Title

Do All Roads Lead to Rome? Effectively Using Asynchronous Online Reflective Practice in an Externship Course

Document Type

Article

Publication Date

10-1-2021

Publication Source

UKMC Law Review

Abstract

The American Bar Association requires law schools to provide an instructional component in experiential courses. In field placement courses (also known as externship courses), the instructional component can be provided through a “classroom component, regularly scheduled tutorials, or other means of ongoing, contemporaneous, faculty-guided reflection.” Externship professors differ on whether one of these methods is best. But do all roads really lead to Rome?This article posits that using faculty-guided reflection in an asynchronous online format can be an effective model for teaching the instructional component of an externship course. Part I explores how guided reflection in an asynchronous online format provides a remarkably effective platform for self-evaluation and reflection aimed at advancing professional identity formation in law students. Part II describes considerations for effective online teaching in an asynchronous format. Part III provides practical examples of online activities from my asynchronous externship course that can be used to accomplish course learning outcomes aimed at cultivating the formation of professional identity.

Inclusive pages

609-643

Volume

89

Issue

3

Peer Reviewed

yes

Keywords

Professional identity formation, Legal professionalism, Legal Externship Pedagogy, Asynchronous Teaching in Legal Education

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