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Index

Published online by Cambridge University Press:  21 April 2022

Neil W. Hamilton  and
Louis D. Bilionis
Neil W. Hamilton
Affiliation:
University of St Thomas, Minnesota
Louis D. Bilionis
Affiliation:
University of Cincinnati

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Type
Chapter
Information
Law Student Professional Development and Formation
Bridging Law School, Student, and Employer Goals
 , pp. 161 - 168
Publisher: Cambridge University Press
Print publication year: 2022
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC-ND 4.0 https://creativecommons.org/cclicenses/

Index

1Ls
coaching guide for, 146–156
constitutional law curriculum, 131–132
curriculum development for, 127–129
emphasis on cognitive competencies, 139
Legal Profession course, 132–134
major transitions for, 86–87
ROADMAP plan for, 129–130, see also ROADMAP curriculum
360 degree assessments, 91–92
ABA
accreditation, 63
accreditation standard 302, 103
accreditation standard 303, 15–16
accreditation standard 314, 90
accreditation standard 315, 67, 96–99
accreditation standards, 60, 67
Critical Lawyering Skills: A Companion Guide to the Roadmap, 130
Section of Legal Education and Admissions, 73
Abbott, Ida, 75–76, 77
academic success professionals, 44, 158
accreditation, 90, 96–98, 127, see also under ABA
Accreditation Council for Graduate Medical Education (ACGME), 57–59
administrators. See law faculty and staff
adult learning theory, 87
advanced beginner milestone, 58
American Association of Colleges and Universities Problem-Solving Value Rubric, 106
apprenticeships, 29–33, 41–42, 46, 49–52
as hidden curriculum, 48
coaching and curating, role of, 41–42
first, 46
for competency building, 33
importance of, 49
professional identity formation and, 29
third, 50, 51–52
Arnett, James, 89
assessments
assessment modules, 69–70
direct observation of students, 91
local conditions in law school, 119–121
multi-source feedback, 91–92
of PD&F goals, 89–93
of programs, 96–99
self-direction and, 59
associates, 143–145
ability to respond to clients’ needs, 143–144
reasons for failure of new lawyers, 143–145
Association of American Law Schools (AALS): Before the JD: Undergraduate Views on Law School, 88–89, 135–36
Association of Corporate Counsel survey (2019), 8, 22
autonomy, 14–15, 82, 109–110
Bandari, Rupa, 130
benchmarks, 57, see also foundational competencies
benefits of PD&F goals
client-centered problem solving, 7–13
self-directed/self-regulated learning, 3–4
service orientation, 4–7
well-being practices, 13–15
Bilionis, Louis, 46, 131
BTI Consulting Group’s Client Service A-Team Survey of Law Firm Client Service Performance (2019), 8, 20–21
California State Bar survey (2020), 23–24
career services, 36, 42, 44–45, 51, 158
Carnegie studies, 71, 72
CBLE. See competency-based legal education (CBLE)
CBME. See competency-based medical education (CBME)
clients, 7–13, 30, 103–108, 121. See also practice of law
client-centered problem-solving approach
competencies needed by, 138, 141–145
deep responsibility and service orientation to, 5, 20, 21–22, 104
needs of, 26–27, 61, 77–79
service orientation toward, 146
coaching, 75–82, see also mentoring
benefits of, 76
benefits of long-term, 93
bridging goals and curriculum modules, 140
continuous coaching model, 122, 130
core competencies of, 78–80
curating and, 40–43
defined, 76
goals in ROADMAP curriculum, 151–152
GROW model of, 79–80
law students, foundational competencies, 80
reflective thinking process, guidance of, 74
ROADMAP curriculum and, 129–130, 146–156, see also ROADMAP curriculum
ROADMAP guide for 1Ls, 152
teaching as, 40–42
to promote reflection, 80–81
Coaching Core Competencies Model (ICF), 78–79
coalition of the willing, 121–122
community building
1L constitutional law curriculum, 131–132
1L Legal Profession course, 132–134
bridging student goals and system needs, 138–140
building a learning community, 122–123
coalition of the willing, 121–122
competencies needed, 136–138
curating, 124–125
examples, following successful, 126–134
focus on gradual small steps, 125–126
go where they are principle, 118–156
legal profession, bridge building to, 141–145
local conditions, 119–121
milestones for PD&F goals, purpose and function of, 63
personal goals, bridging, 134–140
ROADMAP curriculum, 129–130
competencies, foundational, see foundational competencies
competency-based education. See also foundational competencies
accreditation and, 48–50
defining core competencies, 53–54
future of, 64
legal education, application to, 60–63
medical school, lessons from, 53–63
multi-stage process, 55–60
other options to, 125
competency-based legal education (CBLE), 60–63
core components, 61, 62–63
Holloran Competency Alignment Model, 68–69
competency-based medical education (CBME), 54–60
defined, 54, 58
five core components of, 56–57
student assessment, 90, 92–93
competent milestone, ACGME, 58
constitutional law curriculum, 131–132
continuous professional development toward excellence, 3–4, 13, see also foundational competencies
1L experiences, 86–87
experiential learning and, 84–87, 91
fostering goals of, 119
goal articulation, 100
mentoring and coaching, 77–78
milestones for, 57–59
professional identity formation, 30
reflective practices for, 101
ROADMAP for, 146–147
self-assessment, 100
students’ proactive roles in, 138
transitions between 2L and 3L years, 111
coproduction, concept of, 106
core values, 6–7, 14, 104–105, 133, see also service orientation
Council for Higher Education accreditation, 97
cross-cultural competency, 34, 102–103
curating, 40–43
benefits of, 41
defined, 124
implementation and, 124–125
curriculum development, 64–117
1L year, 127–129
assessment on PD&F goals, 89–93
curricular modules connecting students’ goals to stakeholders’ needs, 138–140
developmental stages of students in, 70–72
major transitions for students and, 82–87, 111
mentoring and coaching, 75–82
Milestone Models, 67–69, 99–110, 112–117
personal connection to student, 87–89
principles, overview of, 64–67
program assessment, 96–99
reflection and self-assessment, 72–75
resources for, 134
sequenced progressions and assessment modules, 69–70
student portfolios, 94–96
deep responsibility. See service orientation
Delta model of lawyer competency, 9
developmental stages of students, 70–72, 139, 141–145, see also continuous professional development toward excellence
distance learning, 50, 122
Diversity, Equity, and Inclusion initiatives, 4, 81, 121, 141
Dreyfus Model of Adult Skill Acquisition, 57–58, 69
education milestones, 57–59, see also foundational competencies
educational models
adult learning theory, 87
competency-based education, 90, see also competency-based education
competency-based legal education (CBLE), 60–63, see also competency-based legal education (CBLE)
competency-based medical education (CBME), 54–60, see also competency-based medical education (CBME)
for law schools, 36
guide on the side approach, 41, 46
tea-steeping model of education, 53
traditional vs. CBME, 59–60
employers. See also practice of law
assessing competencies of employees, 68
benefits of developing client-centered problem-solving approach for, 7
benefits of fostering student ownership of professional development, 3–4
competencies needed by, 138–139, 141–145
diversity needs, 141
failures of associates, 143–145
foundational competencies model, benefits for, 11–13, 17–18
hiring criteria, 144–145
needs of, 9–11
employment opportunities, 7, 138
Englander, Robert, 53
entrepreneurial mindset, 9, 27, 142–145
E-Portfolios, 94, 95
ethics, 6
excellence. See foundational competencies
experiential learning, 84
professional development and, 87, 91
expert milestone, 58
feedback. See also coaching
actively seeking, 100
from peers, 131–132
giving and receiving, 46
importance of, 72–75, 139
self-assessment and, 89–93
self-directed seeking of, 18, 58–59, 72–75
fiduciary mindset, 5, 102
Floyd, Daisy Hurst, 132–134
Floyd, Timothy W., 132–134
Formation of Professional Identity: The Path from Student to Lawyer (Longan, Floyd, & Floyd), 132–34
foundational competencies, 3–4
client-centered problem solving. See problem-solving approach
continuous professional development toward excellence. See continuous professional development toward excellence
deep responsibility and service orientation. See service orientation
defining levels of, 57–58, 67, 69–70
empirical studies defining, 17–27
foundational competencies model, 136–138
implementation of curriculum, 136–138
needed by clients and legal employers, 138–139
portfolios as tool for, 94
reflection and self-assessment, 72–75, 114–116
well-being practices, 14. See well-being practices
Foundational Competencies Model, 10–13
Foundations Instructional Design Guide (IAALS), 25–26
Furlong, Jordan, 27, 106
Generation Z, 140
go where they are principle
bridging personal goals and professional competencies, 134
for encouraging PD&F engagement, 70–72
law school communication with students, 139
realizing PD&F goals, 118–156
students’ level of development and, 81
with faculty, staff, and administrators, 123–124
goals. See also professional development and formation goals
articulation of, 100
bridging personal goals and competencies, 134–135
students, 134–140
GROW model of coaching, 79–80
guide on the side approach, 41, 46
Hamilton, Neil, 7, 73, 130, 143, 146
Henderson, William, 27, 139
Holden, Mark, et al., 94
Holloran Center
coaching guide, 130
Competency Alignment Model, 68–69
Milestone Models, 99–102, 103
national network for PD&F, 159–160
Holmboe, Eric, 3–4, 53, 58, 77, 101
individualized learning plans, 66, 94–96
Institute for the Advancement of the American Legal System surveys, 8, 18, 20–21, 24–26, 144–145
International Coaching Federation (ICF), Coaching Core Competencies Model, 78–79
interventions, 81–82, 123
IRAC formulation, 103
Jacobus, Laura, 130
Kiser, Randall, 27
Krieger, Lawrence, 13–15, 109
law faculty. See law schools
law faculty and staff
ABA standard 315, 96–97
bridging legal doctrine and analysis, 121
bridging student goals and system needs, 139–140
building learning community for PD&F goals, 122–123
curating and coaching by, 40–41, 124–125
development of student competencies, 33–36
feedback and assessment by, 89–92
go where they are principle, 123–124, see also go where they are principle
leadership opportunities for, 158–160
local conditions among, 119–120, 125–126
milestones for PD&F goals, purpose and function of, 63
PD&F goal challenges for, 67–68
professional identity formation, role in, 37–38
professional identity formation support, 43–44
student observation by, 93
student portfolios, 95
student well-being, support for, 13
law schools
assessing local conditions in, 100–101, 119–121
building a learning community, 122–123
building bridges among major stakeholders, 118–156
coalition of the willing, 121–122
communication with legal employers and clients, 141–145
creating community in, 140
examples, following successful, 126–134
go where they are principle, 123–124, 139, see also go where they are principle
gradual small steps toward PD&F goals, 125–126
medical education, lessons from, 52
milestones for PD&F goals, purpose and function of, 63
professional development of, 49–53
professional identity formation, role in, 38–40
program assessments in, 96–99
project management, 50–51
purposefulness, framework for development of, 49–53
relationships and collaborations, 51–52
student observation by faculty and staff, 93
supporting professional development of, 49–50
law students. See students
leadership opportunities, 157–160
learning
online, 4
personal learning plans, 59
self-directed/self-regulated, 3–4
legal employers. See employers
legal profession. See practice of law
Legal Profession course, 132–134
legal system. See practice of law
Llewellyn, Karl, 29
Lockyer, Jocelyn, et al., 83
Longan, Patrick Emery, 132–134
major competencies, excellence in. See also foundational competencies
coaching and mentoring, role of, 77
law school support for developing, 119–120
Milestone Models for, 99–102
major stakeholders. See stakeholders
major transitions, 82–87
1Ls, 86–87
characteristics of, 83–85
further research, need for, 111
students, assessment of, 85
Manch, Susan, 144
medical education. See also competency-based medical education (CBME)
challenges to changing learning outcomes, 125–126
major transitions in, 83
mentoring. See also coaching
benefits of long-term, 93
coaching and, 75–82
compared to coaching, 77
defined, 76
law students, foundational competencies, 80
on PD&F goals, 71
Mercer University School of Law, 132
Milestone Models
assessment using, 90–91
creation of, 160
developing curriculum for, 67–69
for excellence in major competencies, 99–110
for service orientation and deep responsibility, 102–103
for specific PD&F goals, 68–69
how to choose, 127
program assessment utilizing, 98
reflection and reflection writing assignments, 112–117
well-being practices, 109–110
milestones
in CBME, 57–59
purpose and function for PD&F goals, 63
Model Rules of Professional Conduct, 5–7
Monson, Verna, 73
National Association for Law Placement Report (2021), 9, 26
National Conference of Bar Examiners survey (2020), 8, 22
new lawyers, failures as associates, 143–145
Nguyen, Quoc, 73
novice learners
problem solving, 108
reflection and writing assignments, 82, 114
self-directedness, 100–101
service orientation, 104–105
well-being practices, 110
online learning, 4
Organ, Jerome, 146
patient-centered care, 54
Pina, Thiadora, 130
portfolios, 94–96
benefits of, 95–96
E-Portfolios, 94, 95
in CBME, 95
individual reflection writing assignments, 112
practice of law
bridge building to, 141–145
bridging student goals and system needs, 138–140
competency-based education and, 57–59
internalizing PD&F goals for, 53
major competencies needed for, 1, 11–13, 32–37, 99, 118, 119
need for continuous professional development toward excellence, 30–31
PD&F goals in 1L curriculum to develop competencies, 128
problem-solving approach, 7–13
as PD&F goal, 7–13
client-centered problem-solving approach, 7–13, 103–108
competence, levels of, 107–108
fostering, 121
in law firm competency models, 26
medical education, lessons from, 53
Milestone Models for, 103
professional identity and, 30
professional development. See continuous professional development toward excellence
plans;see ROADMAP curriculum
professional development and formation goals, 1–27, see also professional identity formation
1L curriculum for, 127–129
aligning with employer needs, 141–142
assessment of, 89–93
connection to students’ abilities and aspirations, 87–89
continuous professional development toward excellence, 3–4, see also continuous professional development toward excellence
curriculum development for, 70–72
foundational competencies, 3–4, 17–27
going where they are principle, 118–156, see also go where they are principle
milestones, purpose and function, 63
personal connection of student to, 87–89
principles to inform curriculum development, 64, see also curriculum development
problem-solving approach, 7–13, see also problem-solving approach
realizing benefits of, 15–16
service orientation, 4–7, see also service orientation
supporting formation, 37–49
understanding and integrating, 157–160
well-being practices, 13–15, see also well-being practices
professional identity formation, 1–3, 30–37
components, interrelationship between, 32–37
curating and coaching, 40–43
enterprise-wide support, 43–49
law faculty, role of, 37–38
law school, role of, 38–40
socialization, process of, 31–32
workable conception of, 30–31
professional judgment, 7–13
Professional Responsibility class, 85
professors. See law faculty and staff
proficient milestone, 58
purposefulness framework, 30–52, 64
law school’s professional development, 49–53
Milestone Model and, 67
reflection and self-assessment
guided reflection, 75–82
individual reflection writing assignments., 112–116
Milestone Models for, 112–116
on core values, 133
subcompetencies, 73–74
Regan, Mitt, 9, 25
relatedness, 14, 109–110
responsibility. See service orientation
ROADMAP curriculum, 129–130
coaches, role of, 146–147
coaching guide for 1Ls, 146–156
main coaching goals, 151–152
process, 147–151
Question Template, 153–156
Rohrer, Lisa, 9, 25
SDT. See self-determination theory (SDT)
self-assessment, 72–82, see also reflection and self-assessment
professional development, 100
ROADMAP process for, 148–151
self-determination theory (SDT), 13–15, 82, 109
self-directed learning
defined, 151
fostering, 119
ROADMAP and, 151
sequenced progressions and assessment modules, 69–70
service orientation
as PD&F goal, 4–7, 20, 58
client-centered problem solving and, 7
fostering student growth toward, 89, 120–121
helping students grow in, 102–103
legal employers need for, 33, 142
levels of development in, 77
Milestone Model for, 102–105
professional development plan for, 129
ROADMAP guide, 146–147
Shaffer, Thomas L. & Robert S. Redmount, 29
Sheldon, Kennon, 13, 109
Shultz/Zedeck survey (2003), 7
Sisk, Greg, 5
socialization, professional identity formation and, 31–32
staff. See law faculty and staff
stakeholders. See also community building
building bridges among, 118–119
connecting with PD&F goals, 134, 158
influence of, 16
Sternszus, Robert, 84
student portfolios. See portfolios
students. See also 1Ls
as active agents, 58–59
bridging goals and system needs, 138–140
bridging personal goals and competencies, 134–135
developmental stages of, 70–72
disadvantaged, 4
goals of, 134–140
guided reflection, 75–82
important transitions, assessment of, 85
major transitions for, 111
milestones for PD&F goals, purpose and function of, 63
personal connection to PD&F goals, 87–89
personal goals of, 81, 88
professional development, proactive role in, 138
ROADMAP curriculum, 129–130
support in meeting goals of, 81
Sullivan, William M., 160
summer employment/internship experiences, 38, 39–40, 87, 111, 154–155
Susskind, Richard, 27
teamwork and collaboration, 18, 23, 95, 120, 124–125, 131–132
tea-steeping model of education, 53
technical competencies, 10
Terry, Kelly, Kendall Kerew, and Jerry Organ: Becoming Lawyers: An Integrated Approach to Professional Identity Formation, 134
thinking like a lawyer, 1, 43, 88, 157
Thomson Reuters
Delta model of lawyer competency, 9
interviews and survey (2018–19), 8
top ten competencies for successful lawyers, 19–
transitions. See major transitions
University of Minnesota Law School, 142
University of Richmond School of Law, 128
University of St. Thomas School of Law, 128, 146
values, 133
Villanova’s Charles Widger School of Law, 142–143
well-being practices, 13–15
for 1Ls, 128
fostering law school support for, 121
in ROADMAP curriculum, 129
levels of competency for, 110
local conditions in law schools and, 120
mentoring and coaching, 81–82
Milestone Model for, 109–110
professional identity formation and, 30
Whitmore, John, 76, 79–80

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  • Index
  • Neil W. Hamilton, University of St Thomas, Minnesota, Louis D. Bilionis, University of Cincinnati
  • Book: Law Student Professional Development and Formation
  • Online publication: 21 April 2022
  • Chapter DOI: https://doi.org/10.1017/9781108776325.007
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  • Index
  • Neil W. Hamilton, University of St Thomas, Minnesota, Louis D. Bilionis, University of Cincinnati
  • Book: Law Student Professional Development and Formation
  • Online publication: 21 April 2022
  • Chapter DOI: https://doi.org/10.1017/9781108776325.007
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  • Index
  • Neil W. Hamilton, University of St Thomas, Minnesota, Louis D. Bilionis, University of Cincinnati
  • Book: Law Student Professional Development and Formation
  • Online publication: 21 April 2022
  • Chapter DOI: https://doi.org/10.1017/9781108776325.007
Available formats
×