Student Centeredness

Student centeredness is a state of mind that manifests itself in how our priorities are ordered. This ethos does not mean that students are entitled to a particular grade or outcome, or that the administration and faculty abandon or redistribute their traditional responsibilities. It assumes, however, that a student will receive clear answers to his or her questions, reasoned explanation of any decision affecting him or her, and timely access to those persons who are in positions of administrative or academic responsibility. FCSL’s course of study is calibrated to the demands that the legal profession will impose upon our graduates. Students are interacted with as learning partners. Academic titles may be indicators of superior knowledge in a given area but are not the basis for determining individual worth. Nor should they interfere with the opportunity to draw upon the diversity and talents of our students in facilitating mutual learning and growth opportunities. Students are entitled to receive, and administrators, faculty and staff are expected to provide, prompt attention to student needs and concerns. Mentoring that facilitates professional development and networking is integral to the performance of teaching responsibilities. Student centeredness is not intended to and should not diminish or dilute the rigorous nature of a legal education. It assumes, however, that the challenge of learning will be undertaken in a supportive learning environment.