular – for evidence of the following positive attributes:

• Focus on the particular question
• Clarity of expression and fluency of prose
• A logical progression and structure
• Reference(s) to relevant evidence
• An ability to recognise, and address, counter-arguments
• A concise and effective conclusion.

For further details, including registration instructions, deadlines and timescales, sample test papers and details of test centres worldwide, see the LNAT website at: www.lnat.ac.uk

Applications for deferred entry may be considered in special circumstances. Please contact us using  durham.ac.uk/study/askus/

Alternative qualifications

• Other UK qualifications
• EU qualifications 
• International qualifications

International students who do not meet direct entry requirements for this degree might have the option to complete an International Foundation Year.

English language requirements

Country specific information

Fees and funding

The tuition fees for 2025/26 academic year have not yet been finalised, they will be displayed here once approved.

The tuition fees shown for home  students are for one complete academic year of full time study and are set according to the academic year of entry. Fees for subsequent years of your course may rise in line with an inflationary uplift as determined by the government.

The tuition fees shown for  overseas and EU  students are for one complete academic year of full time study, are set according to the academic year of entry, and will be subject to an annual inflationary increase and are expected to rise throughout the programme of study. The fee listed above is for the first year of the course only; fees for subsequent years will be confirmed not less than 3 months before the start of the academic year to which the increase is intended to apply and will be published on the Finance webpages here [link].

In deciding the annual level of increase the University will take into account inflationary pressures on the costs of delivery. Tuition fees will rise annually by up to the higher of;

• the latest annual percentage increase in the Consumer Prices Index.

Please also check costs for colleges and accommodation .

Scholarships and Bursaries

We are committed to supporting the best students irrespective of financial circumstances and are delighted to offer a range of funding opportunities. 

Career opportunities

Preparing our students for life after university is a key priority for the Law School, so during your time with us you will have access to a wide range of resources to help you stand out in the employment market.

We offer the Durham Employability and Legal Skills Award (DELSA), an online award designed to test and hone your skills in readiness for a career in or out of the legal profession. We also provide detailed information about the steps involved in becoming a solicitor or barrister, and guidance on preparing for interviews and assessment days.

Leading law firms regularly visit Durham or offer online events to promote career opportunities and vacation opportunities.

Our graduates enjoy highly successful careers across a diverse range of sectors with many employed in the legal profession as solicitors, barristers, consultants and more. Current graduates work in the Supreme Court, the Court of Appeal and have taken up legal roles with leading national and international organisations. Others have pursued careers outside of the law profession including the UK Government, the Civil Service, charitable organisations and financial institutions.

Of those students who graduated in 2020-21:

• 91%  are in paid employment or further study 15 months after graduation across all our programmes

Of those in employment:

• 91%  are in high skilled employment
• With an average salary of  £28,000.

(Source: HESA Graduate Outcomes Survey. The survey asks leavers from higher education what they are doing 15 months after graduation. Further information about the Graduate Outcomes survey can be found here  www.graduateoutcomes.ac.uk )

More information on Employability and Careers Opportunities can be found  here .

Department information

Develop an understanding of the law and how it is shaped, learning from a supportive and enthusiastic team who have real-world impact.

Durham Law School is a world leader in legal education and research. Home to a diverse community of students from across the world, it’s a great place to become proficient in law. We take pride in our cutting-edge research-led education which is delivered by academic staff who work at the forefront of their field.

Law at Durham is diverse and forward-thinking in terms of both content and teaching methods. Much of the teaching takes place in small groups which increases the level of discussion and collaboration. By actively involving you in the teaching-learning process you will develop a deeper understanding of the subject and be equipped with the legal and practical skills that are highly valued by employers. Alongside your studies, you will have the opportunity to engage in a growing number of extra-curricular activities - including mooting and working on a range of pro bono activities which will give you first-hand experience of law in practice. You can also apply to add a year abroad to your degree, studying at one of our overseas partner universities.

We are proud to deliver some of the best results for student satisfaction and employability – and our graduates include some of law’s leading figures, such as current or former members of the UK Supreme Court, the Court of Appeal, MPs and political advisors.

For more information visit our  department pages.

World Top 50  in the  QS World University Subject Rankings 2023

6th  in  The Complete University Guide 2024

• 7th in  The Guardian University Guide 2024
• 8th  in  The Times and Sunday Times Good University Guide 2024

For a current list of staff, please see the Law School pages.

Research Excellence Framework

• 100% of our research impact and environment was rated world-leading or internationally excellent  (REF 21).

The Law School is based in Durham University’s flagship Palatine Centre. Part of a sustainable development, the purpose-built building provides a first-class learning environment in which diverse and innovative teaching methods can be put into practice. Students benefit from an interactive Harvard-style lecture theatre, moot court, pro bono room, workrooms and one-to-one support.

The Law School is situated close to several academic departments and services, within easy access of the historic centre of Durham.

Find out more:

Use the UCAS code below when applying:

The Universities and Colleges Admissions Service (UCAS) handles applications for all undergraduate courses.

• Contextual Offers
• Admissions Policy

The best way to find out what Durham is really like is to come and see for yourself!

Register for an Undergraduate Open Day

• Date: 01/09/2023 - 31/08/2024
• Time: 09:00 - 16:00

Self-Guided Tours

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