Do All Roads Lead to Rome? Effectively Using Asynchronous Online Reflective Practice in an Externship Course
UKMC Law Review
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.
Professional identity formation, Legal professionalism, Legal Externship Pedagogy, Asynchronous Teaching in Legal Education
Lacey, Denise Platfoot, "Do All Roads Lead to Rome? Effectively Using Asynchronous Online Reflective Practice in an Externship Course" (2021). School of Law Faculty Publications. 119.