scholarly journals Adventures in Higher Education, Happiness, And Mindfulness

2018 ◽  
Vol 7 (2) ◽  
pp. 425-484 ◽  
Author(s):  
Peter H. Huang
Keyword(s):  
Higher Education ◽  
Applied Mathematics ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Princeton University ◽  
Law Faculty ◽  
Freshman Mathematics ◽  
Law Student ◽  
The University

Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.

Socialisation in a Space of Law: Student Performativity at ‘Coffee House’ in a University Law Faculty

10.1068/d4205 ◽  
2007 ◽  
Vol 25 (5) ◽  
pp. 761-782 ◽  
Author(s):  
Sarah Turner ◽  
Desmond Manderson
Keyword(s):  
Social Space ◽  
Law School ◽  
Law Students ◽  
Law Firms ◽  
Social Event ◽  
Canadian Law ◽  
Law Faculty ◽  
Mcgill University ◽  
Law Student ◽  
Academic Year

Working with ideas of performance and performativity, the geographies of law, and the sociology of the legal profession, this paper reports on a study of the microgeography of a social space in a major Canadian law school, and, more specifically, questions what it means to be a law student there. ‘Coffee House’ at McGill University Faculty of Law is a weekly social event sponsored for half the academic year by prominent Canadian law firms who supply free alcohol and food to the students attending in an effort to ‘brand’ their firm. These events contribute in different ways to the socialisation and identity of the law students present. We argue that a performativity of what it is to be a McGill law student heading towards corporate success begins to be structured through the repetition of a range of performances undertaken in this space.

scholarly journals Law Student Views on the Principles of a Legal Research Website: a User Experience Study

2016 ◽  
Vol 16 (3) ◽  
pp. 187-196 ◽  
Author(s):  
Channarong Intahchomphoo ◽  
Margo Jeske ◽  
Emily Landriault ◽  
Michelle Brown
Keyword(s):  
User Experience ◽  
Interface Design ◽  
Development Planning ◽  
Law Students ◽  
First Year ◽  
Legal Research ◽  
First Year Students ◽  
E Learning ◽  
Law Student ◽  
The University

AbstractThe Principles of Legal Research (PLR) website of the University of Ottawa's Brian Dickson Law Library is a bilingual (English and French) online learning tool for all first year students in both Common Law and Civil Law.1 Law librarians use this e-learning website to facilitate teaching components such as student assignments and assessments. This user experience study aims to investigate law students’ real experience with the system. Their feedback will be used for future development planning as well as analysing user behaviour trends. The authors investigate the following aspects: accuracy of information, interface design, navigation system, Web 2.0, social media, and smartphone version.

scholarly journals Oh, the places you’ll go!: Newcastle Law School’s partnership interventions for well-being in first year Law

2015 ◽  
Vol 8 (2) ◽  
pp. 11 ◽  
Author(s):  
Katherine Lindsay ◽  
Dianne Kirby ◽  
Teresa Dluzewska ◽  
Sher Campbell
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Resilience Training ◽  
The University ◽  
Management Curriculum ◽  
Support Students ◽  
Resource Input

Since “Courting the Blues” was published by Kelk, Luscombe, Medlow and Hickie in 2009, legal educators across Australia have been measuring psychological distress in law students, as well as implementing and evaluating strategies to support students’ well-being. This paper reports on initiatives implemented at the Newcastle Law School in 2012 designed to reduce performance anxiety around a compulsory first year mooting assessment, and the implementation of a self-management curriculum underpinned by the fruits of research in self-determination theory in 2013, involving a partnership between legal academics and professional colleagues from the University Counselling Service. In particular, the paper will analyse the use of the My Journey transition resource, input on growth mindset, reflective practice, resilience training, and practical mindfulness as strategies to support well-being of law students

scholarly journals Street law for Czech and Slovak young Roma musicians

2016 ◽  
Vol 23 (3) ◽  
pp. 149
Author(s):  
Michal Urban ◽  
Hana Draslarová
Keyword(s):  
High Schools ◽  
Business Schools ◽  
Law School ◽  
Law Students ◽  
Teaching Methodology ◽  
School Students ◽  
Public And Private ◽  
Recent Graduates ◽  
Law Student ◽  
Law School Students

<p align="JUSTIFY">For almost seven years, Street Law has been a part of the curriculum of the Prague Law School. Over the years, law students have taught law at public and private grammar schools, high schools, business schools and also some vocational schools, mostly located in the Prague region. They were all secondary schools and predominantly ethnically homogenous, since members of the largest Czech minority, the Roma, for various reasons hardly ever attend these schools. Last summer, however, a group of Prague Law School students and recent graduates travelled to Eastern Slovakia to organize Street Law workshops for Roma teenagers. This text tells the story of their journey, reflects their teaching methodology and experience and offers a perspective of a law student participating in the workshops.</p>

Assembling the Global University

2013 ◽  
pp. 366-377 ◽  
Author(s):  
Gray Kochhar-Lindgren
Keyword(s):  
Higher Education ◽  
Core Curriculum ◽  
Cultural Practices ◽  
Entrepreneurial University ◽  
First Year ◽  
Human Beings ◽  
First Year Students ◽  
Global University ◽  
National Boundaries ◽  
The University

This chapter examines the emergence of the global artistic-entrepreneurial university, the increasing importance of interdisciplinary and innovative pedagogies, and how these new emphases are shaping institutional change. The first section analyzes the global university as an “assemblage,” a process that gathers ideas, materialities, digitized platforms, and human beings into a new form of higher education. Because of the impacts on higher education of the flows of capital, technology, people, and cultural practices in both the “East” and the “West,” this form of the university transcends regional and national boundaries as it builds networks of learning around the world. The second section of the chapter focuses on the increasing importance of interdisciplinarity and developing active and integrative pedagogies organized around fundamental skills and questions. In order to ground the discussion in particular sites, the authors use examples from the University of Hong Kong’s new Core Curriculum and from the University of Washington Bothell’s Discovery Core for first-year students. In the final section, the chapter addresses what the next steps might look like as institutions change themselves to fit a globalized context. This section returns to the idea of the global university as a “hub of an ecology of studio-labs” (Parks, 2005, p. 57) and suggest that the “managerial” university is transitioning into a more flexible model of the “artistic-entrepreneurial” university in order to prosper in an extremely competitive and generative global environment.

Assessing the Composition Program on Our Own Terms

2011 ◽  
pp. 167-184
Author(s):  
Sonya Borton ◽  
Alanna Frost ◽  
Kate Warrington
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
First Year ◽  
First Year Composition ◽  
English Departments ◽  
Large Scale Assessment ◽  
University Of Louisville ◽  
Spellings Commission ◽  
The University ◽  
Theoretical Foundations

As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing themselves and should resist suggestions by the Spellings Commission on the Future of Higher Education that a standardized method of assessing students and programs in higher education is needed. In the fall of 2006, the University of Louisville was due to be reviewed by the Southern Association of Colleges and Schools (SACS). The First-Year Composition program chose to conduct an internal assessment in the fall of 2004. This chapter details the Composition program assessment conducted at the University of Louisville and includes a comprehensive analysis of its rationale, theoretical foundations, methodologies, and results. This chapter also articulates the difficulties of such a large-scale assessment as well as the uniquely local challenges faced during the process.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

scholarly journals Transforming legal education through emotions

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 450-479 ◽  
Author(s):  
Emma Jones
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Well Being ◽  
Law School ◽  
Law Students ◽  
Objective Analysis ◽  
Transformative Power ◽  
England And Wales ◽  
Legal Scholarship ◽  
Law Degree

AbstractLaw has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous ‘thinking like a lawyer’. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.

Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement

2009 ◽  
Vol 10 (6-7) ◽  
pp. 1087-1094 ◽  
Author(s):  
Janet Leiper
Keyword(s):  
Public Interest ◽  
Teacher Educator ◽  
Law School ◽  
Law Students ◽  
Student Experiences ◽  
First Year ◽  
Profession Student ◽  
Ethics Course ◽  
The Law ◽  
The Many

“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.

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