Externships 7 Draft Schedule

Download the PDF version here or access the conference schedule via Guidebook.

Guidebook is a mobile app for your smartphone or tablet where you can easily view the schedule and room assignments for Externships 7. So many of us leave our ‘registration bags’ at the hotel or lose our programs so this should help make sure you know when and where every session is being held! To download the app, go to: guidebook.com/getit from your phone or search “Guidebook” in the Apple, Google or Amazon app stores. You will then be able to search for Externships 7 and view the schedule on your mobile device.

Thursday, February 28, 2014



6:00 – 8:00 PM

Reception, Grand Hyatt Denver, Crystal Peak Ballroom



Friday, February 28, 2014

7:30 – 8:30

New Clinicians Meeting: Welcome and Lay of the Land SCOL190

Inga Laurent, Gonzaga University School of Law

Beth Schwartz, Fordham University School of Law



7:30 – 9:00

Breakfast and Ongoing Registration, SCOL Forum



8:45 – 10:30

Welcome, Introduction & Plenary One SCOL 165

Ann Vessels, University of Denver Sturm College of Law

Plenary One: How Can Externships Reform Legal Education? SCOL 165

Margaret Martin Barry, Vermont Law School

Cynthia Batt, Stetson University College of Law

Former Chief Justice Michael Bender, Colorado Supreme Court

Dean Martin J. Katz, University of Denver Sturm College of Law

Alexander Scherr, University of Georgia School of Law (moderator)

This plenary focuses on how externships can reform and even transform legal education. We will discuss both “standard” externships and variations: full‐time programs; hybrids; externships integrated into other classes; and programs that bridge to post‐graduate practice. We will ask how these models may (or may not) alter the delivery of legal education. The panelists bring diverse perspectives: direct service and externship clinicians; outside reformer and inside administrator; skeptic, true believer and pragmatist. We mean to offer insight into the potential of externships and a more informed understanding of how externships can change how your school educates new lawyers.

Panopto Video Link



10:45 – 12:15

Concurrent Sessions I

  • “Dollars and Sense: What Makes Sense for Effective Experiential Education” SCOL 155

After a brief role play involving the Externship Director, the Clinical Director and the Dean on competing concerns involving experiential learning in tight budget years, supported by information obtained from a list‐serve survey exploring the development of innovative experiential programs across the country, we challenge the group to develop a plan for the next three years for Anywhere Law School that attempts to balance and justify the importance of all types of experiential learning, in which externship field placements play a prominent role.

Barbara Blanco, Loyola Law School/Los Angeles

Sande Buhai, Loyola Law School/ Los Angeles

Anahid Gharakhanian, Southwestern Law School

Panopto Video Link

  • Career Development Versus Reflective and SubstantivePedagogy: Can This Tension Be Reconciled? SCOL 155

This session addresses whether the tension between reflective/substantive pedagogy and a focus on career development within externship programs can be reconciled. One solution is to focus on the reflective opportunities that arise in the realm of career development. We will discuss how externship pedagogy can be used in the context of the students’ desire for “marketability.” Examples include reflective journals as a means to develop effective resumes and cover letters, relating self‐assessment to the skills students need to be qualified for jobs, how communication skills can address networking challenges, etc. Issues will be addressed through simulations, hypotheticals and group discussion.

Avis L. Sanders, American University Washington College of Law

Career Development PowerPoint, Avis Sanders (PDF)

Panopto Video Link

  • Through the Looking Glass: Examining Effective Ways to Engage With Students Online SCOL 190

This concurrent session provides innovative ideas to build an asynchronous online externship seminar. The presenters will feature the Blackboard Learn platform and its many tools. The session will also address ways to overcome associated challenges: (i) encouraging student engagement when students are separated from each other and the professor by time and space; (ii) managing faculty resources; and (iii) overcoming technological limitations. The ultimate goal is to offer concrete ideas for effectively delivering course material
online that attendees can test in their own programs.

Reena Parambath, Drexel University School of Law

Tracye Edwards, Drexel University School of Law

Amy Montemarano, Drexel University School of Law

  • Using “competency models” to frame externships and experiential learning SCOL 370

This interactive program will provide a roadmap for developing and implementing a “Competency Model” as an alternative to framing field placements and experiential learning by area of practice in law schools. We will cover an introduction to competencies, the components of a competency model, and the difference between competencies and benchmarks. Participants will learn how to create a competency framework and we will present two examples of how competencies are being used to frame externships and experiential learning. A group discussion of the benefits and challenges, as well as strategies for using competencies will close the session.

Sandra Magliozzi, Santa Clara University School of Law

Sue Schechter, University of California, Berkeley, School of Law

Thiadora A. Pina, Santa Clara University School of Law

Nancy Stuart, UC Hastings College of the Law

Checklist Competency Development in Law Schools, Magliozzi (PDF)

Final Evaluation of Law Student Extern (PDF)

SCU Competency Model (PDF)

UC Hastings JD Program Learning Outcomes (PDF)

Panopto Video Link

  • Externships, Formation of Professional Identity, and the Reform of Legal Education SCOL 170

Legal educators are being asked to produce “practice‐ready students,” a call that goes beyond focus on doctrine or skills. As Carnegie and Best Practices show, producing practice‐ready lawyers will require a holistic focus in legal education on the formation of professional identity. We will discuss specific pedagogical approaches from externships (journaling, case rounds, etc.) and show how that pedagogy can lead the way toward professional identity formation. Moreover, we will provide strategies for externship faculty to take these pedagogies outside the externship class and to bring identity formation into the heart of the curriculum at their schools.

Timothy W. Floyd, Mercer University School of Law

Daisy Hurst Floyd, Mercer University School of Law



12:15 – 1:45

Lunch SCOL Forum



1:45 – 3:15

Concurrent Sessions II

  • New Clinicians 2: Strategic Program Direction and Design SCOL 180

Whether you are updating an existing externship program or creating a new one, you will be faced with a wide range of options related to design and structure, which can be both exciting and confusing. In this session, panelists will discuss some of the elements of program design, including: selection of eligible placements and field supervisors; number of hours and credits; geographic limits; models for placing students; tuition and fees; site visits; whether to offer a seminar component; and grading. Factors to consider when making
choices about program design (e.g., law school mission, available resources) will also be discussed.

Robert Seibel, California Western School of Law

Alexander Scherr, University of Georgia School of Law

Moderator: Esther Park, University of Washington School of Law

Panopto Video Link

  • The Complex World of In House Counsel Practice: How to Create and Structure a Corporate Externship Program, with a Focus on Values and Professional Identity SCOL 165

This presentation explores the world of In House Counsel externships, with a focus on both the field placement and the graded seminar. We will discuss how to create and structure a program that engages in house counsel, students, and the corporate and commercial doctrinal faculty. This session will also focus on the In House Counsel Seminar and explore the ways in which it provides context for the field experience. We will conduct a mock class that pushes participants to consider how their own values and professional identity intersect with the profit motive of private entities.

Ann Vessels, University of Denver Sturm College of Law

Cecily Banks, Roger Williams University School of Law

Wayne Chancellor, AngloGold Ashanti Americas Inc.

Andrew Morrison, MarkWest Energy Partners, L.P.

Learning Agenda with In House Counsel (PDF)

Syllabus Spring 2014 (PDF)

Vessels, Denver Law Externships 7 Presentation (PDF)

Banks Advanced Externship Spring 2014 Syllabus (PDF)

Banks, Externship Seminar Spring 2014 Syllabus (PDF)

CAP Program Description and Schedul, 2013-2014 (PDF)

Panopto Video Link



  • WOW! What a Clerkship! How to Maximize Law Students’ Judicial Externships by Jumpstarting the Classroom Experience.” SCOL 370

As the legal environment changes and the demand for judicial externships grows, externship faculty find themselves teaching more students. This session tackles a fundamental challenge associated with judicial externships – how to compliment the student’s courtroom experience with skills learned in the classroom.

Session attendees will learn tangible things they can use in their judicial externship courses. Come learn different approaches and creative teaching models that can be integrated into your curriculum. Through thoughtful design and evaluation, externship faculty can develop themes to concentrate on the preparation students need to be successful judicial externs, such as ethics, writing, and judicial decisionmaking.

Amany Ragab Hacking, Saint Louis University School of Law

Judicial Presentation

Handout

Panopto Video LInk

  • Full‐Time Immersion Field Placement Programs: Different Animal or Just More of a Good Thing? SCOL 255

This session focuses on the myriad learning opportunities in full‐time, immersive field placement programs. These programs have proliferated. Designs include city‐specific programs with on‐site clinicians, “find your own placement” programs with remote clinicians, and others. This session explores the educational goals and theories of such programs and identifies critical design decisions. We will discuss whether these programs offer unique opportunities not available through other externship approaches. We will consider both
novice and expert perspectives, offer handouts of key design decisions, and leave participants able to create or to redesign programs with a clearer sense of the options.

Laurie Barron, Roger Williams University School of Law

Eden Harrington, University of Texas School of Law

Terry Turnipseed, Syracuse University College of Law

Panopto Video LInk

  • Thinking and Working Inside and Outside the Box: Hybrid Clinical Externship Programs SCOL 155

This presentation will provide participants with the knowledge and tools to develop and implement a hybrid clinical externship program. Topics include an overview of the hybrid model and a discussion of the advantages of hybrids for law schools, law students, courts and communities. Faculty from Atlanta’s John Marshall School of Law will describe their experience creating the Family Law Intensive Externship Clinic, and faculty from the University of Denver will discuss DU’s new Hybrid Immigration Externship Program. The presentation will conclude with an exercise to assist participants in developing their own hybrids, and the distribution of a checklist and other materials.

Renata Turner, Atlanta’s John Marshall Law School

Bridgett Ortega, Atlanta’s John Marshall Law School

Lisa Graybill, University of Denver Sturm College of Law

HIP LEP Handbook Supplement (PDF)

HIP Syllabus (PDF)

PowerPoint Presentation (PDF)

Hybrid Checklist (PDF)

MOU sample (PDF)

Sample Externship Syllabus (PDF)

Panopto Video Link



3:15 – 3:30

Break, SCOL Forum



3:30 – 5:00

Concurrent Sessions III

  • Replicating Reality: Mobilizing the Classroom to Simulate Societal Dynamics Related to Social Justice to Explore the Complexity of Working for Change SCOL 190

As teachers, we may not always focus on how we interact with complex social and systemic dynamics; but it is critical to help students understand how these dynamics impact their work. This session draws from disciplines that teach systems theory to help us to develop more nuanced‐thinking social justice lawyers. We will run a classroom simulation adapted from and focused on a controversial community issue. Selecting real life roles, participants will work in groups to address the core issue. Afterwards, we will explore group and systemic behavior and link the simulation to dynamics at play in the “real world.”

Evangeline Sarda, Boston College Law School

Amy Reichbach, University of Massachusetts School of Law – Dartmouth

Panopto Video Link

  • Externships: Do they/should they directly or indirectly impact job placement and career development? What might that teach us for the future of legal education? SCOL 170

What is the connection between career development, job placement and externships? Law school faculty and deans, career counselors, practicing attorneys and bar associations are debating this question, focusing on reform of law schools, on practice readiness and on declining enrollment. This presentation presents the results of a study that assesses the impact of externships on employment. The study follows three years of graduates, their clinical concentrations and eventual job placement. The results will prompt discussion of
whether career development is an appropriate goal of externships, and a brainstorming session on how this information can impact educational reforms and innovations.

Lisa C. Smith, Brooklyn Law School

Karen Porter, Brooklyn Law School

Panopto Video Link

  • Maximizing Your Resources, Maximizing the Experience: Implementing a Classroom Component for Large, Diverse Externship Programs SCOL 180

The classroom component of a legal externship program is critical to a student’s experiential education. Designing an effective reflective course component for a legal externship program can be challenging. This is particularly true for law schools with large and diverse externship programs, which are tasked with crafting interesting and relevant class components for students with placements that may have very little in common. Our presentation will describe two different large and diverse externship programs and their classroom component designs. We will also discuss practical solutions for these settings as well as those of the attendees.

Sarah Shalf, Emory University School of Law

Jessica Tillipman, The George Washington University Law School

  • Challenges and Benefits of Distance Learning in Experiential Placements SCOL 125

This moderated panel discussion will explore different methods of building an effective classroom component for “distance” externship courses and externship courses with an online component. Discussion topics will include technology choices, methods of building connectivity between students and with individual students, and generally just “what works” and “what doesn’t work” in managing and teaching an online externship course. Panel members will provide syllabi, lesson plans, and technology guides and recommendations.

Jeffrey Brooks, Louisiana State University Law Center

Christine Cerniglia Brown, Loyola University New Orleans College of Law

Meta Copeland, Mississippi College of Law

Jennifer Kinsley, Northern Kentucky University Salmon P. Chase College of Law

Amy Sankaran, The University of Michigan Law School

Jean Whitney, UNLV Wm. S. Boyd School of Law

Panopto Video LInk

  • Identifying and Meeting Best Practices in Externships for Part‐Time and Evening Division Students SCOL 280

How do we deliver externships for evening students, whose schedules present numerous challenges? How can we meet ABA standards and satisfy student need for hands‐on experience during a time of diminishing resources? This session offers a problem‐solving workshop to consider creative solutions to these obstacles. We review the diversity of models at different schools. Then, in small groups, participants will outline classes using these models, including opportunities across the law school curriculum, enhanced use
of technology, and other collaborations. The full group will discuss reports from small groups. Participants will return to their schools with drafts for further action.

Dena R. Bauman, University of the District of Columbia David A. Clarke School of Law

Jodi Nafzger, Concordia University School of Law

Lori Church, 3LE, University of Denver Sturm College of Law

Panopto Video Link



7:00 Dinner



Saturday, March 1, 2014



6:30 – 7:15 am

Yoga/Mindful Sitting – Hyatt Crystal Peak B-C

Mindfulness



8:00 – 9:00 am

Breakfast SCOL Forum



9:00 – 10:30

Plenary 2: How Can We Reform Anything When We Agree on Nothing? Developing Principles And Ranges Of Acceptability & Excellence SCOL 165

Jeffrey R. Baker, Pepperdine University School of Law

Barbara Blanco, Loyola Law School

Avis L. Sanders, American University Washington College of Law

Carolyn Wilkes Kaas, Quinnipiac University School of Law (moderator)

M. Schaffzin, Cecil C. Humphreys School of Law
(moderator)

We look inward for Plenary 2. Externship pedagogy has emerged with diversity and creative adaptations that we celebrate. At the same time, to assure we all can keep the educational promises we make to our students, we seek to define the outer contours of acceptable practices and values by examining three key features of externship design and delivery: Classroom and Reflection Tools, Placement Approaches, and Maintaining Relationships with Field Supervisors. We aspire to help externship faculty rethink their choices, assist new faculty with initial design, and provide support for advocacy with law school administrators to assure realistic and adequate
resources.

Externships 7 Plenary Presentation, Avis Sanders (PDF)

Panopto Video Link



10:30 – 10:45

Break, SCOL Forum



10:45 – 12:15

Concurrent Sessions IV

  • New Clinicians Workshop 3: The Academic Component: It Doesn’t Have To Be Dull SCOL 180

When externships require an academic component, it can be a challenge to provide one that students don’t see as a waste of time. This session will simulate an actual class session, with real students, using clips from movies and television to spark student involvement and discussion. After the simulated class session, the presenters and students will take questions from the audience. The goal is to give new clinicians encouragement to provide academic components that students perceive as a useful part of the externship experience, as opposed to “one more stupid requirement.”

Hon. Robert L. McGahey, Jr., University of Denver Sturm College of Law

Mark Caldwell, Esq., National Institute for Trial Advocacy

McGahey (PDF)

Caldwell (PDF)

Panopto Video Link

  • Tweets, Tags, ‘n’ Trolls: The Role of Social Media in Law Students’ Professional Development SCOL 280

We live in a world that is increasingly inundated by social media platforms. Generally speaking, the legal profession has been resistant to social media but is gradually developing a working relationship with it. Law schools should reflect on how they may best educate their students to engage with social media in a productive, healthy, and thoughtful way. Through discussion and lesson plan design suggestions, this presentation will consider how and why externship programs may incorporate social media into their respective curriculum. Specific emphasis will be placed on the positive role that social media may have on law students’ professional development.

Juliana Siconolfi, The George Washington University Law School

Session Handout

  • The Component Classroom: Empowering Students in Diverse Placement Setting to Construct Customized Seminar Experiences SCOL 190

The Component Classroom transforms the standard for delivering value to students in diverse placements. This new model provides an adaptive structure, easily disassembled and reconfigured by both instructors and students; designed to provide opportunities for skill training and reflection responsive to student goals. The template encourages selfdirected learning, requiring students to choose from numerous classes that span a broad range of competencies, taught by a roster of instructors from throughout the Law Center. The presentation will examine the paradigmatic shift towards practice‐ready graduates, and how a new educational model can enhance the robust learning available through the externship component classroom.

Panopto Video Link

  • Training the People Who Train Our Students: Common Threads and Lessons Learned SCOL 170

With calls for growth and expansion of field‐placement programs, externship clinicians have relied on an increasingly broad range of individuals including field supervisors, adjuncts, judge’s law clerks and non‐clinical faculty members to oversee placements and directly supervise students. This concurrent session will focus on this unique challenge facing externship clinicians – the need to design and deliver audienceappropriate externship training to this diverse group of individuals – and will create a forum for ideas about how to
address the varied audiences by identifying common themes and lessons learned from the presenters’ and participants’
experiences with externship training.

Paul Bennett, University of Arizona, James E. Rogers College of Law

Lorraine Gin, University of Arizona, James E. Rogers College of Law

Seanna Howard, University of Arizona, James E. Rogers College of Law

Kendall Kerew, Georgia State University College of Law

Renata Turner, Atlanta’s John Marshall Law School

Pathways to Professional Agenda (PDF)

Pathways to Professional Agenda II (PDF)

Pathways to Professional Ethics Paper (PDF)

Pathways to Professional Ethics Paper II (PDF)

Pathways to Professional Ethics PPT (PDF)

Pathways to Professional Supervision of Millennials (PDF)

Pathways to Professional Giving Feedback (PDF)

Arizona FEB Supervision CLE (PDF)

Arizona Site Supervisor Manual (PDF)

Additional Resources Supervisor Training (PDF)

Supervisor Training Assessment (PDF)

Panopto Video Link

  • Beyond Best Practices: Externships in the New Best Practices Publication SCOL 125

The forthcoming book, Building on Best Practices will respond to the rapidly evolving landscape in legal education, and address areas not covered in the first book, Best Practices for Legal Education (2007), or where change has been significant. The editors believe that externship pedagogy is decidedly different than it was in 2007, and plays an important role in enhanced experiential opportunities. Because this is a diverse area, the externship chapter will define the contours of acceptable practices in key features of externship design and teaching. We are seeking input and discussion of the draft of the chapter from our community.

Carolyn Wilkes Kaas, Quinnipiac University School of Law

Deborah Maranville, University of Washington School of Law

Panopto Video Link



12:15 – 2:00

Lunch and Town Hall: Current Issues in Externships; ABA, State Reform and the Department of Labor, SCOL Forum

Robert Kuehn, Washington University Law

Claudia Angelos, New York University School of Law

Bernadette Feeley, Suffolk University Law School

Moderated by:
AALS Clinical Section Externship Committee
CLEA Externship Committee

Panopto Video Link



2:00 – 3:30

Concurrent Sessions V

  • Learning from Practice Listening Tour SCOL 180

Externships I in 1998 coincided with publication of LEARNING FROM PRACTICE, which remains the only general externship text. The editors of the new edition have polled externship clinicians; this session furthers our goal of listening to the needs of the externship community. We will describe our current plans, but plan for open discussion on how to maximize the book’s usefulness to students and teachers. We seek feedback on how the book can advance reform and on other matters: topics to include; teaching resources to add; method of delivering the text; and the most effective tone for reaching students.

Leah Wortham, Columbus School of Law at The Catholic University of America

Susan Brooks, Drexel University School of Law

Nancy Maurer, Albany Law School

Panopto Video Link

  • Emerging Issues in For-Profit Placements: The DOL Letter SCOL 170

In September 2013, the Department of Labor issued a letter concerning unpaid externships in law firms. The letter is open to various interpretations, but one possible interpretation is that law students may only work on pro bono matters when participating in unpaid law firm externships. Another is that law firm externships remain valid as long as student time is not billed and the six part DOL test is met. This workshop will explore how law schools are dealing with the letter.

Bernadette Feeley, Suffolk University Law School
Carolyn Young Larmore, Chapman University Dale E. FowlerSchool of Law

http://www.americanbar.org/content/dam/aba/images/news/PDF/MPS_Letter_reFLSA_091213.pdf

http://www.americanbar.org/content/dam/aba/uncategorized/GAO/2013may28_probonointerns_l.authcheckdam.pdf

Panopto Video Link

  • Structuring Learning Objectives for the Classroom Component of Externships that Offer Multiple Semesters In One or More Field Placements SCOL 190

This session will focus on assisting externship faculty who are already teaching or are interested in developing a classroom component for externship programs that offer multiple semesters in one or more field placements. Our presentation will be relevant for “generic” externship courses, as well as more specialized courses. The discussion will focus on identifying and expanding appropriate learning outcomes in these courses. In addition, we will share examples of course materials, exercises, and assignments that might be considered
for use in the classroom component.

Jennifer Gundlach, Maurice A. Deane School of Law, Hofstra University

Hon. Ann Pfeiffer, Syracuse University College of Law

Jennifer Zawid, University of Miami School of Law

Panopto Video Link

  • Bridging Theory and Practice: The Case for Subject Specific Externship Classes SCOL 125

How can the reform of legal education balance teaching of legal theory with provision of practical experience to students? Subject specific externship classes address this challenge. Focused externships not only teach legal theory enhanced by student experience; they can also reduce large class sizes and solve the problems of finding class material relevant to diverse placements. This session offers tools and arguments to persuade deans and doctrinal faculty to support subject specific externships. Participants will role play a meeting with a dean and faculty, and will receive sample syllabi and lists of the benefits of subject specific classes.

Maureen Stratton, Northwestern University School of Law

Cindy Wilson, Northwestern University School of Law

Panopto Video Link



3:30 – 3:45

Break, SCOL Forum



3:45 – 5:15

Concurrents VI and Works in Progress

  • A Unique Model for Judicial Externships: Students as Externs in the Problem-Solving Courts SCOL 125

In a Felony Youth Offender Court, law students serve as prosecution, defense and judicial externs in unique ways. Although they work in different capacities, they share a goal: to holistically address problems faced by youthful criminal defendants. This presentation describes the court’s objectives and the roles and tasks for externs during throughout the program. We will divide attendees into diversion teams where they will engage in activities similar to those asked of law students: assessing eligibility for the part, determining
appropriate treatment plans based upon psychosocial/psychiatric assessments provided, and negotiating pleas and deferred sentences for defendants accepted into the
program.

Myra E. Berman, Touro College Jacob D. Fuchsberg Law Center

Panopto Video Link

  • Creating a One‐Time Placement Credit Option to Allow for Future Adoption and Flexibility, Thoughtful Management, and Increased Student Opportunities SCOL 180

A common and sometimes challenging scenario involves externship opportunities that arise at the last minute or in situations suggesting a one‐time placement. This presentation will discuss the newly created Supervised Externship Placement (SEP) vehicle at the presenter’s law school, which not only allows flexibility for a field placement with an entity for which there is no existing externship with the law school, but also placement assessment and community networking opportunities for all involved. This interactive presentation
will discuss the relevant ABA Standards, approaches at other law schools, and issues in adopting and implementing one‐off externship opportunities.

Joel Schumm, Indiana University Robert H. McKinney School of Law

Carrie Hagan, Indiana University Robert H. McKinney School of Law

Hagan Schumm History of SEP Session Material (PDF)

Hagan Schumm Session Materials (PDF)

Panopto Video Link

  • Developing and Implementing a Jamaican Child Welfare Virtual Internship Program SCOL 170

This presentation will focus on the recent development of a virtual externship program between Suffolk University Law School and the Office of Child Advocate in Jamaica. This presentation will highlight the structure of this unique program from the assignments of Jamaican child welfare projects to Suffolk Law students to the involvement of Jamaican child welfare attorneys in the virtual teaching and supervision of the Suffolk Law students.

Mary Sawicki, Suffolk University Law School

Sawicki (PDF)

Panopto Video Link

  • Works in Progress I: (Two Topics) SCOL 190
  • Large Externship Programs

Externships have a central place in educating the current generation of law students. Since the mid‐1990’s, enrollment in externships has surpassed enrollment in in‐house clinics; enrollment continues to grow. This paper examines this growth, looking at the 95 schools that have achieved high levels of externship availability since 2006, including the 30 schools with the highest availability. Instead of structuring externships like clinical courses, most of these schools use an “apprenticeship” model. This article argues that the ”apprenticeship” model is the single most important factor influencing externship growth, more so than ranking, location or size of the school.

James Backman, James Reuben Clark Law School

Backman (PDF)

Panopto Video Link

  • Co-ops and Field Placement Programs

This presentation will investigate whether law schools add value by reforming a law student’s educational experience to require students to participate in a cooperative legal education program (co‐op) or another experiential learning opportunity prior to graduation. The presentation will address whether coops provide a valuable learning experience to law school students to justify the time, opportunity costs, and tuition dollars to students versus externships or clinics. In addition, the role of field supervisors of co‐ops as agents for student learning and educational reform in for profit placements in law firms and companies will be discussed and the resulting consequences.

Emma L. Best, Charlotte School of Law

CoOps and Field Placement Programs

Panopto Video Link

Works in Progress II: (Two Topics) SCOL 280

Wringing every last drop from externship learning: writing and skills on site, reflection in the classroom

Field Placements and Satisfying the ABA Professional Skills Requirement

Academic rules requiring law students to earn skills or writing credits are widespread. But many schools do not allow Externship to “count” in fulfillment of such mandates. Why not? So far, results from a survey shows many, but not all, schools recognizing skills in externship, but almost none recognizing writing. There seems to be a near‐universal preference for academic writing over practical writing, and for faculty supervision over supervision by field supervisors. How concerned should we be?

Harriet N. Katz, Rutgers School of Law – Camden, Rutgers University

Katz, Skills and Writing in Externship (PDF)

Panopto Video Link

What Externship Teachers Do: Toward a Clinically‐Grounded Externship Pedagogy

Can externship teaching help students develop the crucial lawyering habit of critical self‐reflection? How can externship teachers elicit student reflection on fieldwork, even given disparate placements in some classes and the fact that externship teachers aren’t supervising student legal work? This project explores ways to use fundamental in‐house clinical teaching methods such as simulations and rounds in externship seminars.

Becky Rosenfeld, Cardozo School of Law, Yeshiva University

Rosenfeld (PDF)

What Externship Teachers Do (PDF)

Panopto Video Link



7:00 Dinner



Sunday, All events at Grand Hyatt Denver



6:45 – 7:45 am

2-mile walk or 5-mile run Meet in Lobby of Grand Hyatt Denver



7:45 – 8:45 am

Breakfast – Hyatt Mt. Evans Ballroom



8:45 – 10:15 Concurrents VII

  • New Clinicians Workshop 4: Seizing On The Opportunities and Challenges Of The Field Supervisor Relationship Hyatt Grays A

In response to the call for practice‐ready graduates, many law schools have given increased attention to externship programs. This increased attention brings into sharp focus the need to develop, nurture and manage relationships with field placement supervisors. To facilitate students’ learning experiences, externship clinicians need to effectively communicate experiential learning pedagogy, expectations for student supervision, and successful supervisory learning and teaching techniques. This session will focus on the opportunities and challenges externship programs encounter when working with field supervisors. Emphasis will be placed on offering ideas and suggestions to new clinicians for developing the relationship between program and field supervisor.

Kendall Kerew, Georgia State University College of Law

Daniel Schaffzin, University of Memphis Cecil C. Humphreys School of Law

Kelly Terry, University of Arkansas at Little Rock William H.Bowen School of Law

Robert Truhlar, Truhlar and Truhlar, University of Denver Sturm College of Law

  • Innovations in Externships as Professional Development—Self-Assessments, Practice Groups, CLE’s and Leadership Opportunities Pikes Peak

Seattle University Law School has a large, well‐established externship program with two teaching faculty. This session will describe their innovative approach—one that combines selfassessment and skills assessment generally with several innovative initiatives—to develop students’ career paths and prepare them for practice in their chosen field. These include: counseling and assistance to students in selecting externships throughout their law school career; an externship seminar component that allows students to choose among various
learning options; the promotion of student attendance at CLE’s and conferences; the establishment of student/attorney practice groups; and the enhancement of student reflection in all these activities.

Gillian Dutton, Seattle University School of Law

Elizabeth Ford, Seattle University School of Law

Carmia Caesar, Georgetown University Law Center

  • Homeland, The Wire, Friday Night Lights and Helping Externship Students Understand Privilege and Navigate Difference Mt. Elbert B

Externs often interact with and counsel clients whom are very different from them. This may be especially true for students representing low‐income clients and clients of color – clients who face obstacle after obstacle, day after day. Some supervisors train students to work effectively with clients; others do not. It is the seminar professor’s role to ensure students learn how to communicate appropriately with clients and understand the privilege (or lack thereof) that both they and clients experience. This session offers strategies to assist
students in developing awareness of identity and privilege, and understanding challenges posed by structural poverty and racism.

Alexi Freeman, University of Denver Sturm College of Law

Homeland – Episode Clip – The Vest

The Wire – Omar testifies against Bird

Breaking Bad – Walt: ‘I am the one who knocks’



10:15 – 10:30

Break



10:30 – 11:30

Plenary 3: Why Our Work Matters – Hyat Mt. Evans Ballroomt

Judge Robert Blackburn, United States District Court, District of CO

Charlene Krogh, Dorsey & Whitney

Michael Kugler, , 4LE Denver Sturm College of Law, former extern for Judge Blackburn

Don Toussaint, City Attorney’s Office, City of Aurora

Kyle Velte, University of Denver Sturm College of Law

Sue Schechter, University of California, Berkeley, School of Law

As Externships 7 closes, we want to reflect on the past weekend and to ask ‘Why Our Work Matters.’ We will facilitate a discussion between a federal judge, attorney supervisor, former extern and field placement student, and a faculty supervisor. The group will offer their perspectives on the importance and relevance of our work with field placements/externships. We hope attendees will leave with a renewed sense that, despite the obstacles and barriers we all face, our work makes a difference to students, placements, the legal profession and the broader community.



11:30

Conference Close