All Posts By

gren2380

Karen Gross

A Case for Getting Proximate

By: Karen Gross, Founder & CEO of Citizen Discourse

“We cannot create justice without getting close to places where injustices prevail….We have to get proximate.” – Bryan Stevenson

Esteemed innocence attorney and justice warrior, Bryan Stevenson, is known for making the case for what he calls, “getting proximate.” Around the time I first watched him speak, I had the privilege of bearing witness to a transformative restorative circle facilitated for victims of hate, an initiative of the Austin Hate Crimes Taskforce. This was my first restorative circle and I was amazed by what I witnessed. In a short period of time, a diverse collection of people connected on a deep level due to the thoughtfulness that went into the curation of the conversation. And the proximity.

***

Our brains are amazing. We are literally wired for human connection. And all it takes is the slightest interaction: a moment of eye contact, the touch of a hand, the sound of a voice. Humanizing interactions causes the brain’s limbic system to release dopamine and oxytocin. These neurotransmitters accelerate bonding and trust.

Research conducted by David DeSteno, a social psychologist at Northeastern University, shows that brief social interactions increase feelings of empathy and compassion. And a study published in Social Cognitive and Affective Neuroscience in 2017 titled, “The Effect of a Single Session of Intense Emotion on Implicit Empathy in Healthy Participants,” found that simply looking into someone’s eyes for a few seconds increases activity in the prefrontal cortex – the area of the brain associated with empathy.

In light of this, it seems that getting proximate is an expedient and powerful opportunity for our students to develop their social and emotional skills and even expand their cultural competence. When students have regular and meaningful interactions with their peers or clients (in clinics or pro bono work) from cultures, geographies, and backgrounds different from their own, they have the chance to develop a deeper understanding, appreciation, and respect for different perspectives. Law school offers an ideal opportunity for students to expand their perspectives by getting proximate with others.

In my next post, I will discuss the importance of creating psychological safety so these exchanges indeed foster trust and understanding.

***

Invite to Write

Reflect on a time you recently “got proximate.” Describe the circumstances, the setting, and the interaction. How did your perception shift? What contributed to your shift in perception?

Let’s connect! Email me at Karen@citizendiscourse.org.

Karen Gross is the Founder & CEO of Citizen Discourse.

May 2, 2023 by gren2380

David Grenardo

How Law Students of Faith Can Respond to Imposter Syndrome

By: David A. Grenardo, Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

Imposter syndrome can impede a law student’s (and lawyer’s) ability to develop their professional identity. Several legal scholars acknowledge that an aspect of one’s professional identity includes their spiritual or religious beliefs and/or their faith tradition.[1] The Notre Dame Journal of Law, Ethics & Public Policy recently published How A Person of Faith Can Address Imposter Syndrome in Law School on its Considerations blog. The short article briefly discusses the prevalence of imposter syndrome in law school, and it provides a number of ways that a law student of faith can address imposter syndrome.

Should you have any questions or comments about this post, please email me at gren2380@stthomas.edu.

David Grenardo is a Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law.

[1] See, e.g., Isabelle R. Gunning, Lawyers of All Faiths: Constructing Professional Identity and Finding Common Ground, 39 J. LEGAL PROF. 231, 269 (2015); Neil W. Hamilton et al., Empirical Evidence That Legal Education Can Foster Student Professionalism/Professional Formation to Become an Effective Lawyer, 10 U. St. Thomas L.J. 11, 29 (2012); Robert K. Vischer, Moral Engagement Without the ”Moral Law”: A Post Canons View of Attorneys’ Moral Accountability, 2008 J. Prof. Law. 213, 232 (2008).

April 19, 2023 by gren2380

Linda Sugin

Does Law School Have to Suck?

By: Linda Sugin, Professor of Law & Faculty Director for the Office of Professionalism, Fordham Law School

The three-part series published in the National Law Journal, “Does Law School Have to Suck?,” analyzes seven reasons why law students are unhappy. In the series, I also propose changes that law schools and the legal profession should adopt to transform the student experience by reforming curriculum, assessment, hiring, and financing. The solutions advocated reflect two major themes – creating inclusive and supportive communities and individuating the development of professional identity for law students. These reforms would improve learning and help students build a wider range of capabilities necessary for professional success and satisfaction.

Here is a link to the three-part series published in the National Law Journal on March 30, April 4, and April 6, 2023. Feel free to contact me at lsugin@fordham.edu with questions or comments.

Linda Sugin is Professor of Law & Faculty Director for the Office of Professionalism at Fordham Law School in New York.

April 11, 2023 by gren2380

Greg Miarecki

The Leadership Project

By: Greg Miarecki, Executive Assistant Dean for Career Planning and Professional Development, Director of the University of Illinois College of Law Leadership Project, University of Illinois College of Law

As part of our work on professional identity formation, the University of Illinois College of Law recently launched a Leadership Project that is designed to teach students about core principles of leadership. For many reasons, our profession is over-represented in leadership ranks. One only need look at the 45 U.S. Presidents (Grover Cleveland was one man, but two Presidents) for proof – 26 of them were trained as attorneys, two of them (Abraham Lincoln and Barack Obama) from Illinois.

The Leadership Project begins in the 1L year, with three sessions of our Fundamentals of Legal Practice course focused on leadership. One class offers general principles of leadership, co-taught by our Dean and the CEO of Portillo’s Hot Dogs. The second class focuses on the importance of diversity, equity, and inclusion when leading teams. The third and final class in the series focuses on leadership in the non-profit realm, recognizing that lawyers will be called to lead everything from condo boards to nations.

We invite 2Ls and 3Ls to continue with Leadership Project activities. Each year, we offer a series of lectures and classes focused on leadership, as well as two “book talks” – sessions that discuss selected books focused on leadership. During the past couple of years, we’ve hosted notable guests such as former Illinois Governor Jim Edgar, Carlyle Group co-founder David Rubenstein, and Illinois Supreme Court Justice Lisa Holder White. And, together, we’ve read and analyzed a variety of books, including, for example, Barack Obama’s A Promised Land and Sam Walker’s The Captain Class. As part of the event planning process, we regularly reach out to student groups and encourage them to co-host Leadership Project events. This year, many of our events featured student moderators and discussants. In fact, each year, our Student Bar Association hosts a panel discussion of student leaders – moderated by students – as part of the Project.

Students who complete the required number of lectures, book talks, and classes are invited to participate in a half-day leadership retreat facilitated by an executive coach. Upon completing the retreat, students receive the designation of Leadership Scholar, which is added to their transcript. This month, we’re looking forward to graduating our second cohort of Leadership Scholars, and interest in the Project among our students continues to grow.

We’ve also expanded the Leadership Project beyond the student body, offering continuing legal education in this area to alumni and friends around the world. If you’re interested in learning more about the Leadership Project, or taking part in some of our events, please connect with me on LinkedIn or e-mail me at miarecki@illinois.edu.

Greg Miarecki is the Executive Assistant Dean for Career Planning and Professional Development and the Director of the University of Illinois College of Law Leadership Project at the University of Illinois College of Law

April 4, 2023 by gren2380

Newer Posts