Use our Diversity Database Update Form to submit changes to your program.
Alternative Spring Break
College of Law
Groups Served
Graduate
Program Website
Visit the Program Website
Contact Information
Meals, Darcy
dmeals@gsu.edu
Address
85 Park Place N.E.
Atlanta, GA 30303
Building
College of Law
Campus
Atlanta
Funding
Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding),Other Source
Overview
The Center’s Alternative Spring Break trips give students a chance to spend a week immersed in an area of law, engaging in related pro bono service. Students work with licensed attorneys to receive training and put their skills into practice.
Benefits
Participants gain awareness of community needs and of their own ability to provide legal support for underrepresented groups. They work with supervising attorneys from a number of non-profit organizations to practice legal skills and develop professionally while serving the community. Participants are recognized at Honors Day and at a reception hosted by the law school dean.
Supplemental Materials
News – Alternative Spring Break Students Choose Service Learning Over Downtime
Discipline Focus
Not discipline specific (University-Wide)
Diversity Group ( Social Identity)
Other, All law students are eligible to participate
Race/Ethnic Group
Other, All law students are eligible to participate
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
03/01/2017
Number Served
51-100
Notable Leaders, Stakeholders, or Speakers
Atlanta Volunteer Lawyers Foundation
Truancy Intervention Project
Southern Poverty Law Center
Mississippi Office of the State Public Defender
Georgia Legal Services Program
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series),Study abroad/exchange/ travel, creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
…
Self-efficacy Emphasis
Students work with supervising attorneys to provide direct service or conduct research/develop materials to help underrepresented groups with their legal needs. In just a week, students gain significant awareness of the depth of a legal issue facing an underrepresented community and the students see their role in providing necessary support.
Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable
Examples of Inclusionary Practices and Activities
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols)
Additional Information
feedback from organizational partners
Participant Empowerment
Academic recognition (i.e. research credibility, prestige), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide support with academic or discipline specific knowledge through direct teaching
Opportunities to Privilege Voice
Students are honored with a reception hosted by the dean, where they share their stories from Alternative Spring Break with law school administration and representatives from the community organizations with whom we partner. Students are also honored at Honors Day. Spring Break trips are also highlighted in College of Law and Center for Access to Justice newsletters.
Evaluation Methods
newsletter, program survey(s),other
Anticipated Participant Outcomes
attendance, completion of abroad/exchange experience, increasing academic skill area (s),Other
Other: Increased awareness of underrepresented community's legal needs
Outcome Milestones
developing awareness, building connections with community organizations, establishing a foundation of service for their legal careers
Key Performance Indicators
Student feedback/survey results, organizational partners’ feedback, number of students interested/applying
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
03/01/2017
Number Served
51-100
Notable Leaders, Stakeholders, or Speakers
Atlanta Volunteer Lawyers Foundation
Truancy Intervention Project
Southern Poverty Law Center
Mississippi Office of the State Public Defender
Georgia Legal Services Program
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series),Study abroad/exchange/ travel, creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
…
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Students work with supervising attorneys to provide direct service or conduct research/develop materials to help underrepresented groups with their legal needs. In just a week, students gain significant awareness of the depth of a legal issue facing an underrepresented community and the students see their role in providing necessary support.
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable
Inclusionary practices/activities utilized in your program:
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols)
Additional Information
feedback from organizational partners
Participant Empowerment
Academic recognition (i.e. research credibility, prestige), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide support with academic or discipline specific knowledge through direct teaching
Opportunities to Privilege Voice
Students are honored with a reception hosted by the dean, where they share their stories from Alternative Spring Break with law school administration and representatives from the community organizations with whom we partner. Students are also honored at Honors Day. Spring Break trips are also highlighted in College of Law and Center for Access to Justice newsletters.
Evaluation methods are used to substantiate the program’s outcomes:
newsletter, program survey(s),other
Anticipated participant outcomes for your program:
attendance, completion of abroad/exchange experience, increasing academic skill area (s),Other
Other: Increased awareness of underrepresented community's legal needs