Tuesday, November 7, 2017
Hat tip to my colleague, Atiba Ellis, who forwarded me a link to the BBC World Service podcast series "The Why Factor," which recently explored the concept of Imposter Syndrome. The podcast smartly outlines the causes of Imposter Syndrome and then highlights the syndrome's prevalence in the workplace and higher education--especially among diverse or minority employees and students.
The 23-minute episode explains: "Have you ever felt like a fraud? You think that one day your mask will be uncovered and everyone will know your secret. According to psychologists, this is a common feeling that many of us suffer from and it has a name; Imposter Syndrome. The term was coined by two American psychologists, Dr Pauline Clance and Dr Suzanne Imes, in 1978. Dr Clance and Dr Imes first thought the feeling was only experienced by high achieving women, but quickly found that men experienced it too. According to subject expert, Dr Valerie Young, women are more susceptible to imposter feelings because they internalise failure and mistakes- whereas men are more likely to attribute failure and mistakes to outside factors. However, those who belong to minority groups of whom there are stereotypes about competence also commonly experience imposter feelings. If you suffer from imposter syndrome, don’t worry you’re in good company; Maya Angelou, Robert Pattinson, Meryl Streep, Viola Davis and many more successful people have expressed feeling like imposters."
Monday, October 16, 2017
I first want to provide a special shout-out to Russell McClain, the University of Baltimore School of Law, and everyone involved with the planning and running of the Association of Academic Support Educators (AASE) Diversity Conference. The presentations and accompanying dialogue were informative and thought provoking. And, as always, the camaraderie among the law school academic support community and the community’s genuine interest in law student success were inspiring and helped serve as continued motivation to push us through the rest of the academic semester.
I also want to provide a separate shout-out to my colleague, Rachel Gurvich. I have mentioned Rachel’s name and Twitter handle (@RachelGurvich) on several occasions at law school conferences and on this blog. Rachel recently wrote an ASP-ish post on The #Practice Tuesday blog. The post, entitled, “It’s not so shiny anymore: 1Ls and the October slump”, provides seven tips on how 1Ls can push through the rest of the academic semester. I encourage you and your students to take a look at the post and follow Rachel on Twitter. She’s a great colleague and resource at Carolina and beyond—her Tweets have reached and supported law students throughout the country, including this one and this one.
Rachel and Sean Marotta (@smmarotta) started The #Practice Tuesday blog as an opportunity to expand their #Practice Tuesday discussions on Twitter. On Tuesday afternoons, Rachel and Sean lead great discussions on “advice and musings on legal practice and the profession.” Participants in the discussions include practitioners, judges, and law school faculty and students throughout the country. Feel free to join in on the conversations!
Again, thanks to Russell McClain and everyone involved with the AASE Diversity Conference! And, thanks, to my amazing colleague Rachel Gurvich! (OJ Salinas)
October 16, 2017 in Advice, Current Affairs, Diversity Issues, Encouragement & Inspiration, Exams - Studying, Learning Styles, Meetings, Miscellany, Stress & Anxiety, Study Tips - General, Teaching Tips, Weblogs | Permalink | Comments (0)
Sunday, September 3, 2017
Hat tip to Gonzaga's Sandra Simpson, Associate Professor of Legal Research and Writing and Co-Director of the Institute for Law Teaching and Learning, for sharing her blog post on the ILTL website. The link is http://lawteaching.org/2017/08/28/the-easiest-technology-for-doing-the-hard-work/ and gives a quick summary of her technique using questions on Mentimeter to help her students understand Bloom's Taxonomy. (Amy Jarmon)
Sunday, August 6, 2017
The Law School Academic Support Blog is one of a variety of blogs that make up the Law Professor Blogs Network. Over 100 law professors serve as editors of the various topical blogs within the network. The Legal Writing Prof Blog and The Legal Skills Prof Blog are just two of the specialty blogs that might appeal to ASP/bar prep professionals. Many of the blogs in the network are on specific legal topics: appellate advocacy, contracts, environmental law, M&A to name just a few. You can check out the entire list of blogs within the network at: Law Professor Blogs.
Monday, July 31, 2017
I wrote in last week’s post of my trip to the Association of Legal Writing Directors (ALWD) conference in Minnesota. The conference theme focused on diversity and inclusion, which we know will also be the focus of our upcoming Association of Academic Support Educators (AASE) conference in October.
My colleague, Alexa Chew, and I lead a discussion at ALWD on ways to make law schools more welcoming for everyone. We spoke about our experiences participating on our Diversity and Inclusion Task Force at UNC Law. We spoke about how allowing students to share their stories and listening to their stories can create more awareness and understanding of the diversity and inclusion problems that may be wounding your law school.
Alexa and I wrote a blog post in advance of our ALWD presentation in Jennifer Romig’s Listen Like a Lawyer blog. We wrote that most of us working at law schools want a more diverse and inclusive environment. However, many folks working in our law schools are often unaware of what our students are experiencing during their law school tenure. So, schools get into a situation where they are trying to fix or work on a "problem" that they have not identified or know little about--or worse, that they may be inadvertently contributing to.
Alexa and I provided a few suggestions that could help more folks “get in the know.” The suggestions are relatively simple and inexpensive, but they may still have a huge impact on how students feel when they walk through the doors of your law schools. I suspect many of you in the ASP world are likely already doing many of the suggestions quite well! Keep it up!!! And encourage others in your law school to follow your lead!
Saturday, August 20, 2011
There is a very interesting discussion at the Freakonomics blog (same authors as the book) about how to incentivize class attendance. I think this dovetails nicely with a question posted yesterday on the ASP listserv about laptops in class. Both attendance policies and laptops bans get at the same fundamental issue: how do professors keep students in class and engaged? I don't think there is one answer to this question, but a theme seems to run through both issues. The theme is lecture-only or lecture-from-the-book courses bore students, encourage students to miss class, and increase the use of distractions in class. I have heard over and over from doctrinal professors that the Socratic Method is not lecture-only, but as the Socratic Method is employed in many classes, students can't see the difference. This is especially true when the Socratic Method is used to question only a tiny number of students in a large class; I have heard students complain they would rather lecture-only, because questioning only a few students, who may or may not have done the reading, just increases confusion.
The comments below the post in Freaknomics make sense and pose the same questions law schools are struggling to answer.