New Clinicians Session 3: Externship Seminar/Academic Component March 5, 2016 Jodi S. Balsam, Brooklyn Law School D’lorah Hughes, Wayne State University Law School Reena Parambath, Drexel University Thomas R. Kline School of Law Joy Radice, University of Tennessee College of Law

Quick Write What is one thing that you’d like to talk about in this session concerning the externship seminar/academic component?

Brooklyn Law School Brooklyn, New York Three Externship Clinics—approximately 200 students/semester Civil Practice (120 students) Criminal Practice (40 students) Judicial (40 students) Required Companion Seminar—one-credit, meets weekly Seminar assignment depends on student’s prior experience and current placement Civil Practice—“Learning From Practice” for first-timers and one of 7 “Advanced Externship Seminars” for repeat externs Criminal Practice and Judicial—specialized seminar Seminars taught by full-time and adjunct faculty Faculty Tutorial—non-credit, students w/special circumstances

Wayne State Law School Detroit, Michigan Detroit, Michigan Four part-time externship programs: 16 student max/class Corporate Counsel Criminal Justice Judicial Public Interest Colloquium — two-credit, mandatory, two-hour, weekly Seminars taught by full-time or adjunct faculty Substantive area-specific Practicum – two-credit, optional, 150 hours of fieldwork Advanced Externship – two-credit, no seminar, meetings

Philadelphia, Pennsylvania 20-25 Hours Per Week for 15 weeks 7 Field Credits 2 Credit Graded Seminar (Live or online) Placements in law firms, corporate legal departments, judicial chambers, governmental agencies and public interest orgs. Regular Co-op 35-40 Hours Per Week for 15 Weeks 10 Field Credits Co-op Intensive 20 Hours Per Week for 30 Weeks 12 Field Credits (6 in the fall and 6 in the spring) 2 Credit Graded Seminar in the fall and 1 Credit Graded Seminar in the spring Academic Year Co-op Summer Co-op Second Co-op Advanced Co-op (2 credits; 10-15 hours a week) 2-3 Credit Field Practicum Other Offerings 5 Minutes - Important Info: -How a co-op differs from a typical summer associate experience. -It’s structured to maximize your learning experience. -Matching based upon your interest and skills. -Co-op faculty trains supervisors. -Students are empowered to set goals with their supervisor. -Students take a co-op seminar guided by the supervisor’s final evaluation of student performance. -Students led a midpoint semester assessment meeting with supervisor and professor. -You receive a comprehensive final evaluation from your supervisor. Share an example that brings an important aspect of learning process to life Goal setting meeting Midpoint Assessment earning environment of co-op; importance of seeking feedback

An Externship Program’s Academic Component ABA Standard 304(c)(v):* “A field placement course . . . includes . . . a classroom instructional component, regularly scheduled tutorials, or other means of ongoing, contemporaneous, faculty-guided reflection” *Proposed Revised Standard as of 12/11/15.

Why a companion seminar? Pedagogical benefits Peer interaction Supportive community Exposure to other practice settings and experiences More varied forms of instruction Program practicalities Seminar teacher-student ratio more cost-effective Tutorials more burdensome on faculty

Structuring your program’s Academic Component: KEY Qs Total student enrollment each semester Types and variety of permitted placements Students working full-time or part-time Distance of placement sites from campus Cap on how many externships a student may take Segmenting of students for purpose of seminar

Backward Design Learning Goal Learning Objectives 1 Class Plans Assessment Supervision Rounds Learning Objectives 2

Learning Goals: Advocacy Clinic Professional Roles Ethics Substantive law Lawyering Skills Start with Goals Backward design Outcomes Measuring the outcome Classes Justice

Learning Objectives: Advocacy Clinic Developing Capacity to Act as a Lawyer—exercising judgment, problem-solving, using law as an advocacy tool, building advocacy skills, identifying and naming skills, synthesizing and managing information, developing facts, forming client relationships, collaborating and relating to others

Planning the Academic Component

Preparation for the Clinic Seminar Learning Goal Learning Objectives 1 Class Plans Learning Objectives 2

Before-Class Active Learning Writing Reflections Assignments Taped simulations   

In-Class Active Learning Quick Writes Pair Share Small Groups Critical Incidents Mini-Lectures Role Plays and Simulations

Outside of Class Activities

Putting it all together Learning Goal Learning Objective Class Plans

Teach the importance of listening in interviewing. Developing Capacity to Act as a Lawyer— developing facts and forming client relationships, collaborating and relating to others. Learning Goal Listening role play. Class Activities Teach the importance of listening in interviewing. Learning Objectives Identify and demonstrate how questions can impact fact development. Critical incidents exercise.

Exercise 1 In small groups, brainstorm at least 3 learning goals you want to achieve in your externship seminar or other academic component.

Exercise 2 Back in your small group, pick a learning goal and design an in-class exercise and/or out-of-class assignment that makes progress toward that goal.

Q & A New Clinicians Session 3: Externship Seminar/Academic Component THANK YOU! Jodi S. Balsam, jodi.balsam@brooklaw.edu D’lorah Hughes, dhughes@wayne.edu Reena Parambath, rep42@drexel.edu Joy Radice, jradice@utk.edu

What class activities do you want to use? What three things do you want to take away from this session?