Browsing Tag

Experiential

Three Shifts in Thinking for Professional Identity Formation

By: Barbara Glesner Fines, Dean and Rubey M. Hulen Professor of Law, UMKC School of Law

To help students through the professional identity formation process, and to fulfill the ABA accreditation standard, we as faculty members will need to shift our thinking about what it means to educate law students. Three aspects of this process will require us to develop new competencies as educators.

Professional identity formation requires us to shift our stance from teacher to mentor/coach

The primary pedagogies for guiding students through the socialization process require faculty to engage students in reflection on their observations and experiences, and provide coaching and feedback on those reflections and the students’ plans for further development. Conversation, as opposed to lecture or simulation, becomes the primary vehicle for this coaching and mentoring. A far more personal and individualized approach to students is required to effectively guide students through formation. This approach entails sharing control of learning with students rather than viewing our primary role as directing that learning. We will not fully capture or guide the formation process unless we recognize that much of this process will be outside of our control; in fact, to be effective, it must be outside of our control. To develop into self-directed lifelong learners (one central part of an attorney’s professional identity) students must be empowered to make choices about (1) finding opportunities for observation and experiences, (2) methods of reflection, and (3) seeking feedback on those experiences.

Professional identity formation requires us to shift our perception of where learning takes place

Law faculty spend a great deal of time focusing on the learning that occurs in the classroom and the clinic during the academic year. However, students form their perceptions of what it means to be a lawyer from all aspects of their experiences during law school. They learn about the role of professional peer relationships in their study groups, activities, and student organizations. They learn about the relationships of attorneys to other professionals by observing the interactions between faculty and staff or between attorneys in the community and other professionals. In so many other ways, professional formation takes place in the parts of the law school experience that have been characterized as the “hidden curriculum.”[1] For faculty to effectively and intentionally guide students in their professional formation, we must recognize the opportunities for formative experiences that we otherwise think of as “outside” and “other.” We can encourage students to seek these out and reflect on how these experiences have shaped their conception of themselves as attorneys.

Professional identity formation requires faculty to work together in building a meaningful program

The students’ experience-reflection-coaching cycle must occur over time and across activities. As the ABA Interpretation 303-5 comments, “developing a professional identity requires reflection and growth over time . . . in a variety of courses and co-curricular and professional development activities.” Moreover, the process will necessarily be highly individualized, as each law student must not only develop themselves as professionals, but they must also integrate that identity into the many other identities that they carry. Law faculty do not often approach their teaching (or research for that matter) as collaborations but as independent roles.[2] Professional identity formation requires that we recognize that our work with individual students will be layered upon and integrated with the work of our colleagues. That means we must work toward regular conversations and collaborations among the faculty about that work. Rather than thinking about ourselves as individual faculty members guiding our group of students (one to many), we must work as a collective to build programs that guide each individual student on their separate journey (many to one).

Please email me at bglesnerfines@umkc.edu if you have any questions or comments about this post.

Barbara Glesner Fines is the Dean and Rubey M. Hulen Professor of Law at the University of Missouri-Kansas City School of Law.

[1] David M. Moss, The Hidden Curriculum of Legal Education: Toward a Holistic Model for Reform, 2013 J. Disp. Resol. 19, 22 (attributing the concept to sociologist Philip Jackson).

[2] Christine Cerniglia Brown, Professional Identity Formation: Working Backwards to Move the Profession Forward, 61 Loy. L. Rev. 313, 318 (2015) (stating that “thoughtful curricular design highlights core values essential to professional identity formation; however, such a design requires a substantial amount of planning and collaboration among colleagues who may have different viewpoints”).

November 15, 2022 by hami3258

Jerome Organ

Student “Nastygrams” and the “Whole Building” Approach to Professional Identity Formation

By: Jerome Organ, Bakken Professor of Law and Co-Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

A few weeks ago, there was a conversation on the NALSAP (National Association of Law Student Affairs Professionals) listserv regarding “nastygrams” – emails from students to administrators that reflect a very unprofessional tone.

I mention this to highlight one of the key foundational concepts surrounding professional identity formation of law students – the reality that it is a “whole building” effort. This set of messages highlights the important role that law school administrators and staff play in identifying and addressing opportunities for professional identity formation.

One of the contributors offered a very helpful framework for engaging with the student both about the substance of the email and about the tone of the email:

“Dear ________,

I want to thank you for raising the issues regarding _______ to my attention. It is helpful to have your perspective. In order to address the issues you raised, I propose the following steps. . . . Please let me know if you have any questions, concerns, or other suggestions on how to proceed.

I feel like I would be remiss if I did not also share that the tone and tenor of your communication felt unnecessarily harsh/hostile/accusatory, given that we are part of an educational/work community committed to a shared purpose and a shared expectation of collegiality. The issue you raised is important; however, the way in which you raised it does not serve to support your cause. If anything, it could possibly undermine it. I share this in my role of supporting you in your professional development, and I hope you can receive it in that spirit. I am happy to discuss this feedback further if you want to schedule time to talk.” (Edited slightly)

I was reminded of a “nastygram” I received when I was serving as Associate Dean for Academic Affairs many years ago. We had a policy that required even distribution across semesters for an upper level required course but had not put a “cap” on enrollment for the fall semester during registration in the spring. That meant that during the summer I had to “move” some set of students (approximately 15) from the fall to the following spring to “balance” enrollment.

I sent out an email on a Friday informing the students who had registered that we would be randomly selecting some students to shift to the spring to conform with the policy but would provide exceptions for those who had a particular reason for needing to take the fall course. I asked students to send me an email explaining their situation and indicated that I would consider their circumstances in identifying students for the shift to the spring.

One student replied on Saturday with an email that started “I am so angry . . .” followed by other inflammatory language about what an outrage it was to have to submit a request to remain in the fall course. The email proceeded to provide one reason it was necessary for that student to be in the fall course. The student followed up with two additional emails – one later on Saturday and one on Sunday explaining additional reasons for needing/wanting to remain in the fall course.

I wrote to the student late on Sunday indicating that I did not understand why the student was so angry when all I had asked the student to do was to send me an email explaining their circumstances. I also advised the student that as an advocate, one doesn’t generally benefit from attacking the decision-maker. In addition, I noted that in the appeals process, one normally gets only one opportunity to raise issues. I then asked the student to redraft the email, with an appropriate tone and with all reasons incorporated into that one email, noting that I would consider the student’s request following receipt of a new, measured, complete email request. I also offered to meet with the student to better understand the circumstances that had made the student so angry. That “learning moment” was meaningful for the student – who apologized and submitted an email with an appropriate tone and with all factors included (and the student was allowed to remain in the fall course).

One of the things we are (or should be) teaching our students – or trying to help our students learn – is how to conduct themselves as professionals so that they can be the most effective advocates for their clients. That rarely involves ad hominem attacks or a snarky tone. When our students manifest a lack of awareness of the importance of carrying themselves as a professional and communicating as a professional, they offer us “learning moments” – moments in which we can intervene to help them learn important lessons about who they want to be as a lawyer and how they should conduct themselves as lawyers and as officers of the court.

These conversations with obstreperous students are not always easy – as the students are not always receptive to the idea that this should be a “learning moment” for them. But I think we have a responsibility to our students, to the profession, and to those we serve to guide our students to avoid cantankerous behaviors as they develop their voice as an advocate for themselves and for others.

While some of these misguided communications may be directed to faculty – providing faculty members the opportunity to facilitate a “learning moment” for the student – many of them are going to be directed to administrators and to staff – members of the law school community who also share a responsibility to help students through “learning moments” as they transition from the identity of student to the identity of lawyer. It takes the whole building. We are all in this together.

Please feel free to contact me at jmorgan@stthomas.edu should you have any comments or questions.

Jerome Organ is the Bakken Professor of Law and Co-Director of the Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law

November 1, 2022 by hami3258

Neil Hamilton

The Standard 303 Revisions Require a Developmental Sequence of Modules in the Curriculum

By: Neil Hamilton, Holloran Professor of Law and Co-Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

The Standard 303 revisions require each law school, over time, to move toward a developmental sequence of modules fostering student reflection and growth regarding professional identity.

New Standard 303(b)(3) requires that “a law school shall provide substantial opportunities to students for the development of a professional identity.” (emphasis added regarding the developmental nature of professional identity and the number of opportunities).
New Interpretation 303-5 defines professional identity. “Professional identity focuses on what it means to be a lawyer and the special obligations lawyers have to their clients and society. The development of a professional identity should involve an intentional exploration of the values, guiding principles, and well-being practices considered foundational to successful legal practice.” (emphasis added regarding the developmental nature of professional identity).
New Interpretation 303-5 continues, “Because developing a professional identity requires reflection and growth over time, students should have frequent opportunities for such development during each year of law school and in a variety of courses and co-curricular and professional development” (emphasis added regarding the developmental nature of professional identity and the number of opportunities).

The Standard 303 revisions clearly require each law school to create a developmental sequence of opportunities for reflection and growth over time so that each student explores and internalizes the values, guiding principles, and well-being practices considered foundational to successful legal practice. This developmental sequence of opportunities to foster each student’s professional identity requires coordination and progression among the modules.

The empirical research on professional identity formation strongly supports guided reflection in one-on-one coaching (especially in the context of authentic professional experiences) as the most effective curriculum to foster this type of student growth. The one-on-one coaching engagements also provide some basis for expert observation necessary for program assessment of our professional identity learning outcomes. There is no empirical evidence that doctrinal coverage and analysis of professional identity topics without guided reflection will make any difference with respect to student development.

New Standard 303(c) requires that a law school shall provide education on cross-cultural competency, equal access, and the elimination of bias, discrimination, and racism at the start of the program of legal education and at least once again before graduation.
New Interpretation 303-6 states that these same values should be included in the Professional Responsibility course.
Since the definition of “professional identity” in Interpretation 303-5 focuses on what it means to be a lawyer and the special obligations lawyers have to their clients and society, and the Interpretation also provides that professional identity development should involve an intentional exploration of the values of the profession, it seems reasonable that the values of cross-cultural competency, equal access, and the elimination of bias, discrimination, and racism should be included in the developmental sequence of opportunities for reflection and growth over time so that each student explores and internalizes them. Again, this developmental sequence of opportunities to foster each student’s professional identity requires coordination and progression among the modules.

It may be that the common committee structure for law school faculties will not be effective to foster this type of change in the curriculum. Curriculum Committees, in my experience, are responsive to proposals for individual courses, and are not generally pro-active in generating coordinated modules across the curriculum. A Curriculum Reform Task Force might contribute initially to this type of coordination, but again, my experience is that the reports of this type of task force end up in a type of “graveyard” with other past curriculum reform task force reports. The type of coordinated change envisioned here is going to take ten to twenty years – one small step at a time. I think the most effective answer is a pro-active Coordinated Standard 303 Modules Committee with membership from all the staff and faculty functions that affect student professional identity formation.

If you have any questions or comments about this post, then please contact me at NWHAMILTON@stthomas.edu.

Neil Hamilton is the Holloran Professor of Law and Co-Director of the Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law in Minnesota.

October 20, 2022 by hami3258

Sarah Beznoska

Leveraging Staff Departments in Professional Identity Implementation Efforts

By: Sarah Dylag Beznoska, Assistant Dean for Student and Career Services,
Cleveland-Marshall College of Law, Cleveland State University

It’s a regular day in the Office of Student and Career Services at Cleveland-Marshall College of Law. My day starts by meeting with a second-year student who is in tears because they did not receive any offers from our recent on-campus interview program. After reminding them that on-campus interviews are a very small segment of the legal market, I ask more questions than I answer: why they applied to the large law firms participating in on-campus interviews? Whether it is consistent with the conversations we had last year? What is their interest, if any, in public service? How they felt during the interviews? And what next steps they might take that are consistent with their strengths and values?

At noon, I moderate a panel discussion of site supervisors from our externship program, who talk about the learning opportunities available through the program. We focus on the skills that students develop on-site and the ways that the opportunities prepare students for employment goals. Throughout the program, I remind students about the deadlines for the program’s application process, noting that I understand they are busy, but I won’t waive the deadlines. If they are having trouble meeting deadlines, which is an essential lawyering skill, they can meet with a member of my team to talk about calendaring and time management.

After the panel, while eating lunch, I review a student’s cover letter for a new law clerk role. Knowing from conversations with the student that they have a lot more relevant experience than the cover letter demonstrates, I pull up their LinkedIn profile and send along some reflective questions to get them thinking about how they can leverage their past experience, even the non-legal experience, to demonstrate to this employer that they can do the work.

In the late afternoon, I meet with several first-year students, who are required to have an initial meeting with my office before the end of the semester. We cover everything from what brought them to law school to what experiences they have enjoyed most during their first semester to what steps they should be thinking about moving forward. We talk about graduation requirements, summer internships, and managing student debt, before I send them away with a Winter Break to-do list to advance their professional development.

As the day ends, I have a conversation with one of our third-year students, who has had a negative experience with a colleague in a student organization. We brainstorm some ways to address the issue, while remaining professional and consistent with their own values as a person. We also talk about taking some time for self-care and connecting with their personal support network to help process some strong emotions about the experience.

I close the day with an email from a recent graduate who has landed their first long-term post-graduate job. I congratulate them on success in what I know has been a long process, and I collect the ABA-required information for employment reporting before heading home.

This work—the day-to-day work I do in Student and Career Services, a combined department we launched in 2019 at Cleveland-Marshall—is built on some of the foundational premises of professional identity foundation. On a good day, I like to say that I help students, from day one, to assess and plan their entire law school experience with the goal of employability—coursework, student organizations and leadership, wellness support networks, externships, work experiences, and career outcomes. I meet students where they are at in their personal and professional development, and I talk with them about everything they are doing at the College of Law. Beyond that, I frequently hear about their personal life challenges, their families, their worries, and their successes. I hear students’ stories, I listen to their reflections on the experiences they are having in law school and the legal market, and I encourage them towards action items that move them along toward becoming the lawyers they want to be.

In other words, although we don’t do it all, we do a lot of professional identity formation in my office. In career services, we ask students to do self-assessment of their skills, strengths, and values during the fall semester of their first year. We offer practice area and industry panel presentations to allow students to explore the legal market. We help students to tell their own employability story through cover letters, resumes, and LinkedIn, in language that would resonate with legal employers. We support students on academic advising matters and the process of finding an experiential learning opportunity to fit their goals.

In student services, our focus is on developing responsible student leaders of our student organizations, empowering students to collaborate with their peers on events and programs, and developing wellness initiatives to create a culture of wellness and to help students embrace wellness as a part of their professional development.

It has been nothing but inspiring to see the professional identity formation (PIF) community embrace all of these things, and more, in developing implementation plans for the ABA’s professional identity standard. Inspiring to join a community of like-minded teachers and student-centered supporters, who are focused on helping students to build meaningful experiences towards successful outcomes. Inspiring to hear the creative ways that faculty engage students in PIF-related exercises and have conversations that don’t fit within the space of Student and Career Services. Inspiring to see institutional collaborations happening to benefit students.

So, when collaborating, don’t forget your staff departments! Engaging your talented staff team is as easy as reaching out to them to learn about their programs and offerings for students. Just ask! Build your PIF implementation plan to include Student and Career Services, to increase your employment outcomes for students, and to leverage all of the resources available in your institutions. I promise that your staff will be happy to hear from you!

If you have any questions or comments about this post, then please feel free to contact me at s.beznoska@csuohio.edu.

Sarah Dylag Beznoska is the Assistant Dean for Student and Career Services at Cleveland-Marshall College of Law at Cleveland State University.

October 7, 2022 by hami3258

Jabeen Adawi

Clinical Pedagogy: Paving the Way for Professional Identity Formation

By: Jabeen Adawi, Clinical Assistant Professor of Law, Director of the Family Law Clinic, University of Pittsburgh School of Law

In response to the American Bar Association (ABA) revised accreditation standard 303(b) requiring schools to provide “substantial opportunities to the students for… (3) the development of a professional identity,” law schools around the country began to remedy a perceived gap in legal education: the formal and intentional development of a cohesive professional identity. Unlike other client-serving professions—such as medicine or social work—law schools are often critiqued as not doing enough to explicitly support the development of a cohesive professional identity for lawyers. Legal education seemed to rely heavily on the existence of the model rules of conduct and one class in legal ethics to ensure that new lawyers understood their fiduciary responsibilities as lawyers. However, all along clinical pedagogy has been equipping clinical programs to move students through identity formation. Below, I’ll explain how at the University of Pittsburgh School of Law, the clinical faculty drew from well-developed tools and teaching approaches to synthesize a clinic-wide foundational orientation for clinic students that directly responds to standard 303(b).

The ABA standard states that professional identity is developed through an “intentional exploration of values, guiding principles, and well-being practices considered foundational to successful legal practice.” In analyzing the new standard, three distinct elements have emerged:

Internalizing a deep responsibility and care orientation to others, especially the client,
Developing ownership of continuous professional development towards excellence at the major competencies that clients, employers, and the legal system need, and
Well-being practices.

The goal of our foundational orientation is to equip students with common skills and perspectives they will refine during their clinical experiences. Since this is our first pre-semester orientation, we are beginning with a half-day program of three sessions followed by a lunch and a small swearing-in ceremony. The skills we focus on meet the three elements of professional identity formation but are not exclusively the only ways we support student growth in our program.

Internalizing Deep Responsibility to Others

The first element promotes the fiduciary responsibilities of lawyers to their clients and society at large. It centers on developing and nurturing a mindset prioritizing a client’s interests above a lawyer’s self-interest. It also orients a law student to the profession’s commitment to pro bono services and developing a justice system that provides equal access and eliminates bias, discrimination, and racism.

To address the first element, our orientation begins with a session on “Understanding Your Responsibility Towards Clients and Society.” Clinic allows students to navigate the demands of real-life legal practice in a setting where clients are facing numerous odds in exercising their legal rights in the current system. However, I find that students need to be grounded in lived experiences of their clients first. For many of my clinical colleagues and me, a poverty simulation is one way to further perspective taking. This simulation will be followed up with discussion questions where students are reflecting upon the choices they were required to make, what circumstances influenced those choices, and what they may have done differently with a changed piece of their identity or additional resource.

The second step in orienting the students towards care of others requires a thoughtful discussion about one’s fiduciary responsibility as counsel. This can begin with a reflective exercise about a student’s own life where they look for experiences being in the care of another or taking care of someone else. These may be life experiences of seeking medical care, customer service, babysitting, caring for a sick relative, being a parent, or a prior career. Reflecting on their own life, a discussion can follow about lawyer’s specific responsibilities and how they relate to the fiduciary responsibility we take on for clients. This discussion will be grounded in the Pennsylvania Rules of Professional Conduct, specifically the preamble. This exercise should set the tone for their identity as lawyers who are in service of others.

I would be remiss if I didn’t acknowledge that a one-time conversation is not sufficient to develop care orientation. After the perspective-taking exercises are introduced in orientation, students will be equipped to revisit these ideas as they move through their clinic work. Typically, clinic students carry lower caseloads than in practice, so it affords them the ability to connect on a deeper level with a client and gain empathy and understanding for a client’s unique lived experience and their actual needs. During the year, individual supervision conversations can revisit the orientation discussions and further reinforce their care towards others.

By the end of the year, students are well equipped to engage in conversations critically assessing the legal system, identifying shortcomings, and proposing solutions. For example, many clinics end the year with a seminar dedicated to reflecting upon challenges their clients faced in accessing the courts, coupled with a brainstorming session on potential solutions.[1] This allows students to connect what may be frustrating realizations about “justice” to tangible solutions, thus beginning to develop their capacity to effectuate systemic change.

Developing Major Competencies

The second element includes making students aware of major competencies that clients, employers, and the legal system need. These competencies include client-centered relational skills, problem-solving, and good judgment. The goal is not only to make students aware of these competencies, and their importance, but also to internalize ownership of their own development in these areas.

The second session in our orientation introduces the students to one core competency: client-centered lawyering. Through a thoughtful exercise called “the Rich Aunt” students begin to consider how personal values drive human decision making and students begin to reframe the role of a lawyer from just an advocate to also that of a client-centered counselor.[2] This exercise has students consider a hypothetical scenario where they are lined up to receive a substantial inheritance but have to evaluate if they want to settle for a lower amount or go to trial and potentially obtain more. The students evaluate what factors drove them to their decision, and then reflect on how personal the decision was. This is then connected to choices a client may make and the value in respecting the client’s ability to decide.

After orientation, this client-centered perspective is reinforced during deeper seminars on counseling and interviewing skills. In future years, we intend to broaden the pre-semester orientation to also cover these topics so the foundation to these core competencies is uniformly reinforced across the clinical program. Finally, during the semester or year, students will deepen these skills within a clinical methodology that is structured to engage a student in learning the why behind their choices, reflecting upon their choices, and drawing strategies to implement in their legal practice. This is often done in a non-directive supervision model that is designed to maximize their opportunities for developing into a self-reflective practitioner.[3] This supervision model is not often available in traditional internship or externship positions.

Establishing Well-Being Practices

The final element of well-being practices goes beyond teaching self-care practices but instead looks at three core needs of the being: “(1) autonomy (to feel in control of one’s own goals and behavior); (2) competence (to feel one has the needed skills, including physical and mental skills to be successful); and (3) relatedness (to experience a sense of belonging or attachment to other people).”[4] Autonomy requires a student to understand their values, be able to express those values, and hence know where they are in control of their goals and behaviors. Hence, developing one’s sense of self as a person becomes foundational to developing the other necessary identities of a lawyer.

The pre-semester orientation will target this element in a third session focused on “maintaining well-being in a live-client setting.” In this session, we will examine the two elements that make up one’s professional quality of life: compassion satisfaction and compassion fatigue. Then, we will introduce a tool called the “Professional Quality of Life Survey” that allows students to self-evaluate the different aspects that affect their quality of life. The Professional Quality of Life Survey is a free tool developed and refined through years of research on what affects a helper’s ability to continue their work. The Center for Victims of Torture owns the tool and provides it free (along with incredible teaching resources) to help anyone working in a helper-oriented profession.

While the results of the survey may be very private, students will not be required to share the results with anyone but can if they choose. I’ve found that the more ways we can provide students a space to discuss boundaries and personal challenges affecting their lawyering, we can assist them in developing skills to navigate issues that are inevitably going to arise in their lives. In private supervision, if a student chooses to share the results of the survey, together we can examine their trends and explore ways to improve their holistic satisfaction. The reality is that no one ever works in a vacuum: our personal lives and experiences come with us to our jobs and influence our work more than we often realize.

Hopefully, like us at Pitt Law, many other schools can utilize the revised ABA standards to bring attention to the strengths of their clinical programs. If anything, there is a wealth of information in clinical pedagogy—it just needs to be tapped.

If you have any questions or comments in response to this post, then please feel free to email at JZA16@pitt.edu.

Jabeen Adawi is Clinical Professor of Law and Director of the Family Law Clinic at the University of Pittsburgh School of Law.

[1] In “Teaching The Clinic Seminar” text by Deborah Epstein, Jane Aiken, and Wallace Mlyniec (three seminal clinical instructors from the Georgetown University Law Center), Chapter 21, “Exploring Justice” offers one thoughtful example of a framework for discussing justice in a clinical seminar. Another example is in Sue Bryant and Jean Koh Peters’ online repository for clinical law teaching materials “Talking about Race”, where they provide tools for facilitating conversations around racial justice.

[2] Deborah Epstein, Jane Aiken, Wallace Mlyniec, Teaching the Clinic Seminar 56 (2014) (describing the “Rich Aunt” exercise).

[3] See David Chavkin, Clinical Methodology in Clinical Legal Education: A Textbook for Law School Clinical Programs 7 (2002); Serge A. Martinez, Why are We Doing This? Cognitive Science and Nondirective Supervision in Clinical Teaching, 26 Kansas Journal of Law & Public Policy 24 (2016) (discussing the non-directive supervision model).

[4] Neil Hamilton, Louis Bilionis, Revised ABA Standards 303(b) and (c) and the Formation of a Lawyer’s Professional Identity, Part 1: Understanding the New Requirements (May 2022).

October 3, 2022 by hami3258

Megan Bess

A Simple Professional Identity Formation Assignment Ideal for Externship and/or Clinical Courses

By: Megan Bess, Director of the Externship Program and Assistant Professor of Law,
University of Illinois Chicago School of Law

Reflective assignments will be a key tool for law schools as they implement ABA Standard 303’s call for professional identity formation. For the past few years, our school’s externship program has used a simple assignment and associated rubric to encourage students to reflect on the skills and competencies they will need as attorneys. While this was designed for use in our externship seminars, it can be easily adapted for any course with a goal of having students reflect on the responsibilities of an attorney and associated skills and competencies.

I originally created this assignment to get students thinking about the skills and competencies identified in the Institute for the Advancement of the American Legal System Foundations for Practice Study, as well as those outlined by Neil Hamilton in his study of law firm competency models. I present students with these materials at the outset to give them broader context for what they might seek to observe and develop during their externship experience. This assignment can be easily adapted for reflection on other skills and competencies using different resources, including, for example, the Shultz-Zedeck Lawyering Effectiveness Factors or the newer IAALS study on skills and competencies, Thinking Like a Client. The goal is to get students to think about the non-legal skills and competencies essential for lawyering and to reflect on how those skills resonate with them. With the traditional law school focus on analytical skills and “thinking like a lawyer,” students are often surprised to learn that many general professional skills and competencies are highly valued by legal employers. The research behind each of the resources listed above is critical to bringing credibility to the skills and proving their value to students. This assignment is a series of simple questions which ask students to reflect on those skills and competencies. The prompts in this assignment seek to have students identify and explain:

Which skills/competencies resonate with them and why;
Their reactions to the skills employers value (those that are both surprising and expected);
Examples of others who demonstrate skills/competencies in professional settings;
A concrete example showing they have mastered at least one skill/competency; and
A skill/competency they need to improve or develop.

As the associated rubric indicates, there are no right or wrong answers to these questions. This can be a little disconcerting for law students, who are often accustomed to questions requiring more definitive responses. The rubric focuses on the quality and depth of the reflection. As we discuss the skills and competencies in our externship classes, I always remind students that when grading these answers, it is easy to distinguish between genuine and honest reflection and those that are simply “going through the motions.”

This type of reflection on lawyering skills and competencies can be especially powerful during an externship or clinical experience. Students form their professional identities by internalizing a profession’s values and responsibility to others—a process which occurs most powerfully when students participate in practice settings and see the values and behaviors of members of the profession.[i] As Tim Floyd and Kendall Kerew observed, it is while participating in this type of experiential learning that students really examine their progress in developing the professional identity of a lawyer.

Please feel free to use any part of this assignment or rubric that is useful to you. Like all my assignments and rubrics, these continue to evolve over time. If you have questions, comments, or ideas for improvement, please reach out to me at mbess@uic.edu.

Megan Bess is the Director of the Externship Program and Assistant Professor of Law at the University of Illinois Chicago School of Law.

Need other ideas for reflective prompts to aid in professional identity formation? Check out Neil Hamilton and Jerry Organ’s article that includes 30 questions designed to aid in professional identity formation.

[i] See Yvonne Steinert, Educational Theory and Strategies to Support Professionalism & Professional Identity Formation, in Teaching Medical Professionalism, Richard Cruess et al., Teaching Medical Professionalism 72 (Richard Cruess et al. eds. (2d ed. 2016)); Ann Colby & William M. Sullivan, Formation of Professionalism and Purpose: Perspectives from the Preparation for the Professions Program, 5 U. St. Thomas L.J. 404, 420-21 (2008).

September 30, 2022 by hami3258

Louis Bilionis, Neil Hamilton

Latest Article from Bilionis and Hamilton on ABA Revisions of 303(b) and (c) Published by NALP’s Professional Development Quarterly

NALP just published the third and final installment of Louis Bilionis and Neil Hamilton’s three-part series on the Standard 303 revisions. Part 1 and Part 2 appeared in the May and June 2022 editions of NALP’s PDQ, respectively.

The last article in the series, which is titled “Revised ABA Standards 303 (b) and (c) and the Formation of a Lawyer’s Professional Identity, Part 3: Cross-Cultural Competency, Equal Access, and the Elimination of Bias, Discrimination, and Racism,” can be read here.

September 28, 2022 by hami3258

Eliza Vorenberg, Suzanne Harrington-Steppen

Law School Pro Bono Programs: Opportunities To Reflect On What It Means To Be A Lawyer

By: Suzanne Harrington-Steppen, Associate Director of Pro Bono Programs and Clinical Professor of Law, Roger Williams University School of Law

Eliza Vorenberg, Director of Pro Bono Programs and Community Partnerships and Clinical Professor of Law, Roger Williams University School of Law

Law school pro bono programs, whether mandatory or voluntary, offer rich opportunities for students to develop their professional identities as lawyers. Roger Williams University School of Law (RWU Law) has a mandatory 50-hour Pro Bono Experiential Learning requirement. The requirement falls under our “public service” learning outcome and reflects our commitment to teaching our law students about the legal profession’s responsibility: (1) to improve access to the legal system and the quality of justice; and (2) to provide pro bono legal service in law practice to those who cannot afford legal services.

For many law students, pro bono experiences are their first opportunity to play the role of lawyer and reflect on what they are seeing in the profession and how it feels to be a part of the profession. About 40% of our first-year law students engage in a pro bono experience before they finish their first year. But, as we know, experience alone isn’t enough to help students integrate and reflect on the values and norms of the profession as they relate to public service. Law schools are uniquely situated to help students develop their professional identities by providing critical context for their pro bono service. Law schools can both teach students how pro bono service is central to the profession and also provide them with space to reflect on and process their pro bono experiences in relation to how they see themselves as future members of the profession.

Setting the Stage: Access to and Quality of Justice

Last year, when introducing our law school’s pro bono requirement and programmatic opportunities to first-year law students, we moved away from the traditional “information session” format to a session focused on educating and encouraging law students to think critically about what it means to be a lawyer and how public service and pro bono fit into their future responsibilities and the profession’s values.

We began our session asking our 1Ls to remember the following critically important questions throughout their law school experience, in and outside of the classroom, and throughout their careers:

Who has access to justice? Who doesn’t? Why or why not?

What is the quality of justice being administered? How do we evaluate the quality of justice being administered in civil versus criminal contexts?

We intentionally decided to start our session with these questions because the Preamble to the Model Rules of Professional Responsibility makes it clear that all lawyers, not just public interest lawyers or lawyers who are self-motivated to give back, have a special responsibility for ensuring access to, and the quality of, justice. Before we can teach law students about Rule 6.1 or the goals and contours of our law school’s pro bono requirement students need to be told explicitly what a lawyer’s role in society is beyond advocating for their clients. We teach our law students that grappling with these questions and then doing something to fix deficiencies in the legal system are a lawyer’s duty as a member of this profession, not some lofty dream. We also provide students with an overview of the justice gap, using the Academy for Arts & Sciences video entitled “The Civil Justice Gap”. We explain that pro bono service, as defined by Rule 6.1, is one way to take ownership of their professional responsibility to improve access to justice and the quality of justice for all but that there are many other ways they should be thinking about their role as lawyers in our society. This subtle shift in how we introduce the topic of pro bono asks law students to critique our justice system—using the access and quality framework—from the beginning of their law school journey, to identify who benefits and who is hurt by our systems of justice, and to be aware of the bias and inequities built into those systems.

Providing a Pause: Space for Reflection

Externship pedagogy, particularly its emphasis on structured reflection, can be very helpful in thinking about how law schools can design and structure their pro bono programs to promote professional identity formation opportunities. Pro bono experiences with reflective components offer meaningful opportunities for students to process and think deeply about what they are seeing, experiencing, and feeling while engaged in pro bono service and to connect it to their personal identities and lived experiences.

At RWU Law, each law student must submit a one-page written reflection in response to specific prompts after they have completed a pro bono experience they plan to use to meet our graduation requirement. In the past, we have provided prompts to students focused on the type of pro bono/public service experience, e.g., a prompt regarding working directly with clients, or for judicial experiences, the student’s observations regarding access to justice in the courts. This year, with the changes to Standard 303 in mind, we revised our pro bono reflection prompts to directly engage law students in a reflection focused on how the law student’s pro bono experience fits into their professional identity development.

In addition to requiring a written reflection, we intentionally funnel our first-year law students into pro bono opportunities that the law school has developed, facilitates, and oversees, e.g., Alternative Spring Break, Street Law, Volunteer Income Tax Assistance (VITA), and an Eviction Help Desk. This allows us to facilitate in-person reflective meetings throughout the experience and provide more structure than simply matching the law student with an external community partner. Many law schools may not have the resources to have faculty or staff facilitating in-person reflective meetings but at a minimum law schools should consider asking for or requiring a written reflection as a way students can intentionally think about their professional development.

Whether voluntary or mandatory, law school pro bono programming is an excellent vehicle for facilitating law students’ professional identity formation consistent with the revisions to ABA Standard 303(b).

Suzanne Harrington-Steppen is the Associate Director of Pro Bono Programs and Clinical Professor of Law at Roger Williams University School of Law.

Eliza Vorenberg is the Director of Pro Bono Programs and Community Partnerships, and is Clinical Professor of Law at Roger Williams University School of Law.

If you have any questions or comments in response to this post, then please feel free to email either or both of us at sharrington-steppen@rwu.edu and evorenberg@rwu.edu.

September 26, 2022 by hami3258

Karen Tokarz

Mandatory 1L Negotiation Class and Upper-Class Dispute Resolution Courses Address Professional Identity, Bias, and Cross-Cultural Competency

By: Karen Tokarz, Charles Nagel Professor of Public Interest Law & Policy, Director of the Negotiation & Dispute Resolution Programs, and Director of the Civil Rights & Mediation Clinic, Washington University School of Law

Washington University Law School is striving to address the revised ABA Standards of 303(b) and 303(c) in multiple ways. The law school utilizes a short course on Negotiation, which we have required for 1Ls for over a decade. It is offered each year in August and January. As set forth in the syllabus, one of the four days focuses on professional identity, bias, and cross-cultural competency. This course offers a unique way of introducing 1L students to these issues via education, experiential learning, negotiation partner feedback, and self-reflection.

In addition, all of our upper-class dispute resolution courses explicitly address professional identity, bias, and cross-cultural competency, especially Cross-Cultural Dispute Resolution, which is offered both semesters.

Below are links to the syllabi of the Negotiation course and Cross-Cultural Dispute Resolution, followed by the text of each syllabi.

1L Negotiation Class Syllabus

Cross-Cultural Dispute Resolution Syllabus

Washington University School of Law Required 1L Negotiation Course (1cr.)
Class Schedule, Objectives, Learning Outcomes, and Assignments
All times are approximate

Course Objectives/Learning Outcomes:

Negotiation is the most commonly used form of legal dispute resolution in the United States and around the world. This required course is designed to introduce students to the basics of negotiation through reading, discussion, simulation exercises, and videos. The course focuses on negotiation theory, negotiation skills, lawyer (agent)/client (principal) dynamics, negotiating in teams, and negotiation ethics.

The ability to participate successfully in legal negotiations rests on a combination of five core skills that students will begin to develop in this course: 1) theoretical understanding; 2) interpersonal and intrapersonal awareness; 3) planning; 4) drafting; and 5) reflection. This course provides students with a set of conceptual frameworks and practice experiences that will enhance understanding and skill level in these areas, from the various perspectives of negotiators, advocates, and clients in negotiations.

This introductory course lays the foundation for learning in upper-level negotiation and dispute resolution courses, as well as doctrinal courses. The course introduces issues of leadership, professional identity, bias, cross-cultural competency and cross-cultural humility. The course also helps prepare students for negotiation and dispute resolution issues soon to be added to the multi-state bar exam.

Course Requirements:

Attendance will be taken at the beginning of each class Because this is a short, one-credit class, anyone who is not present for all four days will not earn credit for the class and will be required to retake it at another time.
There is no final examination for this course, but there is required reading and four required short Students may discuss the assignments with each other but must draft the assignments individually. Students are urged to use their own words in response to the questions. Students are not required to footnote references to the assigned books, other than an initial reference, unless using direct quotations. Students must submit each of their four papers via Canvas before the beginning of each class and receive a passing mark on each paper to pass the course. Students who fail to submit passing papers before the beginning of each class will not earn credit for the course and will be required to retake it at another time.

In addition to the four required papers, there are other short assignments, including a Negotiation Self-Analysis & Partner Feedback Form following each Students must submit passing papers related to the negotiations by the conclusion of each class to pass the course.

ABA Standard 310:

Texts:

Students must read Roger Fisher & William Ury, Getting to Yes: Negotiating Agreement Without Giving In (any edition) before beginning the course. Assigned readings in addition to Getting to Yes will be available on the course Canvas page. Students are strongly encouraged to read the additional readings before beginning the course. Each day’s module on Canvas will include assigned readings and relevant handouts and links.

Tuesday August 23: Negotiation Theories, Strategies, and Styles

Class Schedule:

1:00-2:00         Introduction to the Course and Overview of Day
2:00-2:35         First Negotiation Exercise: The Gallery
2:35-2:45         Share Reflections with Other Side
2:45-2:55         Break
2:55-3:30         Analysis of First Exercise
3:30-4:30         Discussion of Getting to Yes and Theories of Negotiation

Assignment: Please read the entirety of Roger Fisher & William Ury, Getting to Yes: Negotiating Agreement Without Giving In (any edition). Please come to class prepared to discuss the reading and to pose two comments or questions.

To be eligible for credit for the course, students must submit before the beginning of class via Canvas a Pre-Negotiation Course Profile, along with a written memo of minimum four (4) pages, maximum five (5) pages, that addresses the questions below. Please use 12 pt. Times New Roman font, 1.5 spacing. In your memo, please answer the following questions:

What are the downsides of bargaining solely over positions in a negotiation? Why and how could one shift the focus from positions to underlying interests in a negotiation?
Compare distributive bargaining to problem-solving negotiation. Can lawyers change adversarial bargaining to problem-solving in disputes and deals without risking exploitation? What comparative benefits do you think lawyers bring to negotiations?
Identify various kinds of interpersonal and intrapersonal people problems that might occur in a negotiation. Why and how could one separate people from the problem in a negotiation? Why and how could one invent and use options for mutual gain in a negotiation? What are possible obstacles to inventing and using these options?
Why and how could one develop and use objective criteria in a negotiation? Why and how could one develop and use their and the other side’s BATNA?
What is the definition of a successful negotiation?
What do you see as the biggest pro and the biggest con of the approach suggested in Getting to Yes.

Wednesday, August 24: Lawyer (Agent)/Client (Principal) Relationships, Professional Identity, Confidentiality, Negotiation Ethics

Class Schedule:

1:00-2:10         Discussion of Readings and Overview of Day
2:10-2:30         Prepare for Second Negotiation Exercise (with same party)
2:35-2:45         Break
2:45-3:30         Second Negotiation Exercise: Client Interview/Retainer Agreement
3:30-3:40         Share Reflections with Other Side
3:40-4:30         Analysis of Second Exercise

Assignment: Please read the Model Rules of Professional Conduct (focus on the Preamble and Rules 1, 4, and 8); read pp. 95-138 in Art Hinshaw & Jess K. Albert, Doing the Right Thing: An Empirical Study of Attorney Negotiation Ethics; and read Beyond Words (and complete the short listening test at the end of that article).

Please come to class prepared to discuss the readings and to pose two comments or questions. To be eligible for credit for the course, students must submit before the beginning of class via Canvas a completed listening test (located at the end of the Beyond Words article), plus a written memo of minimum three (3) pages, maximum four (4) pages, that addresses the below questions. Please use 12 pt. Times New Roman font, 1.5 spacing. In your memo, please answer the following questions:

What are potential professional and ethical dilemmas for lawyers (agents) when engaged in negotiations on behalf of clients (principals)?
Why do you think lawyers violate rules such as Model Rules 1, 4, or 8?
Can lawyers and/or clients lie in negotiations? What are the risks, rewards?
What is the role of confidentiality in legal negotiations?
What does it mean for a lawyer to listen beyond the words? What does it mean to lawyer “with” your client, rather than “for” your client? What is client-centered lawyering?

Thursday, August 25: Bias, Cultural Competence, Cultural Humility

Class Schedule:

1:00-1:40         Discussion of Readings and Overview of Day
1:40-2:00         Prepare for Third Negotiation Exercise (with partner)
2:00-2:40       Third Negotiation Exercise: Sally Soprano
2:40-2:50       Share Reflections
2:50-3:00        Break
3:00-4:00       Analysis of Third Exercise
4:00-4:30         Joint Planning for Fourth Exercise (with same party)

Assignment: Please read Sue Bryant and Jean Koh Peters, Five Habits for Cross-Cultural Lawyering.

Please come to class prepared to discuss the readings and to pose two comments or questions. To be eligible for credit for the course, students must submit before the beginning of class via Canvas a written memo of minimum two (2) pages, maximum three (3) pages, that addresses the below questions. Please use 12 pt. Times New Roman font, 1.5 spacing. In your memo, please answer the following questions:

In what ways might bias and culture influence lawyering with clients and others, and what potential issues might arise for you in client interactions and negotiations?
What are your biggest insights/take-a-ways as to each of the five habits for cross-cultural lawyering that you might use to help identify your biases and cultural norms, and those of your clients and others, to enhance your communications and negotiations?

Friday, August 26: The Art of Persuasion

Class Schedule:

1:00-1:40         Discussion of Video and Overview of Day
1:40-1:50 Prepare for Fourth Exercise (with partner)
1:50-3:00 Fourth Exercise: Multi-Party Negotiation
3:00-3:10 Share Reflections
3:10-3:20     Break
3:20-4:30    Analysis of Fourth Exercise, Concluding Lecture, Next Steps to Improve as a Negotiator

Assignment: Please watch the first 17 minutes of Mr. Rogers and the Power of Persuasion , http://www.youtube.com/watch?y=_DGdDQrXy5U (link also available on Canvas), and read Carmine Gallo, The Art of Persuasion Hasn’t Changed in 2,000 Years, available at www.carminegallo.com/the-art-of-persuasion-hasnt-changed-in-2000-years/ Please come to class prepared to discuss the video and reading, and to pose two comments or questions as to how the art of persuasion is relevant to negotiations and dispute resolution.

To be eligible for credit for the course, students must submit before the beginning of class via Canvas a written negotiation plan of minimum two (2) pages, maximum three (3) pages. Please use 12 pt. Times New Roman font, 1.5 spacing. In your negotiation plan, please include four columns, one each for you and your partner and one each for the other side and her/his partner. Identify what you understand/guesstimate each side wants (substantive and relationship goals/ positions), why (underlying interests), how (optimal negotiation styles), cultural/ethical issues, options for achieving mutual gains as to substantive and relationship goals, information you want to obtain/retain, aspiration points, resistance points (bottom lines), and BATNAs.

Cross-Cultural Dispute Resolution Fall, 2022
Mondays, 9:00 AM – 10:52 AM Anheuser-Busch Hall, Room

Prof. Juan Del Valle juandelvalle@wustl.edu

SYLLABUS

CREDITS: 3.0

COURSE DESCRIPTION

Disputes and dispute resolution frequently involve cross-cultural conflict. Effective dispute resolution methods involve additional elements than those used in intra-culture adjudicatory and amicable dispute resolution processes. Through a harmonic integration of legal, sociological, psychological, and neurological concepts and findings, this course is designed to equip students with valuable tools that will allow them to choose suitable dispute resolution methods and strategies for resolving cross-cultural controversies, and managing legal conflicts involving individuals from diverse cultures and backgrounds, including but not limited to gender, religion, national origin, and race. The course is designed to enhance negotiation and dispute resolution skills by increasing cultural intelligence (CQ) for legal professionals who will be involved in diverse conflict resolution scenarios, whether as attorneys, negotiators, facilitators, or adjudicators. The course includes assigned readings, drafting, and simulations related to cross-cultural dispute resolution.

ABA STANDARD COMPLIANCE

ABA Standard 310 requires “not less than one hour of classroom or direct faculty instruction and two hours of out-of-class student work per week or the equivalent amount of work over a different amount of time” for each credit hour awarded. This course has been designed to meet this requirement, through the inclusion of mandatory readings, free research and assignments that will be explained during the course and a final essay, expecting each student to spend at least two hours of out-of-class time for each one hour of in-class-time per credit hour.

COURSE OBJECTIVES AND LEARNING OUTCOMES

By the end of the semester, students will be able to effectively:

Recognize and utilize techniques to communicate and collaborate with cross-cultural stakeholders about their cases, the law, and policy in negotiations and mediation processes;
Recognize and understand the existence of biases and their impact in information-collecting processes;
Acknowledge ways to control biases and other informational barriers sourced in the adaptive unconscious;
Recognize and understand the impact of context and the distribution of power in negotiations and mediations, including culture, gender, race, national origin, religion;

Identify and understand the underlying interests of all of the stakeholders in dispute resolution processes where cultural difference may add challenges to the collection of information;
Recognize and understand opportunities for and barriers for stakeholders to create and claim value on a sustainable basis in dispute resolution processes.
Recognize and understand the impact of intrapersonal and interpersonal styles, and persuasion techniques in negotiations and mediations involving cross-cultural interactions;
Identify and utilize necessary oral and written advocacy skills with and on behalf of stake- holders in negotiations and mediations involving cross-cultural interactions;
Enhance communication, relationship development, trust building, and persuasion skills in negotiations and mediations involving cross-cultural interactions;
Enhance collaboration skills and maximize effectiveness working as a team member to advance the interests of the stakeholders and the process in negotiations and mediations involving cross-cultural interactions;

ASSESSMENT AND GRADING

Students are expected to prepare for every class. Participation in class discussions and class exercises, including a final project will be highly graded and will be assigned twenty-five percent (25%) of the final grade. A final, anonymous essay of approximately 6 pages will have a seventy five percent (75%) weight on the grade.

READINGS AND EXERCISES

Students must read and prepare for a discussion of the assigned readings prior to each session and come to class prepared to actively participate in class discussions. Students are encouraged to read any additional material they find useful to complement lectures. The instructors may suggest complementary readings during the course.

ATTENDANCE POLICY

This is a participatory course. Its success depends on everyone’s active participation and preparation for the exercises that are assigned. Students are allowed to miss 2 classes without that absence negatively impacting their grade; provided that, (i) I am notified in advance of your expected absence (preferably at the previous class) and (ii) any materials you are required to turn in are delivered to me before the class you will miss. Failure to provide advanced notice of an absence, turn in any assignments prior to class or missing more than two classes (absent extreme circumstances approved by Elizabeth Walsh, Associate Dean for Student Services) will count as an unexcused absence. We can be notified about expected absences in class or by email. Unexcused absences will negatively impact both the class participation and performance portions of your grade.

SIMULATION EXERCISES & CASE STUDIES

We will have 2-4 exercises in the course of the semester.

For the simulations to be successful and allow you to develop your skills, it is important that they are approached as seriously as you would approach a real-life negotiation. It is also important that you maintain your assigned role, try to maximize the outcome of the party you are assigned and fully prepare for each simulation. Most of all, I want you to enjoy every single session of this course.

LAPTOP POLICY

Laptops may be used during class discussions to take notes and used during simulations if you are instructed to do so. At no time may laptops be used to surf the web or communicate about subjects not related to the class. Cell phones shall NOT be used at any time while class is in session to make calls, take in-coming calls, or text, except during class breaks. Use of laptops, cell phones, or other electronic devices during class at prohibited times is extremely distracting and reflects a lack of respect to your classmates and me and will result in a failing participation grade for that class session.

CLASS PARTICIPATION

Your final grade will be a combination of the following:
Weekly Class Attendance, Class Participation, and Final Project (25%)

Weekly Participation:

Your weekly class participation throughout the semester, as demonstrated through preparation and discussion of the assigned reading materials, active engagement in the simulations, and negotiation planning memos will be worth 25% of your grade.

Final Essay:

75% of your grade.

*Required Course Textbooks

Fisher, R., Ury, W. (2011). Getting to Yes: Reaching Agreements Without Giving In. New York, NY: Penguin Books. ISBN-10: 0143118757; ISBN-13: 978-0143118756.

Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group. ISBN-10: 9781473684829; ISBN-13: 978-1473684829.

Randolph, P. (2016). The Psychology of Conflict: Mediating in a Diverse World. Bloomsbury Continuum. ISBN-10: 1472922972; ISBN-13: 978-1472922977.

*Required Additional Readings

Cairns, D. (2005). Mediating International Commercial Disputes: Differences in U.S. and Euro- pean Approaches. Dispute Resolution Journal. Aug-Oct, 2005; 60, 3. Available at http://www.nysba.org/workarea/DownloadAsset.aspx?id=67718

Pair, Lara M. (2002). Cross-Cultural Arbitration: Do the Differences Between Cultures Still In- fluence International Commercial Arbitration despite Harmonization? ILSA Journal of International and Comparative Law. Vol 9, Issue 1, Article 2. Available at https://nsuworks.nova.edu/il- sajournal/vol9/iss1/2/

*Suggested Complementary Readings

Groves, K., Feyerherm, A., Minhua, G. (2015). Examining Cultural Intelligence and Cross-Cul- tural Negotiation Effectiveness. Journal of Management Education, Vol. 39(2) 209-243. Available at www.sagepub.com.

Class Schedule and Assigned Mandatory Readings

Week 1: Basics of Legal Negotiation and Dispute Resolution

Readings: Fisher, R., Ury, W. (2011) Getting to Yes. Chapters I – IV.

Week 2: The Psychology of Conflict in Legal Dispute Resolution: Cross-Cultural Perspectives on Existentialism, Psychological Perceptions in Conflicts, and the Impact of Emotions

Readings: Randolph, P. (2016). The Psychology of Conflict: Mediating in a Diverse World. Bloomsbury Publishing Plc. Chapters 1, 2, 3.

Week 3: The Psychology of Conflict in Legal Dispute Resolution: Cross-Cultural Perspectives on Self-Esteem, Values and Polarities, Interpersonal Relationships, and Psychological Impact of Listening.

Readings: Randolph, P. (2016). The Psychology of Conflict: Mediating in a Diverse World. Bloomsbury Publishing Plc. Chapters 4, 5, 6.

Week 4: The Psychology of Conflict in Legal Dispute Resolution: Cross-Cultural Perspectives on Assumptions and Biases, Amicable Dispute Resolution, Differing Models of Negotiations and Mediations, Empathy, and Neurology of Conflict Resolution.

Readings: Randolph, P. (2016). The Psychology of Conflict: Mediating in a Diverse World. Bloomsbury Publishing Plc. Chapters 7, 8, 9.

Week 5: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Language Differences

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 1.

Week 6: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Cultural Conditioning

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 2.

Week 7, October 10: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Culture Categorization, Culture Relativism v. Constructivism, and Integration

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 3.

In-Class Activity Links: Video: Richard Evanoff. (2016). How can People from Different Cultures get Along with Each Other? TedX on Youtube.com. Link: https://www.youtube.com/watch?v=osZr7DLxs8A

Week 8: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Time in Cross-Cultural Negotiations

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 4.

Week 9: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Power- less Communication, Power of Paraphrasing and Reframing, and Communication Gaps

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 5.

Week 10: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Motivation and Trust-Building, and the Low-Trust Syndrome

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 9.

Week 11: Overcoming Cross-Cultural Barriers in Legal Dispute Resolution: Meeting of the Minds, Relationship-Building, Giving-In as a Strategy to Overcome Low Trust and Ot- her Cross-Cultural Barriers

Readings: Lewis, R. (2018). When Cultures Collide: Leading Across Cultures. Boston, MA: Hachette Book Group, Chapter 10.

In-Class Activity Links: Link: Rathi, A. (2015). This Simple Negotiation Tactic Brought 195 Countries to Consensus. Retrieved from https://qz.com/572623/this-simple-negotiation-tactic- brought-195-countries-to-consensus-in-the-paris-climate-talks/.

Week 12: Gender, Race, National Origin, and Religion in Dispute Resolution

Preparation for class: Please research on recent studies regarding the influence of race, gender, and religion in dispute resolution processes. Please be prepared to share your findings in class.

Readings: Pair, Lara M. (2002). Cross-Cultural Arbitration: Do the Differences between Cultures Still Influence International Commercial Arbitration Despite Harmonization? ILSA Journal of International and Comparative Law. Vol 9, Issue 1, Article 2. Cairns, D. (2005).

Week 13: Cross-Cultural Views of Commercial Dispute Resolution
Readings: Mediating International Commercial Disputes: Differences in U.S. and European Approaches. Dispute Resolution Journal. Aug-Oct 2005; 60, 3.

Cross-Cultural Arbitration: Do the Differences between Cultures Still Influence International Commercial Arbitration Despite Harmonization? ILSA Journal of International and Comparative Law. Vol 9, Issue 1, Article 2. Cairns, D. (2005).

Week 14: Giving, transparency, and building trust in Cross-cultural dispute resolution processes.

In-class activity: Final project presentation and discussion.

If you have any questions or comments about the courses, then please feel free to email me at tokarz@wustl.edu.

Karen Tokarz is the Charles Nagel Professor of Public Interest Law & Policy, Director of the Negotiation & Dispute Resolution Programs, and Director of the Civil Rights & Mediation Clinic at Washington University School of Law in St. Louis.

September 19, 2022 by hami3258

Megan Bess

Transitions, Professional Identity Formation, and the Significance of Summer after 1L Year

By: Megan Bess, Director of the Externship Program and Assistant Professor of Law,
University of Illinois Chicago School of Law

Law students experience significant transitions during their legal education that influence their ability to think and act as an attorney. These transitions are marked by intense learning periods in which students develop a new understanding of their profession. So why are transitions important to professional identity formation? Research from other professions, most notably the medical field, shows us that transitions are key to professional identity development and are therefore important milestones for targeting professional identity formation efforts. These transitions represent opportunities for law schools to support students and further their efforts to comply with the new ABA requirement to integrate professional identity formation into legal education.

While there is generally a dearth of studies regarding the major transitions that students experience on their path to becoming attorneys, Professor Neil Hamilton’s research provides some helpful insight into important transitions during 1L year. Hamilton surveyed students at his own law school and found that summer employment (paid or unpaid) after the first year of law school had the biggest impact on their thinking and acting like a lawyer. Thus, summer employment, particularly after the first year of law school, represents an important transition for law students. This is not entirely surprising, as studies of other professions tell us that reactions to real-world settings often represent critical turning points in developing professional identity.

The challenge is for law schools to leverage tools for professional identity formation to help students understand and capitalize on these important real-world legal experiences. As law schools plan for compliance with ABA Standard 303’s new provision requiring “substantial opportunities” for development of professional identity, they would be wise to consider the importance of major transitions to this process. As Professor Louis Bilionis makes clear, experiences important to professional identity, such as summer employment, take place while a student is in law school but fall outside traditional law school oversight. To fully support professional identity formation during summer employment, legal educators must take a broader view of their responsibilities for all formative experiences during law school.

The good news is that legal education is already equipped with pedagogical tools to support student professional identity during transitions that take place while they are working. Externship pedagogy is designed to support the professional identity formation that takes place during real lawyering work. Common externship tools, such as orientation/training, goal setting, reflection, and feedback, aid in the formation of professional identity. Externship programs differ in structure and can be adapted to the needs of individual schools and curricula. Under ABA Standard 304, every externship program must provide students with opportunities to perform legal work, engage in self-evaluation, receive feedback, and be guided in reflection on the experience. This means that no matter the structure of a school’s externship program, many recommended practices for professional identity formation are already in place.

Schools can leverage their existing externship programs to provide professional identity formation opportunities for all students during the significant transition that occurs while working during the summer after 1L year. Each law school can customize a summer support program with a structure and pedagogy to meet their school’s needs. Ideally, these programs would feature some common effective pedagogical tools. For example, providing an orientation or training program before students begin their summer positions could help frame their experiences and facilitate goal setting that takes into account their own strengths and weaknesses. Reflection is critical for professional identity formation—ideally students would have opportunities to reflect periodically on their experiences and then summarily at summer’s conclusion. Students also need feedback and would greatly benefit from school support in interpreting that feedback while engaging in self-reflection on their performance.

Some notable challenges to this approach include whether to offer academic credit, incentivizing student participation, enlisting faculty and staff support, and engaging employers. In a forthcoming article for the Clinical Law Review, I explore these challenges and offer additional suggestions for such a program following 1L year. In this piece, I propose creating a credit-earning course offered during the summer after 1L year to incentivize participation and underscore the seriousness of the professional identity formation process. There are, however, alternatives to this approach and any efforts that schools can take to support students during important transitions such as the summer after 1L year can reap important benefits.

Please contact me at mbess@uic.edu with comments or questions.

Megan Bess is the Director of the Externship Program and Assistant Professor of Law at the University of Illinois Chicago School of Law.

September 16, 2022 by hami3258

Older Posts

Newer Posts