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Mandatory 1L Courses

Deadlines
Janet Stearns

Getting it Done, and On Time

By: Janet Stearns, Dean of Students, University of Miami School of Law

Deadlines matter
Regardless of our practice area, job setting or employer, we are called upon to complete projects on deadlines set by clients, courts, and bosses. Our ability to manage competing projects and complete tasks on time is a fundamental professional skill.

In September, Nikki Beach, a renowned Miami Beach day spa, lost the right to remain on the property when their lawyers failed to submit a timely proposal to the city. According to the city attorney:

“…[Y]ou did not submit your proposal in Periscope by the deadline, as required by the RFP, and we cannot accept late submittals. Thank you and have a wonderful weekend.”[1]

Habeas petitions in death penalty cases have also found their way to the U.S. Supreme Court over the issue of missed filing deadlines.[2]

Law School & Deadlines
Deadlines produce anxiety and stress among our students. These situations present us with the opportunity to teach about the importance of deadlines, and the ways that we can respond and plan for them. For example, in the past week, our 1L Legal Communications and Writing Course had a memorandum due Monday night at 8 p.m. Meeting this benchmark demonstrated the ability of our students to work under pressure and complete a task on deadline. Some students completed the assignment well in advance over the weekend, others coming in just under the wire. Yet others were still reaching out after the deadline due to various technical and personal issues, asking for extensions and permission to submit late. Our student affairs team, working hand in hand with the Legal Communications and Writing faculty, needed to collaborate on our policies to determine whether to accept late submissions. We have also reflected hard on the lessons that we are teaching our students in these moments that they are confronting the challenges of meeting professional deadlines. At present, the grading deadlines are enforced, with significant penalties for late submissions.

We have the opportunity to teach about the importance of deadlines in other settings, too. Clinics and externships clearly give students some “real world” perspective on meeting deadlines. We also find that students engage with the University over various registration, financial payment, commencement application, and other administrative deadlines, and we do our best to send consistent messages about these activities. Extracurricular activities including Moot Court and Law Review involve submission deadlines, and we have historically construed these very strictly, along the way teaching lessons to our students about the value and necessity of completing tasks on time.

In some situations, we observe students who consistently face challenges in managing their time and meeting deadlines. We continue to explore options for additional training and coaching on executive functioning skills and time management for these students. In my opinion, barring an extraordinary medical or personal family situation, we should not be accommodating or extending these deadlines. We must not only continue to articulate the essential professional skill of learning to meet these deadlines, which students will confront in the “real world,” but we must also align our teaching and administrative practices with this reality.

Character & Fitness Considerations
The Florida Bar character and fitness questionnaire asks us to certify a number of issues, including the following:

Is the applicant thorough in fulfilling obligations?

Does the applicant meet deadlines?

For many years, our focus has been on conduct issues such as academic integrity and candor. Recently, however, we have found the need to disclose when students have chronic issues with fulfilling obligations and meeting deadlines. This semester, I have sent two letters to the Florida Bar relating to students in which, after multiple efforts at outreach from me and professors, we still saw a significant lack of responsiveness and attention to obligations in clinics, law review, and other law school obligations.

Following a brief survey,[3] we identified the following states that also asked character and fitness questions relating to these issues:

  • Maine Board of Bar Examiners Law School Certification (linked here) asks law schools to certify the following statement:
    • “I certify that I am not aware of and my review of the record has not revealed any incident in which the applicant failed to meet a material obligation.”
  • Mississippi Certificate of Dean of Law School (linked here) asks:
    • “Is the applicant timely and thorough in fulfilling obligations?”
  • Wyoming Bar Dean’s Certificate (linked here) asks:
    • “While engaging in law school activities including, without limitation, clinical courses and student bar association activities, did the applicant breach any professional or fiduciary obligation or any duty or trust?”

I would invite all members of our Professional Identity community to consider how and where we have the opportunity to message and teach the essential professional skills around deadlines and obligations. Please feel free to reach out to me at jstearns@law.miami.edu if you have any questions or comments.

[1] Aaron Liebowitz, City rejects Nikki Beach bid to remain in South Beach due to missed proposal deadline, Miami Herald, September 02, 2023.

[2] https://www.themarshallproject.org/2014/11/16/death-by-deadline-part-two.

[3] I am deeply grateful to Madeline Raine, Assistant Director of Student Life, for her survey of state character and fitness questions. She stands on the front lines of teaching students lessons about professional identity as they relate to the character and fitness process in Florida.

November 28, 2023 by
Greg Miarecki

Do These PIF Courses Really Matter?

By: Greg Miarecki, Executive Assistant Dean for Career Planning and Professional Development, Director of the University of Illinois College of Law Leadership Project, University of Illinois College of Law

Each spring semester, I teach our professional identity formation class, known as Fundamentals of Legal Practice.  A good number of our students speak positively about the class.  But each year, there are always a series of comments in the course evaluations along the lines of, “Why do I have to take this?  This is a waste of time.  I’d rather spend more time learning about constitutional law or contracts.”  For years, I was pretty disappointed in this kind of response (even if it was a minority view).  Then, several years into my PIF journey, I was at a Holloran Center retreat and learned that many of you who teach these classes get the same response.  That support allowed me to take these kinds of comments with a grain of salt, continually reminding myself that my 25 years in the legal profession equipped me with skills and insights that brand new law students simply don’t have.

And, over the years, I get some support from unexpected sources.  Last week, I was meeting with a Chicago firm – a senior partner and a junior associate. The junior associate graduated from our law school and took Fundamentals.  At the outset of the meeting, the partner talked about what he wanted in junior lawyers – he needed responsiveness, focus on client service, someone who could build relationships, and be a leader – all things we talk about in Fundamentals.  I chuckled a bit, turned to the junior associate and asked her if she’d ever taken a class focusing on those kinds of things.  She looked at me quizzically for a moment, and then said, “Oh, that nonsense we listened to in 1L year” – clearly referring to our Fundamentals class.

The partner, intrigued, asked me to explain.  I told him about what we taught in the class, and he enthusiastically responded that he loved the idea of the class.  We both looked at the junior associate, who looked a bit confused and then sheepishly admitted, “I actually wish I had paid more attention to some of those sessions.”

Some of our students will “get it” right away.  Some will eventually get it, perhaps years into the future.  And some might never get it.  If you ever need reinforcement and support for your PIF initiatives, just talk to alumni and employers – many of them appreciate what you’re doing!

If you would like to share your PIF successes or commiserate, then please connect with me on LinkedIn or email me at miarecki@illinois.edu.

November 16, 2023 by
David Grenardo

A Review of Roadmap

James Leipold served as the executive director of NALP (National Association for Law Placement) for over 18 years. He now works as a senior advisor with the Law School Admission Council (LSAC). Leipold wrote a thorough review of Neil Hamilton’s Third Edition of the award-winning book, Roadmap: The Law Student’s Guide to Meaningful Employment, published by the ABA. Leipold’s detailed and insightful review can be found here.

September 26, 2023 by
David Grenardo

Kill 1L: A Realistic Look at Legal Education Reform

By: David A. Grenardo, Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

Prentiss Cox, a Professor of Law at the University of Minnesota Law School, previously published Law in Practice, a casebook to teach lawyering skills to first and second-year law students. His latest article, Kill 1L, proposes a bold, yet practical approach to reforming the 1L curriculum and experience to help develop law students into lawyers.

Here is the abstract of Professor Cox’s article:

Law school education has been extensively studied for decades, but changes have been modest. This Article makes the case that fundamental law school reform will not occur until we abolish the central pillar on which it rests—the current conception of the first year of law school, the “1L” experience. Many studies of law school curricula and pedagogy are sharply critical of the education offered, but they pull a punch when it comes to 1L. This Article compares recent data on 1L curricula at almost every U. S. law school with ABA-required law school statements of learning outcomes. The comparison reveals two contrasts: the gap between what is promised students for their legal education and what 1L delivers; and the gap between what is promised students and the actual use of law by attorneys, judges and even law professors in the modern world. The Article proposes a new 1L curriculum that would engage students in the law used by courts and policymakers while decreasing the demands placed on law students by the repetitive, inefficient legacy 1L curriculum.

A link to the article can be found here.

Should you have any questions or comments about the article, please feel free to contact Professor Cox at coxxx211@umn.edu.

 

September 19, 2023 by
David Grenardo

Breaking Down Siloes and Building Up Students: The Transformational Possibilities of Professional Identity Formation

By: David A. Grenardo, Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

Three national leaders in professional identity formation—Lindsey P. Gustafson, Aric K. Short, and Robin Thorner—came together to author an exceptional article focused on professional identity formation. Their article, Breaking Down Siloes and Building Up Students: The Transformational Possibilities of Professional Identity Formation, will be part of the University of St. Thomas Law Journal’s spring 2023 symposium issue that will explore pedagogies relating to professional identity formation.

Here is the abstract of the article:

Under the ABA’s sequenced approach to implementation of Standard 303(b)(3), schools should now have developed plans for providing opportunities for professional identity formation and should be implementing them. These plans must provide students with an “intentional exploration of the values, guiding principles, and well-being practices considered foundational to successful legal practice.” In addition, these plans should provide for frequent opportunities for development, “during each year of law school and in a variety of courses and co-curricular and professional development activities.”

Because Standard 303(b)(3) is necessarily tied to the unique character, existing structures, and available resources of a law school, each school’s plan will be different. That has been our experience as we have worked as professional identity formation leaders in different roles with varying perspectives: Lindsey Gustafson at the William H. Bowen School of Law, University of Arkansas at Little Rock, is a current Associate Dean for Academic Affairs and a skills and doctrinal professor; Aric Short at the Texas A&M School of Law is a former Associate Dean for Academic Affairs, a doctrinal professor, and currently serves as the Director of the Professionalism and Leadership Program; and Robin Thorner at St. Mary’s University School of Law is an Assistant Dean for Career Strategy, a teaching adjunct, and the current Director of Professional Identity Formation.

In this essay, we hope to emphasize that professional identity formation efforts can occur all across the law school’s operations, from administrative offices to classrooms to voluntary student activities. We also provide specific examples of how schools can be more intentional and explicit as they weave together multiple professional identity formation opportunities for their students. This process takes time and attention, but it creates a powerful whole-building approach to identity formation that not only complies with 303(b)(3), but also best positions our students for a successful, fulfilling, and impactful career in law.

A link to the article can be found here.

Should you have any questions or comments about the article, please feel free to contact any or all of the authors at lpgustafson@ualr.edu, ashort@law.tamu.edu, and rthorner@stmarytx.edu.

 

September 5, 2023 by
Neil Hamilton

INTRODUCING THE STREAMLINED (AND EVEN MORE LAW-STUDENT FRIENDLY) THIRD EDITION OF NEIL HAMILTON’S AWARD-WINNING BOOK, ROADMAP: THE LAW STUDENT’S GUIDE TO MEANINGFUL EMPLOYMENT (2023)

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 learning outcome for the ROADMAP is that each student takes ownership (self-direction) over the student’s professional development toward the student’s goals of bar passage and meaningful post-graduation employment.  Students at later stages of self-direction demonstrate higher academic performance and planning and implementation skills that increase bar passage and post-graduation employment outcomes. The ROADMAP is empowering each student to perform at the student’s highest capacity. The ROADMAP is also meeting ABA Standard 303(b) and (c) requirements regarding the development of each student’s professional identity.

This third edition of the ROADMAP is a complete revision of the second edition.  Since the first edition was published in 2015, and the second edition in 2018, the Holloran Center and I have continued to learn how more effectively to go where the students are developmentally to help them achieve their goals (and the Law School’s goals) of bar passage and meaningful post-graduation employment.

The entire book is now 50 pages at a price of $19.95 (ABA’s website indicates ordered books will ship on August 15 at the earliest).  In this edition, the students read 21 pages and then do the template plan which is 5 pages.  The reading and the template plan focus on using the student’s time inside and outside of the building to gain experiences that will achieve three goals:

  1. Thoughtfully discern the student’s passion, motivating interests, and strengths that best fit with a geographic community of practice, a practice area and type of client, and type of employer;
  2. Develop the student’s strengths to the next level; and
  3. Demonstrate evidence of the student’s strengths that employers value.

The book then has a chapter on building a tent of professional relationships that helps each student achieve these three goals plus a professional relationship tent-building template plan.  This chapter also includes cross-cultural skills addressing ABA Standard 303(c).

A number of law schools already use the ROADMAP, and the hope is that other law schools will discover its incredible value in helping law students with their professional identity formation.  To discover what the ROADMAP can do for your law students, you can find the book here.

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.

August 2, 2023 by
Dawn Figueiras

One Year Later: An Update on One Law School’s Faculty-Approved Implementation Plan

By: Dawn Figueiras, Assistant Professor of Law, Associate General Counsel, Chair of the Curriculum Committee, Appalachian School of Law

A year ago, the Curriculum Committee of Appalachian School of Law (ASL) was diligently creating an Implementation Plan for complying with the ABA’s revised Standards 303(b) and (c).  After adoption by ASL’s Faculty on August 16, 2022, the Plan was published in the first post of the Holloran Center Professional Identity Implementation Blog.  One year later, we report on our progress.

Our Implementation Plan, to be deployed in academic year 2023-2024, included retention of several existing aspects of ASL’s curriculum, including administration of the Professionalism Oath to incoming students during orientation and participation in an Externship placement during the summer following 1L year with journaling to document experiences and self-reflections.  Additions to ASL’s program included a new “Professionalism, Leadership, and Transition to Practice” (PLT) program designed, respectively, for 1L, 2L, and 3L students. Programs already scheduled for the upcoming Fall semester include a two-day visit by Virginia State Bar President Chidi James and a joint visit by executives of the Virginia Trial Lawyers Association and Virginia Association of Defense Attorneys who will conduct talks with 1Ls about professionalism and with 2Ls about leadership.

The Implementation Plan included re-working ASL’s 1L “Introduction to Community Service” course into “Building a Professional Identity,” which would focus on professional identity development, well-being, and incorporating community service/pro bono service into a law career.  This new course will be included as a required 1L course beginning Fall semester, 2023.

One aspect of ASL’s Plan proved more difficult to implement.  A visit to a federal court during/near orientation hasn’t been accomplished yet.  But even though ASL couldn’t bring the students to a court, we brought a court to the students! In April 2023, ASL hosted a panel of the United States Court of Appeals for the Fourth Circuit for oral arguments, comprised of then-Chief Judge Roger Gregory, Judge Albert Diaz (now Chief Judge), and Judge Stephanie Thacker.[1]  ASL students watched attorneys argue two civil cases and one criminal case before the panel, and had several opportunities for interaction with the judges and their clerks.  Spring semester, 2024, will see ASL hosting the United States Court of Appeals for Veterans Claims for oral arguments, dinner with students and faculty, and a networking social event with the judges and their clerks.

ASL’s Implementation Plan called for faculty to incorporate aspects of revised Standard 303(b) and (c) into their courses whenever possible.  ASL conducted a curriculum survey[2] of all full-time and adjunct faculty at the conclusion of Spring semester, 2023, for all courses taught during the 2022-2023 academic year.  This survey included specific questions about the inclusion of activities, discussions, and exercises that provided opportunities related to revised Standard 303(b) (“to engage in thoughtful self-reflection on the development of a professional identity that utilizes the student’s unique aptitudes and capacities” or “PIF”) and 303(c) (“demonstrating the ability to effectively build professional relationships across racial and cultural differences and to engage in culturally competent interactions” or “cross-cultural competency”).

Of the fourteen required 1L courses, 50% reported already incorporating PIF elements (including Intentional Torts and Criminal Law), and 43% reported already incorporating cross-cultural competency elements (such as Introduction to Externships and Legal Process II).  66% of the six required 2L courses incorporated PIF (e.g., Constitutional Law II and Criminal Procedure) and 33% incorporated cross-cultural competency elements (including Constitutional Law I and Professional Responsibility).  Of the three required 3L bar preparation courses, 66% incorporated PIF elements but none incorporated cross-cultural competency elements.  The Implementation Plan anticipated that several elective courses would incorporate PIF and/or cross-cultural competency elements, but the survey revealed higher results than expected.  Of the 40 elective courses surveyed, 24 courses (60%) incorporated PIF elements (such as Administrative Law; Conflicts; and Employment Law) and another 24 courses (60%) incorporated cross-cultural competency (e.g., Poverty, Health & Law; Marijuana Law; and Information Privacy Law); 23 courses incorporated both (including Family Law; Sentencing; and History of Race & the Law).  Notably, of the eleven elective experiential learning courses, ten (91%) incorporated PIF (such as Criminal Practice and The Law of Starting a New Business) and nine (82%) incorporated cross-cultural competency (e.g., Estate Planning and Trial Advocacy).

Even before the full deployment of its Implementation Plan, ASL “provid[ed both] substantial opportunities to students for the development of a professional identity” and also “education to law students on bias, cross-cultural competency, and racism.” ASL is pleased with its progress on meeting revised ABA Standard 303, and looks forward to fine-tuning and fully-employing its Implementation Plan for even greater integration of PIF and cross-cultural competency into its J.D. program.

Should you have any questions or if you would like to discuss the implementation of ASL’s plan, then please contact me at dfigueiras@asl.edu.

[1] See https://www.ca4.uscourts.gov/oral-argument/oral-argument-calendar/earlier-court-terms.

[2] This Curriculum Mapping Survey was primarily designed to gauge how ASL is meeting its Learning Outcomes and secondarily to assess the curriculum’s readiness for the NextGen Bar Exam.

Dawn Figueiras is an Assistant Professor of Law, the Associate General Counsel, and Chair of the Curriculum Committee at Appalachian School of Law.

July 26, 2023 by
David Grenardo

If You’re Looking for Professional Identity Formation Resources, Then You’ve Come to the Right Place

By: David A. Grenardo, Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

The Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law (Minnesota) strives to share as many resources with others as possible. In an effort to make resources even more accessible, the Holloran Center has revamped its website to deliver those resources in a user-friendly manner.

The home page of the Holloran Center website begins with links (on the right side of the page) to (1) short, useful definitions of professional identity and professional identity formation, (2) three articles that explain the ABA’s changes to its standards 303(b) and (c), and (3) two groundbreaking articles on law students’ well-being.

As you scroll down the home page, four major links can be found under the heading “How to Get Started”: (1) Get to Know the Holloran Center, (2) Review Changes to Standard 303, (3) Explore our Tools and Resources, and (4) See Our Research and Training. Each of these four major categories is discussed below.

The first major link, Get to Know the Holloran Center, takes the user to a page that features the leadership team of the Holloran Center, including its Co-Directors Neil Hamilton and Jerry Organ, along with me, and the Holloran Center Fellows, Barbara Glesner Fines, Kendall Kerew, and Lou Bilionis. It also includes links to pages about Tom Holloran, who is the inspiration and namesake of the Center, along with a Donors and Partners page.

The second major link, Review Changes to Standard 303, leads to a page that includes (1) a list of existing entry ramps for schools to incorporate professional identity formation and (2) a link to an open access book – Law Student Professional Development and Formation: Bridging Law School, Student, and Employer Goals – that provides a straightforward and detailed look at the changes to 303(b) and (c) and suggestions regarding how to comply with those standards, and (3) the introductory materials mentioned above (short definitions of PI and PIF and three short articles about the changes to the ABA standards).

The third major link – Explore our Tools and Resources – brings up three more links on that topic: Learning Outcomes Database; Holloran Competency Milestones; and Professional Development Database.

The Learning Outcomes Database contains a searchable list of all law school learning outcomes that were available on law school websites as of January 2022. The Holloran Center identified those law schools with “basic” learning outcomes – those that recite the language of Standard 302 and nothing more. The Holloran Center also identified those law schools with more robust learning outcomes than required by the language of Standard 302.

The Holloran Competency Milestones are rubrics that describe the various stages of development associated with learning outcomes. In other words, they provide a tool to assess whether (and to what extent) law students are reaching learning outcomes in a variety of areas, including the following:

The Professional Development Database list includes 62 first-year, required, law school professional development initiatives based on information from law school websites as of November 2019. This list, as well as the Learning Outcomes Database, are currently being updated by research assistants for the Holloran Center. The updates should be available by September 1, 2023.

The fourth major link, See Our Research and Training, consists of three links itself. The first is the Roadmap for Employment, which is the award-winning book that provides a template for law students to use throughout all three years of law school to be fully prepared to find meaningful employment upon graduation. ABA Books will publish the substantially revised third edition of Roadmap on August 1st of this year; the latest edition is streamlined and even more law-student friendly at 51 pages total.

The second link under Research and Training, Coach Training, offers coaching tips and a guide to perform one-on-one coaching with law students, which is the most effective method to foster each student’s professional growth. The third link contains extensive Research on Professional Formation in multiple areas, such as professional formation overview, the importance of professional formation, promoting student self-direction, fostering a fiduciary mindset, assessing student professional development, legal education observations, and law student well-being and satisfaction.

As you scroll down the home page, there is a link to the Holloran Center Professional Identity Implementation Blog, which features useful and creative articles by contributors from law schools across the entire country.

Scrolling down further on the home page one will find several of the four major links described above.

We are thankful for the excellent work of Carrie Hilger at the University of St. Thomas School of Law and the University of St. Thomas IT Department in revising the Holloran Center website. We are particularly grateful to Skylar Peyton, a rising 3L at the University of St. Thomas School of Law, whose attention to detail, work ethic, and dedication helped to vastly improve the website.

The Holloran Center hopes that its website continues to serve as a valuable hub for free and accessible professional identity resources that can benefit law schools across the nation.

Should you have any questions or needs, please feel free to contact us.

David Grenardo is a Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law.

June 28, 2023 by
Barbara Glesner FInes

The Curse of Coverage and Professional Identity Formation

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

In any conversation about integrating greater opportunity for professional identity formation pedagogy into the curriculum, particularly when suggesting that this be part of the required doctrinal curriculum, one will hear an objection that there is no room.[i]  For many doctrinal teachers, incorporating professional identity formation opportunities or focus into classes would require sacrificing critical doctrinal content and analytical skills.  The pressures toward coverage as a course goal are not insubstantial.  Textbooks grow exponentially each year, reflecting the growing breadth of the law and legal resources.  If a faculty member assigns only a small portion of a textbook, or their syllabus identifies far fewer topics than those contained in the syllabi of other professors teaching the same course, then students feel cheated. The “mile-wide, inch-thick” bar exam looms over all.

The pressures toward broad coverage of doctrine as the primary goal of course design are premised on a number of false premises about student learning.  First, faculty presume that coverage means learning, when research tells us that more content does not mean more learning. “If learning is to endure in a flexible, adaptable way for future use, coverage cannot work.  It leaves us with only easily confused or easily forgotten facts, definitions, and formulas to plug into rigid questions that look just like the ones covered.”[ii]  Research in undergraduate programs and medical schools confirms that more content does not lead to more learning.  Deep learning requires context, repetition, application, and reflection.  For this reason, experts in course design emphasize focusing on “the big questions” or the “hard parts” of a course, so that students can master not only a doctrinal subject but also an approach to learning that subject that will support their lifelong learning.

Second, faculty presume that professional identity formation opportunities are disconnected from knowledge and skills, rather than providing the critical context that motivates and supports deep learning.  Quite the opposite is true.  Students approach their subject-matter study with much greater engagement and a broader lens when they are asked to do the following: (1) consider themselves in the role of attorney in applying a particular doctrine; (2) examine how the law impacted the individual clients in the cases they are studying; or (3) reflect on how the values brought forth in the classroom discussions comport with their own personal values and experience.

Third, faculty presume that the classroom is the primary locus of learning, when even the American Bar Association’s definition of a credit hour recognizes that most of a student’s learning occurs outside of class.  Classroom time is only one-third of the time students devote to any given subject.  Many faculty are coming to realize that this precious time in which students are together in the classroom is squandered if the opportunities for discussion, debate, and practice are spent on lectures (even if interspersed with question prompts) designed to cover content.  Even before the pandemic disrupted pedagogies, faculty had discovered the possibilities of a flipped classroom – providing lectures and efficient delivery of knowledge transfer outside of class and using class time to focus on development of skills and perspectives.  Faculty can then more easily take a small but significant further step to ensure that a frame for these exercises is the student’s own development as a professional.

So how do we exorcise the curse of coverage and make room for opportunities for professional identity formation in the classroom?  We do so by questioning the assumptions that more content is critical to learning and instead focusing on the big questions, marrying professional formation with knowledge and skill development, and finding more efficient ways to deliver content instruction outside of class so as to engage students more fully in the classroom.  Please reach out to me at bglesnerfines@umkc.edu if you have any questions or comments.

[i] This piece is excerpted from The Curse of Coverage and Professional Identity Formation, U. St. Thomas L. Rev. (Forthcoming 2023).

[ii] Grant P. Wiggins & Jay McTighe, Understanding By Design 46 (2nd ed. 2005)(Lee Shulman, Taking Learning Seriously, 31(4) Change 10, 12 (July/August 1999).)


Barbara Glesner Fines is
the Dean and Rubey M. Hulen
Professor of Law at the
University of Missouri-Kansas City
School of Law.
May 24, 2023 by
David Grenardo

Transitioning from Student to Lawyer: Infusing Professional Identity Formation into the Required Curriculum

By: David A. Grenardo, Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions, University of St. Thomas School of Law

On April 20 and 21, 2023, the Holloran Center for Ethical Leadership in the Professions and the University of St. Thomas Law Journal hosted a symposium/workshop that focused on incorporating professional identity formation (PIF) into the required curriculum, namely 1L courses and Professional Responsibility (PR). The speakers consisted primarily of casebook authors who include PIF in their textbooks and corresponding courses.

Orchestrated and led by Jerry Organ, Co-Director of the Holloran Center, the symposium/workshop offered one impactful speaker after another. The presentations provided a wide array of means to include PIF in the required curriculum. Each panel is listed here, and the following are just snippets of what professors presented:

  • Role-playing exercises, which included an inter-disciplinary dental malpractice deposition simulation in Torts in which law students work directly with dental students as purported expert witnesses;
  • team-based approaches to learning in first-year and PR courses;
  • the use of technology to aid in PIF;
  • the importance and use of reflective journaling;
  • methods to address well-being; and
  • details of a required 1L PIF course.

The panelists inspired and motivated each other and the attendees with creative ways to incorporate PIF. For example, Neil Hamilton, Co-Director of the Holloran Center, shared how he matched coaches (alumni of the law school) with teams of students in his PR course based on the students’ practice areas of interest, and the coaches guided discussions and reflections within those small groups on critical aspects of the practice of law, such as how to deal with adversaries and the importance of relationships. Kendall Kerew, a Holloran Center Fellow, discussed a simple technique to ask students anonymously about what they learned after each class, remaining questions they had from class, and how they are feeling. The effects of that daily exercise at the end of class allow her to gauge where further instruction is needed on certain topics and to monitor and address any well-being issues that students may be encountering.

Whether incorporating PIF entailed an exercise in a class or a complete immersion throughout the fabric of an entire course – as Lou Bilionis, another Holloran Center Fellow, demonstrated could be done in his Constitutional Law course – a common theme throughout the event was placing the students in the role of the attorney serving a client through various types of simulations. PIF involves helping law students become lawyers. Giving a student opportunities to act in the role of an attorney helps them understand what it means to be a lawyer and how to be a lawyer, particularly when coupled with purposeful and guided reflection.

The other theme that echoed throughout every speaker and group discussion was a love for the students. PIF encompasses trying to help law students become the best people and professionals that they can be, which means something different for every single student. The dedication and commitment to help law students develop into professionals resonated with all those attending, including the talented members of the University of St. Thomas Law Journal who helped put on the event.

Holloran Center Fellow Barbara Glesner Fines, who initially came up with the idea to bring together doctrinal faculty of required courses to discuss PIF, led a necessary discussion on the “curse of coverage.” This curse oftentimes prevents law professors from adding anything new or changing the way they teach because they feel constrained to get through all of the material they can to prepare students for the Bar exam. It became clear early on in the event that through planning, intentionality, and just a modicum of creativity, a professor can easily incorporate PIF in small, medium, or even large portions in any class they choose, with no loss of coverage and the possibility of some gain in learning.

As with every Holloran Center symposium/workshop, the participants left feeling empowered, inspired, and motivated to help law students move along in their journeys to become lawyers.

The Law Journal will be publishing pieces from this symposium, which will be highlighted on this blog when those articles are ready. Should you have any questions or comments about this post, please email me at gren2380@stthomas.edu.

David Grenardo is a Professor of Law and Associate Director of the Holloran Center for Ethical Leadership in the Professions at the University of St. Thomas School of Law.

May 17, 2023 by