The final morning of the NASJE conference in Charleston, South Carolina began with the choice of one of three different breakout sessions. I chose to attend Facilitating 101 presented by Stephanie Hemmert of the Federal Judicial Center in Washington, DC. She began the session by drawing input from many in the audience, who shared various reasons why they wanted to facilitate classes, discussions and meetings. She then went on to explain that our purpose for the class was to practice our facilitating skills with the whole group.
In February 2012, the NASJE board established the Karen Thorson Award to honor a NASJE member who has made a significant contribution to both NASJE and judicial branch education nationally. It is my great pleasure to announce this year’s Karen Thorson Award winner, also from California – Michael Roosevelt.
Visual, auditory, kinesthetic. Diverger, Converger, Assimilator, Accommodator. Which learning style best describes you? How do you know? As an educator, were you taught to adapt your teaching to the learning styles of your audience? Have you actually done so? Do you know if it was effective? Recent research purports to debunk the “myth” of learning styles. Researchers claim that the learning style-teaching style link is unproven and that instruments to measure learning styles are inaccurate. In this session, we’ll review the social science research about learning styles and discuss what we as educators should rethink — if anything — because of it.
This expanding universe of scientific knowledge has engendered many discussions about the perceived need to increase the amount of science based education judges receive. Some argue that judges should be educated like scientists. The problem intrinsic this idea is that judges are specialists in the law, and generalists in everything else. Moreover, the vast majority of judges turned away from a scientific education, at least by the time they were in college and certainly by the time they were in law school. Law school teaches a different manner of seeking the truth than the scientific method.
The Education and Curriculum Committee is hard at work on a number of initiatives designed to enhance the professional lives of judicial educators. The fifteen-member committee, co-chaired by Judith Anderson of Washington and Anthony Simones of Missouri, made the decision to split into three subcommittees in order to effectively achieve the goals of the group.
Dear NASJE Colleagues, As I receive solicitations from other associations and organizations, I am reminded of my duties as NASJE’s President to … promote the growth of NASJE and the strengthening of its position within the court community and ensure NASJE’s…
How do courts deal with issues such as the disproportion of minority representation in the criminal and juvenile justice systems? How can court employees and judges act to overcome the perception that the criminal justice system is biased towards minority populations, as shown in research at ProceduralFairness.org and elsewhere? Pima County courts chose to tackle implicit bias training as one facet of their efforts to combat these and related issues in courts in Tucson, Arizona.
The International Organization for Judicial Training (IOJT) recently announced the publication of the fourth issue of Judicial Education and Training. This issue presents twelve articles, which primarily addresses four themes: Remote delivery of judicial education Diversity in South Asian approaches Core aspects of pedagogy…
Judicial educators create opportunities for transformative education that strengthens the administration of justice. One of the most important and valuable transformations we can facilitate is that from new hire to supervisor, manager, executive and beyond. It is just this sort of defined career pathway that attracts bright and justice-oriented individuals to a career in the courts.