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• Title:Transforming the education of lawyers : the theory and practice of clinical pedagogy / [edited by] Susan Bryant, Elliott S. Milstein, Ann C. Shalleck.
  
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• Other Contributors/Collections:Bryant, Susan J., editor.
  Milstein, Elliott S., editor.
  Shalleck, Ann, 1949- editor.
  
• Published/Created:Durham, North Carolina : Carolina Academic Press, [2014]
  

• Holdings

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  • Location:LAW LIBRARY (level 3)Where is this?
    
  • Call Number: KF282 .T73 2014
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Law--Study and teaching (Clinical education)--United States.
  
• Description:xxi, 420 pages ; 26 cm
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781611634594 (alk. paper)
  1611634598 (alk. paper)
  
• Contents:Machine generated contents note: Four Methodologies and Three Perspectives: A Brief Introduction / Ann Shalleck / Susan Bryant / Elliott Milstein
  Book: Chapter-by-Chapter / Ann Shalleck / Susan Bryant / Elliott Milstein
  A. Chapter Two: The Goals of Clinical Education / Elliott Milstein / Susan Bryant / Ann Shalleck
  B. Chapters Three, Four, and Five: The Seminar Chapters / Elliott Milstein / Susan Bryant / Ann Shalleck
  C. Chapters Six, Seven, and Eight: The Rounds Chapters / Susan Bryant / Ann Shalleck / Elliott Milstein
  D. Chapters Nine, Ten, and Eleven: The Supervision Chapters / Elliott Milstein / Susan Bryant / Ann Shalleck
  E. Chapters Twelve and Thirteen: The Fieldwork Chapters / Elliott Milstein / Ann Shalleck / Susan Bryant
  F. Chapters Fourteen, Fifteen, and Sixteen: Lawyering & Pedagogical Perspectives / Ann Shalleck / Elliott Milstein / Susan Bryant
  G. How to Use This Book / Ann Shalleck / Elliott Milstein / Susan Bryant
  Introduction / Elliott Milstein / Susan Bryant / Ann Shalleck
  Importance of Goals / Ann Shalleck / Elliott Milstein / Susan Bryant
  A. Goal One: Develop a Professional Identity and Practice with Purpose / Ann Shalleck / Elliott Milstein / Susan Bryant
  1. Integrate Personal and Professional Identities / Ann Shalleck / Elliott Milstein / Susan Bryant
  2. Connect With and Serve Clients while Respecting Dual Loyalty to the Profession / Susan Bryant / Elliott Milstein / Ann Shalleck
  3. Exercise Responsibility, Responsibly / Elliott Milstein / Susan Bryant / Ann Shalleck
  4. Develop a Personal Commitment to Achieving Justice and Providing Access / Ann Shalleck / Elliott Milstein / Susan Bryant
  B. Goal Two: Increase Understanding of How Law, the Legal System, and Other Institutions Function in the Lives of People, Particularly the Most Marginalized / Elliott Milstein / Susan Bryant / Ann Shalleck
  1. Learn Law as an Interpretive Project / Susan Bryant / Elliott Milstein / Ann Shalleck
  2. Understand the Importance and Malleability of Facts / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Develop and Use Critical Insights about How Law Functions / Susan Bryant / Elliott Milstein / Ann Shalleck
  4. See Clients and Problems in Context / Susan Bryant / Ann Shalleck / Elliott Milstein
  C. Goal Three: Improve Capacities to Manage Uncertainty, Exercise Judgment, and Take Action / Susan Bryant / Ann Shalleck / Elliott Milstein
  1. Law and Facts / Susan Bryant / Ann Shalleck / Elliott Milstein
  2. Problem Solving / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Client Relationships / Susan Bryant / Ann Shalleck / Elliott Milstein
  4. Skills / Susan Bryant / Ann Shalleck / Elliott Milstein
  D. Goal Four: Develop New Modes of Thinking Like a Lawyer / Susan Bryant / Ann Shalleck / Elliott Milstein
  1. Role-Based Legal Analysis / Susan Bryant / Elliott Milstein / Ann Shalleck
  2. Narrative Reasoning / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Ends-Means Thinking / Susan Bryant / Ann Shalleck / Elliott Milstein
  4. Using and Building Theory through Contextual Thinking / Susan Bryant / Ann Shalleck / Elliott Milstein
  5. Critical Thinking / Susan Bryant / Ann Shalleck / Elliott Milstein
  6. Creative Thinking / Susan Bryant / Ann Shalleck / Elliott Milstein
  E. Goal Five: Build Lifelong Commitment and Skills to Learn in Professional Settings / Susan Bryant / Ann Shalleck / Elliott Milstein
  1. Learn through Reflection / Susan Bryant / Ann Shalleck / Elliott Milstein
  2. Use Models Critically / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Engage Peers for Collaborative Learning / Susan Bryant / Ann Shalleck / Elliott Milstein
  4. Metacognition: Learning About Learning / Ann Shalleck / Elliott Milstein / Susan Bryant
  F. Goal Six: Develop Skills Associated with the Human Dimensions of Practice / Susan Bryant / Ann Shalleck / Elliott Milstein
  1. Understanding the Perspective of Another / Susan Bryant / Ann Shalleck / Elliott Milstein
  2. Interpersonal Interactions / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Self-Knowledge and Self-Regulation / Susan Bryant / Ann Shalleck / Elliott Milstein
  G. Goal Seven: Build Lawyering Skills / Susan Bryant / Ann Shalleck / Elliott Milstein
  1. Identify and Name Skills / Susan Bryant / Ann Shalleck / Elliott Milstein
  2. Integrate Cognitive, Normative, Behavioral, and Affective Dimensions of Learning / Susan Bryant / Ann Shalleck / Elliott Milstein
  3. Learn Skills as Part of a Lawyering Process to Promote Transfer / Susan Bryant / Ann Shalleck / Elliott Milstein
  4. Select Skills to Focus Learning / Susan Bryant / Ann Shalleck / Elliott Milstein
  Conclusion / Susan Bryant / Ann Shalleck / Elliott Milstein
  Introduction / Elliott Milstein / Susan Bryant
  Content of the Seminar Component / Elliott Milstein / Susan Bryant
  A. Grounding the Seminar in the Students' Practice / Elliott Milstein / Susan Bryant
  B. Selecting Topics That Teach Lawyering as a Process That Incorporates Conceptual Skills, and Ethical Dimensions / Elliott Milstein / Susan Bryant
  C. Teaching Invisible Lawyering Tasks and Critical Perspectives / Elliott Milstein / Susan Bryant
  Creating and Using the Students' Experiences For Learning [
  ] How We Teach / Elliott Milstein / Susan Bryant
  A. Teaching Lawyering Theory / Elliott Milstein / Susan Bryant
  B. Skill Development through Practice / Elliott Milstein / Susan Bryant
  C. Assuming Professional Role, Adopting Professional Values / Elliott Milstein / Susan Bryant
  D. Mechanics: Setting Expectations for Seminar Preparation and Participation / Elliott Milstein / Susan Bryant
  Clinical Syllabus / Elliott Milstein / Susan Bryant
  A. Lawyering Process / Elliott Milstein / Susan Bryant
  1. Lawyer-Client Relationship & Client Meetings / Elliott Milstein / Susan Bryant
  2. Problem Identification, Problem Solving, and Case Theory / Elliott Milstein / Susan Bryant
  3. Fact Development and Investigation / Elliott Milstein / Susan Bryant
  4. Negotiation / Elliott Milstein / Susan Bryant
  5. Social Justice / Susan Bryant / Elliott Milstein
  6. Law / Elliott Milstein / Susan Bryant
  7. Beyond the Lawyering Process[
  ]Additional Topics for the Clinical Seminar / Elliott Milstein / Susan Bryant
  Introduction / Elliott Milstein / Susan Bryant
  Setting Concrete and Precise Goals / Elliott Milstein / Susan Bryant
  Planning and Teaching the Class: Focus on the Beginning and End of Class / Elliott Milstein / Susan Bryant
  Planning and Teaching the Class: The Middle Segment / Elliott Milstein / Susan Bryant
  A. Homework Assignments and In-Class Activities to Meet Learning Goals / Elliott Milstein / Susan Bryant
  B. Planning and Engaging in Classroom Conversations / Elliott Milstein / Susan Bryant
  1. Conversations of the Whole / Elliott Milstein / Susan Bryant
  2. Small Group Conversations / Elliott Milstein / Susan Bryant
  3. Classroom Conversation Challenges / Elliott Milstein / Susan Bryant
  Selecting Learning Activities in the Classroom / Elliott Milstein / Susan Bryant
  A. Quick-Writes / Elliott Milstein / Susan Bryant
  B. Critical Incidents / Elliott Milstein / Susan Bryant
  C. Exercises and Role Play / Elliott Milstein / Susan Bryant
  D. Simulation / Elliott Milstein / Susan Bryant
  Conclusion / Elliott Milstein / Susan Bryant
  Judgment-Based Lawyering: Structuring Seminar Time in a Non-Litigation Clinic / Elliott Milstein / Susan Bryant
  Using the Classroom to Teach Time Keeping, Client Billing, and Ethics / Mark Neal Aaronson
  One Community Economic Development Clinic's Seminar and the Challenges in Connecting the Work of the Clinic to the Work of the Client / Bryan Adamson
  Reflections on Using Narrative Theory and Storytelling Practice in the Clinic Seminar / Alicia Alvarez
  Introduction / Elliott Milstein / Susan Bryant
  Goals and Learning Theory Supporting Rounds / Elliott Milstein / Susan Bryant
  A. "Just-In-Time" Vs. "Just-In-Case" Learning / Elliott Milstein / Susan Bryant
  B. Collaborative Learning / Elliott Milstein / Susan Bryant
  C. Reflection / Susan Bryant / Elliott Milstein
  Professional Reasoning and Ethical Decision Making / Elliott Milstein / Susan Bryant
  A. Moving from the Particular to the General / Susan Bryant / Elliott Milstein
  B. Contextualized Thinking / Susan Bryant / Elliott Milstein
  C. Parallel Universe Thinking / Susan Bryant / Elliott Milstein
  D. Connecting Skills to Role and Values / Elliott Milstein / Susan Bryant
  Conclusion / Susan Bryant / Elliott Milstein
  Introduction / Susan Bryant / Elliott Milstein
  Five Stages of a Rounds Conversation / Susan Bryant / Elliott Milstein
  A. Stage One: Description of Event(s) / Susan Bryant / Elliott Milstein
  B. Stage Two: Problem Identification or Clarification / Susan Bryant / Elliott Milstein
  C. Stage Three: Goals / Susan Bryant / Elliott Milstein
  D. Stage Four: Lawyering Strategies / Susan Bryant / Elliott Milstein
  E. Stage Five: Lawyering Lessons / Susan Bryant / Elliott Milstein
  Preparation for Rounds / Susan Bryant / Elliott Milstein
  A. Ground Rules / Susan Bryant / Elliott Milstein
  B. Topic Choices / Susan Bryant / Elliott Milstein
  C. Structure / Susan Bryant / Elliott Milstein
  1. Case Planning / Susan Bryant / Elliott Milstein
  Contents note continued: 2. Reflections on Performance / Susan Bryant / Elliott Milstein
  3. Case/Matter Presentations / Susan Bryant / Elliott Milstein
  4. Applying Seminar Theory to the Cases / Susan Bryant / Elliott Milstein
  D. Preparation for the Conversation / Susan Bryant / Elliott Milstein
  Faculty Role and Teaching Strategies / Susan Bryant / Elliott Milstein
  A. Choosing Faculty Roles / Susan Bryant / Elliott Milstein
  1. Facilitator / Susan Bryant / Elliott Milstein
  2. Coach / Susan Bryant / Elliott Milstein
  3. Expert / Susan Bryant / Elliott Milstein
  4. Co-Participant/Collaborator / Susan Bryant / Elliott Milstein
  5. Observer / Susan Bryant / Elliott Milstein
  6. Role Not to Play[
  ]Supervisor / Susan Bryant / Elliott Milstein
  B. Teacher Interventions: Starting and Keeping the Conversation Going / Susan Bryant / Elliott Milstein
  1. Questions / Susan Bryant / Elliott Milstein
  2. Mirroring and Rephrasing / Susan Bryant / Elliott Milstein
  3. Process Observations / Susan Bryant / Elliott Milstein
  4. Brainstorming / Susan Bryant / Elliott Milstein
  5. Role-Playing / Susan Bryant / Elliott Milstein
  6. Naming, Labeling, and Categorizing / Susan Bryant / Elliott Milstein
  7. Mini-Lectures / Susan Bryant / Elliott Milstein
  C. Addressing Impediments to Successful Rounds / Susan Bryant / Elliott Milstein
  Conclusion / Susan Bryant / Elliott Milstein
  Case for Structured Rounds / Susan Bryant / Elliott Milstein
  Beyond the Classroom: Applying the Stages of Rounds Structure to Analysis of Clinical Supervision / Elizabeth B. Cooper
  Introduction / Ann Shalleck / Jane H. Aiken
  Understanding Supervision Using Arcs and Frames / Ann Shalleck / Jane H. Aiken
  A. Overview / Ann Shalleck / Jane H. Aiken
  B. Thinking Along Two Arcs / Ann Shalleck / Jane H. Aiken
  C. Using Three Frames: The Matter, the Macro, and the Meeting / Ann Shalleck / Jane H. Aiken
  1. Matter / Ann Shalleck / Jane H. Aiken
  a. Arc of Client Representation in Supervision of the Matter / Ann Shalleck / Jane H. Aiken
  i. Lawyering Activities: Ways of Thinking and Lawyering Skills / Ann Shalleck / Jane H. Aiken
  ii. Lawyering as a Process / Ann Shalleck / Jane H. Aiken
  iii. Client's Experience and Understanding / Ann Shalleck / Jane H. Aiken
  iv. Race, Gender, Culture, and Inequality / Ann Shalleck / Jane H. Aiken
  b. Arc of Student Learning in Supervision of the Matter / Ann Shalleck / Jane H. Aiken
  i. Expanding Learning: From Lawyering Tasks to Ways of Thinking / Ann Shalleck / Jane H. Aiken
  a. Uniting Theoretical and Practical Understanding / Ann Shalleck / Jane H. Aiken
  b. Promoting Integrative Learning / Ann Shalleck / Jane H. Aiken
  c. Understanding in Context / Ann Shalleck / Jane H. Aiken
  ii. Expanding Learning: From Lawyering to Professional Identity / Ann Shalleck / Jane H. Aiken
  iii. Deepening Learning: Relationships with Clients / Ann Shalleck / Jane H. Aiken
  iv. Deepening Learning: Engaging Motivations and Aspirations / Ann Shalleck / Jane H. Aiken
  v. Learning Beyond the Formal Curriculum: Lawyering Activities Necessary for Client Representation / Ann Shalleck / Jane H. Aiken
  c. Aligning the Arcs in Supervision of the Matter / Ann Shalleck / Jane H. Aiken
  2. Overall Experience[
  ]The Macro / Ann Shalleck / Jane H. Aiken
  a. Seeing Patterns while Appreciating Context / Ann Shalleck / Jane H. Aiken
  b. Exploring Fundamental Values and Ways of Thinking: Relationships with Clients / Ann Shalleck / Jane H. Aiken
  c. Forming Professional Identity as Process / Ann Shalleck / Jane H. Aiken
  d. Using Critical Perspectives / Ann Shalleck / Jane H. Aiken
  e. Developing Student Learning / Ann Shalleck / Jane H. Aiken
  f. Furthering Transfer / Ann Shalleck / Jane H. Aiken
  3. Meeting / Ann Shalleck / Jane H. Aiken
  a. Promoting Lawyering and Learning: Immediate Tasks / Ann Shalleck / Jane H. Aiken
  b. Incorporating Insights from the Frame of the Matter into the Meeting / Ann Shalleck / Jane H. Aiken
  c. Incorporating Insights from the Macro Frame into the Meeting / Ann Shalleck / Jane H. Aiken
  d. Realizing Multiple Objectives / Ann Shalleck / Jane H. Aiken
  i. Creating Segments in the Meeting / Ann Shalleck / Jane H. Aiken
  a. Segment on Learning / Ann Shalleck / Jane H. Aiken
  b. Segment on the Client / Ann Shalleck / Jane H. Aiken
  c. Segment on Race, Gender, Culture, and Inequality / Ann Shalleck / Jane H. Aiken
  ii. Setting the Agenda / Ann Shalleck / Jane H. Aiken
  Gathering Possibilities and Deciding What to Teach: Guideposts / Ann Shalleck / Jane H. Aiken
  A. Insights from Arcs and Frames / Ann Shalleck / Jane H. Aiken
  B. Guideposts / Ann Shalleck / Jane H. Aiken
  1. Assess Student Capacity for Client Representation and Learning / Ann Shalleck / Jane H. Aiken
  2. Identify Goals for Each Student / Ann Shalleck / Jane H. Aiken
  3. Attend to Time / Ann Shalleck / Jane H. Aiken
  C. Using the Guideposts / Ann Shalleck / Jane H. Aiken
  Chart Summarizing Arcs and Frames / Ann Shalleck / Jane H. Aiken
  Introduction / Ann Shalleck / Jane H. Aiken
  Meaning of Effective Supervision / Ann Shalleck / Jane H. Aiken
  Steps in Planning the Learning Experience / Jane H. Aiken / Ann Shalleck
  A. Step One: Identifying Over-Arching Goals Using the Frames of the Matter and the Macro / Jane H. Aiken / Ann Shalleck
  B. Step Two: Setting Goals for Development in a Case or Project / Ann Shalleck / Jane H. Aiken
  C. Step Three: Planning Supervisory Interventions / Jane H. Aiken / Ann Shalleck
  D. Step Four: Determining Success and Ensuring that Learning Transfers / Jane H. Aiken / Ann Shalleck
  Supervision as Problem Solving / Jane H. Aiken / Ann Shalleck
  A. Orienting to Context / Ann Shalleck / Jane H. Aiken
  B. Slow It Down / Ann Shalleck / Jane H. Aiken
  C. Appreciate the Process / Ann Shalleck / Jane H. Aiken
  D. Engage the Alternate Universe / Ann Shalleck / Jane H. Aiken
  E. Take Time to Reflect / Ann Shalleck / Jane H. Aiken
  F. Example / Ann Shalleck / Jane H. Aiken
  Mantras and Norms / Ann Shalleck / Jane H. Aiken
  Conclusion / Ann Shalleck / Jane H. Aiken
  Reflection on Supervision in Feedback Interactions: Reinforcement of Some Fundamental Themes / Ann Shalleck / Jane H. Aiken
  Combating Decision Fatigue in Supervision / Beryl Blaustone
  Supervision Stories: Identifying and Engaging Professional Identity Issues / Kristin Henning
  Introduction / Conrad Johnson / Susan Bryant
  Learning Goals and Opportunities / Conrad Johnson / Susan Bryant
  A. Goal One: Develop a Professional Identity and Practice with Purpose / Conrad Johnson / Susan Bryant
  B. Goal Two: Expanded Capacity to Think Like a Lawyer / Conrad Johnson / Susan Bryant
  C. Goal Three: Managing Uncertainty, Exercising Judgment, and Taking Action / Conrad Johnson / Susan Bryant
  D. Goal Four: Human Dimensions of Practice: Developing Skills in Interpersonal Dynamics, Especially the Capacity to Understand the Perspective of Another and Developing Self-Knowledge about Ways of Working / Conrad Johnson / Susan Bryant
  1. Empathy and Parallel Universe Thinking / Conrad Johnson / Susan Bryant
  2. Self-Knowledge and Self-Regulation / Conrad Johnson / Susan Bryant
  E. Goal Five: Understanding How Law and Legal Systems Function in General and in the Lives of Low-Income People / Conrad Johnson / Susan Bryant
  F. Goal Six: Learning to Learn / Conrad Johnson / Susan Bryant
  G. Developing Lawyering Skills / Conrad Johnson / Susan Bryant
  Design Principles / Conrad Johnson / Susan Bryant
  A. Ensure Student Responsibility For Client/Project Matters / Conrad Johnson / Susan Bryant
  B. Select Fieldwork to Promote Integration and Transfer / Conrad Johnson / Susan Bryant
  C. Limit Fieldwork to Enable Time for Reflection / Conrad Johnson / Susan Bryant
  D. Select Fieldwork to Meet Service and Learning Goals That Advance Justice / Conrad Johnson / Susan Bryant
  Environmental Factors / Conrad Johnson / Susan Bryant
  A. Student Interest and Connection to Careers / Conrad Johnson / Susan Bryant
  B. Faculty Preference and Expertise / Conrad Johnson / Susan Bryant
  C. Social Justice Needs and Legal Context / Conrad Johnson / Susan Bryant
  D. Pragmatic Concerns: Money, Time, and Other Resources / Conrad Johnson / Susan Bryant
  Structures / Conrad Johnson / Susan Bryant
  A. Clinics Organized Around Lawyering Tasks: General Practice / Conrad Johnson / Susan Bryant
  B. Subject-Matter Clinics / Conrad Johnson / Susan Bryant
  C. Membership in Group and Holistic Representation / Conrad Johnson / Susan Bryant
  D. Community Lawyering and Human Rights Clinics / Conrad Johnson / Susan Bryant
  E. Hybrid Clinics / Conrad Johnson / Susan Bryant
  "Doing The Math": Connecting Fieldwork to Goals, Environmental Factors and Design Principles / Conrad Johnson / Susan Bryant
  A. Process / Conrad Johnson / Susan Bryant
  B. Example / Conrad Johnson / Susan Bryant
  C. Illustration / Conrad Johnson / Susan Bryant
  Doing the Math / Conrad Johnson / Susan Bryant
  Conclusion / Conrad Johnson / Susan Bryant
  Hybrid Clinic: Bringing the In-House Clinic to the Field / Susan Bryant / Conrad Johnson
  Fieldwork and the Political / Claudia Angelos
  Contents note continued: Reflections from the Middle Ground: Clinic Design in Context / Sameer M. Ashar
  Lawyering in the Digital Age / Juliet M. Brodie
  Evolving Design of a First Generation Clinic / Conrad Johnson
  Introduction / Elliott S. Milstein / Robert D. Dinerstein
  A. Indeterminacy of Law / Elliott S. Milstein / Robert D. Dinerstein
  B. Indeterminacy of Facts / Elliott S. Milstein / Robert D. Dinerstein
  C. Indeterminacy of the Lawyer-Client Relationship / Elliott S. Milstein / Robert D. Dinerstein
  D. Indeterminacy of Problem Solving / Elliott S. Milstein / Robert D. Dinerstein
  E. Indeterminacy of Skills / Elliott S. Milstein / Robert D. Dinerstein
  Conclusion / Elliott S. Milstein / Robert D. Dinerstein
  Introduction / Jean Koh Peters / Susan Bryant
  Looking Back: Reflecting on Five Habits of Cross-Cultural Lawyering / Jean Koh Peters / Susan Bryant
  A. Habits in Summary / Jean Koh Peters / Susan Bryant
  B. Teaching the Habits / Jean Koh Peters / Susan Bryant
  1. Teaching the Habits as a Group and Culture and Language More Generally / Jean Koh Peters / Susan Bryant
  2. Teaching the Habits One by One / Jean Koh Peters / Susan Bryant
  a. Teaching Habit One / Jean Koh Peters / Susan Bryant
  b. Teaching Habit Two / Jean Koh Peters / Susan Bryant
  c. Teaching Habit Three / Jean Koh Peters / Susan Bryant
  d. Teaching Habit Four / Jean Koh Peters / Susan Bryant
  e. Teaching Habit Five / Jean Koh Peters / Susan Bryant
  C. Teaching about Working with Interpreters / Jean Koh Peters / Susan Bryant
  Moving Ahead: Methodological Belief, Methodological Doubt, and the Doubting/Believing Scale / Jean Koh Peters / Susan Bryant
  A. Elbow's Concepts of Methodological Doubt and Belief / Jean Koh Peters / Susan Bryant
  B. Doubting and Believing Scale / Jean Koh Peters / Susan Bryant
  C. How Do Methodological Doubt and Methodological Belief, and the Doubting and Believing Scale, Relate to Cross-Cultural Lawyering? / Jean Koh Peters / Susan Bryant
  D. Concrete Uses of Methodological Doubt and Belief and the Doubting and Believing Scale in the Law School Clinic / Jean Koh Peters / Susan Bryant
  1. With the Client / Jean Koh Peters / Susan Bryant
  a. Client Interviewing / Jean Koh Peters / Susan Bryant
  b. Mooting / Jean Koh Peters / Susan Bryant
  2. In the Classroom / Jean Koh Peters / Susan Bryant
  a. Introduction of New Theory / Jean Koh Peters / Susan Bryant
  b. Case Rounds / Jean Koh Peters / Susan Bryant
  3. In Supervision / Jean Koh Peters / Susan Bryant
  E. How Doubting and Believing Connect to the Other Habits / Jean Koh Peters / Susan Bryant
  Conclusion / Jean Koh Peters / Susan Bryant
  Introduction / Susan Bryant / Jean Koh Peters
  Readying the Garden: Removing the Rocks / Susan Bryant / Jean Koh Peters
  A. Practice Nonjudgment / Susan Bryant / Jean Koh Peters
  B. Recognize and Overcome Resistance / Susan Bryant / Jean Koh Peters
  C. Remove Distrust by Building a Learning Community / Susan Bryant / Jean Koh Peters
  Readying the Garden: Sowing the Seeds of Constructive Conversations about Race / Susan Bryant / Jean Koh Peters
  A. Inviting the Conversation Early: "We will be discussing race." / Susan Bryant / Jean Koh Peters
  B. Normalizing the Question: "What role does race play in our work?" / Susan Bryant / Jean Koh Peters
  C. Building Conceptual Understanding for Twenty-First Century Race Discussions / Susan Bryant / Jean Koh Peters
  1. Microaggression, Privilege, and Power / Susan Bryant / Jean Koh Peters
  2. Implicit Bias / Susan Bryant / Jean Koh Peters
  3. Using and Breaking Categories: Intersectionality and Anti-Essentialism / Jean Koh Peters / Susan Bryant
  4. Understanding Equality and Material Inequality / Jean Koh Peters / Susan Bryant
  D. Historical and Current Vestiges of Discrimination in the Law / Susan Bryant / Jean Koh Peters
  E. Five Habits of Cross-Cultural Lawyering / Jean Koh Peters / Susan Bryant
  Growing the Conversations, Even the Difficult Ones, in the Classroom: Three Principles and Ten Techniques / Jean Koh Peters / Susan Bryant
  A. Principle One: Embrace Tension and Difficulty as an Inevitable and Constructive Part of the Learning Experience / Jean Koh Peters / Susan Bryant
  B. Principle Two: Employ Nonjudgment and Isomorphic Attribution and Give Everyone an Opportunity to Be Heard / Susan Bryant / Jean Koh Peters
  C. Principle Three: Choose and Cultivate a Direction for Conversation That Furthers Racial Justice; Take Responsibility for Your Choice / Susan Bryant / Jean Koh Peters
  D. Ten Techniques for Carrying Out These Principles in the Classroom / Jean Koh Peters / Susan Bryant
  1. Acknowledge the Difficulty / Susan Bryant / Jean Koh Peters
  2. Articulate a Clear Discussion Prompt / Jean Koh Peters / Susan Bryant
  3. Take Time Out to Write / Susan Bryant / Jean Koh Peters
  4. Co-Reconstruct the Facts[
  ]Do Not Rush to Tie It Up in a Bow / Jean Koh Peters / Susan Bryant
  5. Use Methodological Belief and Doubt / Susan Bryant / Jean Koh Peters
  6. Require All Participants to Be Able to Restate Accurately Others' Positions / Jean Koh Peters / Susan Bryant
  7. Consider Using a Rounds Approach / Susan Bryant / Jean Koh Peters
  8. Except When/Especially When / Jean Koh Peters / Susan Bryant
  9. Action Planning / Susan Bryant / Jean Koh Peters
  10. Review the Session Afterward to Prepare for the Future / Jean Koh Peters / Susan Bryant
  Going from the Conversations Out into the World for the Client: Five Questions and a Promise / Susan Bryant / Jean Koh Peters
  A. Step One: Continue Amid Controversy / Jean Koh Peters / Susan Bryant
  B. Step Two: Co-Reconstruct the Facts / Susan Bryant / Jean Koh Peters
  C. Step Three: Carefully Listen / Jean Koh Peters / Susan Bryant
  D. Step Four: Comprehensively Restate the Other's View / Susan Bryant / Jean Koh Peters
  E. Step Five: Clarify Changes and Confirm Choice / Jean Koh Peters / Susan Bryant
  F. Step Six: Commit to Reflect / Susan Bryant / Jean Koh Peters
  G. Five Illustrative Questions and a Promise / Jean Koh Peters / Susan Bryant
  Areas for Further Study / Susan Bryant / Jean Koh Peters
  Conclusion / Jean Koh Peters / Susan Bryant.