Externship SeminarAcademic Component Externships 8 March 5 2016 Jodi S Balsam Brooklyn Law School Dlorah Hughes Wayne State University Law School Reena Parambath Drexel University Thomas R Kline School of Law ID: 721218
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New Clinicians Session 3:Externship Seminar/Academic Component
Externships 8
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 LawSlide2
Quick Write
What is one thing that you’d like to talk about in this session concerning the externship seminar/academic component?Slide3
Brooklyn Law School Brooklyn, New York
Three Externship
C
linics
—approximately 200 students/semester
Civil Practice (120 students)Criminal Practice (40 students)Judicial (40 students)Required Companion Seminar—one-credit, meets weeklySeminar assignment depends on student’s prior experience and current placementCivil Practice—“Learning From Practice” for first-timers and one of 7 “Advanced Externship Seminars” for repeat externsCriminal Practice and Judicial—specialized seminarSeminars taught by full-time and adjunct facultyFaculty Tutorial—non-credit, students w/special circumstancesSlide4
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, weeklySeminars taught by full-time or adjunct facultySubstantive area-specificPracticum – two-credit, optional, 150 hours of fieldworkAdvanced Externship – two-credit, no seminar, meetingsSlide5
Philadelphia, PennsylvaniaSlide6
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.Slide7
Why a companion seminar?
Pedagogical benefits
Peer interaction
Supportive community
Exposure to other practice settings and experiences
More varied forms of instructionProgram practicalities Seminar teacher-student ratio more cost-effectiveTutorials more burdensome on facultySlide8
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 campusCap on how many externships a student may takeSegmenting of students for purpose of seminarSlide9
Backward DesignSlide10
Learning Goals: Advocacy Clinic
Professional Roles
Ethics
Lawyering Skills
Substantive law
JusticeSlide11
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
Learning Objectives: Advocacy Clinic Slide12
Planning the Academic ComponentSlide13
Preparation for the Clinic SeminarSlide14
Before-Class Active Learning
Writing
Reflections
Assignments
Taped
simulations Slide15
In-Class Active Learning
Quick Writes
Pair Share
Small Groups
Critical Incidents
Mini-LecturesRole Plays and SimulationsSlide16
Outside of Class ActivitiesSlide17
Putting it all togetherSlide18Slide19
Exercise 1
In small groups, brainstorm at least 3 learning goals you want to achieve in your externship seminar or other academic component.Slide20
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.Slide21
Q & A
New Clinicians Session 3:
Externship
Seminar/Academic Component
THANK YOU!
Jodi S. Balsam, jodi.balsam@brooklaw.eduD’lorah Hughes, dhughes@wayne.edu Reena Parambath, rep42@drexel.eduJoy Radice, jradice@utk.edu Slide22
What class activities do you want to use?What three things do you want to take away from this session?