The Case for Structured Rounds

Cooper, Elizabeth. "The Case for Structured Rounds." Transforming the Education of Lawyers: The Theory and Practice of Clinic Pedagogy. Susan Bryant, Elliot S. Milstein, Ann C. Shalleck. North Carolina: Carolina Academic Press. 2014. 151-167

17 Pages Posted: 5 Jul 2016

Date Written: May 6, 2016

Abstract

This book chapter explores ways in which Rounds, a core pedagogy of clinical legal education (along with fieldwork, supervision and the seminar) can be adapted for use in a project-based (i.e., non-litigation) clinic. Rounds can be executed in many ways, but they generally consist of “facilitated conversations about work with a group of peers” (113). As described by the book’s editors (Bryant, Milstein & Shalleck), Rounds have the unique ability to “develop student capacities, such as moving from the particular to the general, contextualized thinking, and parallel universe thinking”. They also provide the supervisor with “a window into the [students’] seminar and supervision learning”.

Suggested Citation

Cooper, Elizabeth B., The Case for Structured Rounds (May 6, 2016). Cooper, Elizabeth. "The Case for Structured Rounds." Transforming the Education of Lawyers: The Theory and Practice of Clinic Pedagogy. Susan Bryant, Elliot S. Milstein, Ann C. Shalleck. North Carolina: Carolina Academic Press. 2014. 151-167, Available at SSRN: https://ssrn.com/abstract=2776729

Elizabeth B. Cooper (Contact Author)

Fordham University School of Law ( email )

150 W. 62nd St., 9th Floor
New York, NY 10023
United States

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