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

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

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

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

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

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

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

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

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

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

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

12. Planning the Academic Component

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

14. Before-Class Active Learning
Writing
Reflections
Assignments
Taped simulations   

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

16. Outside of Class Activities

17. Putting it all together
Learning Goal
Learning Objective
Class Plans

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

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

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

21. Q & A New Clinicians Session 3: Externship Seminar/Academic Component
THANK YOU!
Jodi S. Balsam,
D’lorah Hughes,
Reena Parambath,
Joy Radice,

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