Just under three years ago, I stepped into the world of Academic Success with a lot of excitement, curiosity, and more than a little imposter syndrome. Like so many who find themselves in ASP, I hadn’t set out with a formal roadmap – I learned on my feet, sometimes the hard way. Now, with three years under my belt, I’ve learned that learning never really stops, but some patterns do start to emerge. Here are four key lessons that have guided me through these foundational years in ASP.
- There is No “One-Size-Fits-All” Student
I came to ASP after working for a year in a law school doing a variety of tasks, from admissions to career services. From that I had a basic understanding of the variety of student needs, but one of the most eye-opening parts of this work has been realizing just how diverse students' needs really are. What works for one student – a strict study schedule, detailed checklists, daily flashcards – may completely overwhelm another. Some students are visual learners who need charts and color coding; others are auditory and process best through discussion or repetition. Some are juggling jobs, caregiving responsibilities, or mental health challenges that make traditional approaches to law school feel completely out of reach.
Early on, I had to let go of the idea that I could create a single workshop, handout, or plan that would magically “fix” things for everyone. Instead, I learned to listen closely, ask questions, and adapt. Sometimes that meant designing individualized study calendars. Sometimes it meant walking a student through a learning styles inventory. And often, it meant simply validating that their struggles weren’t a personal failure – they were a sign that we needed to try a different approach. The most effective ASP support is student-centered, flexible, and deeply attuned to individual circumstances.
- Boundaries Are a Form of Support
When I started, I thought being a good ASP professional meant always saying “yes.” Yes to last-minute appointments, yes to weekend emails, yes to anything a student needed, at any hour. I genuinely wanted to help, and in those early semesters, I equated availability with commitment.
But I learned the hard way that this kind of availability isn't sustainable for me or for my students. When I was overextended and exhausted, I couldn’t give students my best energy. My advice was less focused, my materials less thoughtful, and my presence less grounded. That’s when I realized that boundaries are not the opposite of care; they’re a necessary part of it.
Now, I’m clearer about my availability, I try to schedule breaks between appointments, and I carve out time for my own professional development and reflection. I still respond with urgency when needed, but I no longer feel guilty for protecting my time. In fact, I’ve found that modeling healthy boundaries helps students develop their own, an often overlooked but critical skill in law school and beyond.
- Collaboration Beats Isolation
ASP can feel siloed. In the beginning, I often worked in my department, trying to do everything without outside help: plan workshops, meet one-on-one with students, and track performance data – all while trying to stay current with learning theory and bar trends.
But I quickly discovered that the real magic happens when I reach out and build partnerships. Whether it’s teaming up with doctrinal faculty to align our support with classroom instruction, collaborating with the DEI office to create inclusive programming, or working with the library on legal research strategies, I’ve found that ASP is most impactful when it’s integrated into the law school ecosystem.
- Imposter Syndrome Doesn’t Disqualify You
I’ll be honest: I spent a good chunk of my first year wondering if I belonged in this role. I didn’t have a traditional academic pedigree. I wasn’t a tenured professor. I didn’t know all the answers. Sometimes I wasn’t even sure what questions to ask.
But with time, I’ve realized that my path with all its twists and turns is part of what makes me effective. My experience helps me relate to students who are doubting themselves. My creativity helps me design study tools and approaches that resonate across learning styles. My empathy, born from struggle, helps me hold space for students when law school feels overwhelming or defeating.
I’ve learned to reframe imposter syndrome as a signal – not of inadequacy, but of growth. It shows up when I’m stretching into new spaces or taking on new responsibilities. And I’ve learned that students don’t need me to be perfect – they need me to be present, honest, and invested. That I can do.
These first three years have taught me that ASP is less about having all the answers and more about cultivating curiosity, compassion, and adaptability. It’s about helping students believe in their ability to learn, even when the path is difficult, and believing in your own capacity to evolve, too.
I’m still learning. Every semester, every meeting, every email teaches me something new. But if you’re new to this field, I hope these lessons remind you that you’re not alone, and that your work matters more than you may yet realize.
(Dayna Smith)
