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- Title
Using experiential learning to create an inclusive classroom, promote equity, and develop professional identity.
- Abstract
This Article outlines a pedagogical approach that uses experiential learning to create an inclusive family law classroom, promote equity, and prepare students for law practice through the development of knowledge, skills, and professional identity. The Article describes and analyzes a series of in‐class exercises I designed to teach third party custody doctrine and build multiple foundational lawyering skills—such as statutory interpretation, client interviewing, client‐centered lawyering, and oral advocacy—in a single class session. The class is comprised of highly interactive, short exercises that require students to apply, analyze, and evaluate the legal doctrine. Although I developed the exercises as a series of learning activities for a single clinic seminar session, they can be used in any combination in one or more classes in doctrinal, experiential, and clinical courses that focus on or include family law. Faculty can incorporate these experiential exercises into a course effectively and efficiently without a complete overhaul of the course design, and regardless of the length of class sessions. Key points: Faculty can incorporate experiential learning into existing courses to teach legal knowledge and skills as well as create an inclusive classroom, promote equity, and develop students' professional identity. This work can be done one class session at a time with short group exercises.The family law classroom offers an ideal forum for promoting inclusion and equity, as well as preparing law students for practice.This Article outlines a pedagogical approach that uses experiential learning to create an inclusive family law classroom, promote equity, and prepare students for law practice through the development of knowledge, skills, and professional identity.The Article describes and analyzes a series of short, in‐class exercises I designed to teach third party custody doctrine and build multiple foundational lawyering skills—such as statutory interpretation, client interviewing, client‐centered lawyering, and oral advocacy—in a single class session. The exercises also promote inclusion and equity and help students develop their professional identity.Faculty can incorporate one or more of these experiential exercises into a course that focuses on or includes family law without a complete overhaul of the course design, and regardless of the length of class sessions.
- Subjects
CUSTODY of children; DOMESTIC relations; PRACTICE of law; LEGAL education (Graduate); LAW students
- Publication
Family Court Review, 2022, Vol 60, Issue 4, p706
- ISSN
1531-2445
- Publication type
Calendar
- DOI
10.1111/fcre.12671