Wednesday, September 14, 2016
Last week was the 30th Anniversary Celebration of Seattle University School of Law’s Access Admission Program, the Academic Resource Center, and Professor Emerita Paula Lustbader. I am an alumna of Seattle University and the few times I return to Seattle typically have something to do with Professor Lustbader. My cultural background dictates that I remember and honor those individuals who have paved the way for me. I look to them for guidance, wisdom, support, and history. For me, Professor Lustbader is one of these special individuals.
I started writing this entry prior to the celebration and surprisingly, the themes I identified aligned with the remarks and conversations at the celebration. The themes I had identified and those that emerged at the celebration included legacy, family/community, and paying it forward. I was excited to realize that I had it right but recognized that I could not include all of my observations.
In my opinion, Professor Lustbader is a pioneer of the Academic Support Movement. I imagine that very few formal academic support programs existed in the late 1980s and early 1990s. As a student at the University of Puget Sound School of Law (now Seattle University School of Law), Paula Lustbader had a desire to promote diversity at the law school and in the legal profession. She was recruited by Professor Emeritus David Boerner and together, Professor Boerner and student Lustbader designed and began to implement the various components of their program. Today, Seattle University School of Law boasts of one of the few true “Access Admissions Programs” in the country which is not only a testament of the institution’s commitment to social justice and diversity but also a reflection of the commitment of Professors Boerner and Lustbader to this program. I can assure you that the story is more amazing and exciting than this but you had to have been at the celebration to capture the full story. Please follow this link for Professor Lustbader’s 2010 article about this program: here.
Professors can have a profound impact on the lives of their students particularly if they take the time to listen and pay attention to their students. Professors can sometimes perceive a student’s potential before the student can even conceive of her/his ability. This particularly happens when the learning environment lends itself for students to be their authentic selves which would indicate that trust has been established.
The presence of numerous former students and individuals who gathered to celebrate Professor Lustbader and the program is a testament to the positive impact the Access Admission Program and the Academic Resource Center have had on these students. In attendance were both students from the early years of the program and current students who just started their 1L year. Individuals flew in from as far as Hawaii, Texas, Michigan, and Florida just to list a few. Former teaching assistants, faculty, and staff who contributed in some way to the program were present. It was a joyous occasion that brought together individuals unified by the impact of two key individuals (Professors Boerner and Lustbader) and a shared experience with this program.
I feel very privileged to have gotten to know Professor Paula Lustbader as a professor, supervisor, mentor, and friend. She discovered my potential early on and challenged and supported me even when I resisted. I credit her for seeing the “Academic Support Educator” within me long before I thought of this as a career option. I look forward to the many amazing things she accomplishes in this next phase of her life.
The Anniversary Celebration has reenergized me, helped redefine my purpose, and led me to reassess my passion for the professional work I do. I am contemplating a number of things: What is our legacy as academic support professionals and educators? Do we constantly reinvent the wheel simply because we want to put our imprint on something or do we recognize when something works? Do we learn from those who came before us who fought and won the battles we now find ourselves trying to fight? Are some of us young and so too proud to ask for help and too "all knowing"? Are we truly an inclusive community that practices what we preach and embodies the ideals at the foundation of Academic Support Programs? Is it at the very least helpful to assess our own hang-ups and challenges? These are all pertinent questions I am asking myself and hope to connect with like-minded individuals to explore them. (Goldie Pritchard)