Using experiential learning to create an inclusive classroom, promote equity, and develop professional identity

• Published date: 01 October 2022
• Author: Tianna N. Gibbs
• Date: 01 October 2022
• DOI: http://doi.org/10.1111/fcre.12671

SPECIAL ISSUE ARTICLE

Using experiential learning to create an inclusive

classroom, promote equity, and develop

professional identity

Tianna N. Gibbs

1

University of the District of Columbia

David A. Clarke School of Law, Washington,

District of Columbia, USA

Correspondence

Tianna Gibbs, University of the District of

Columbia David A. Clarke School of Law,

Washington, DC, USA.

Email: tianna.gibbs@udc.edu

Abstract

This Article outlines a pedagogical approach that uses

experiential learning to create an inclusive family law

classroom, promote equity, and prepare students for law

practice through the development of knowledge, skills,

and professional identity. The Article describes and ana-

lyzes a series of in-class exercises I designed to teach third

party custody doctrine and build multiple foundational

lawyering skill s—such as statutory interpretation, client

interviewing, client-centered lawyering, and oral

advocacy—in a single class session. The class is comprised

of highly interactive, short exercises that require students

to apply, analyze, and evaluate the legal doctrine. Although

I developed the exercises as a series of learning activities

for a single clinic seminar session, they can be used in any

combination in one or more classes in doctrinal, experien-

tial, and clinical courses that focus on or include family

law. Faculty can incorporate these experiential exercises

into a course effectively and efficiently without a com-

plete overhaul of the course design, and regardless of the

length of class sessions.

KEYWORDS

family law, legal practice, third party custody issues

1

Associate Professor of Law and Co-Director of the General Practice Clinic, University of the District of Columbia David A. Clarke School of Law. Thank

you to Naomi Cahn for her editorial assistance. I am also grateful for feedback from Jamie Abrams, Renee Burbank, Rachel Camp, Margaret

Johnson, Sara Katz, Tamara Kuennen, Naomi Mann, and Susan Waysdorf. I also thank YamanShalabi for her research assistance.

DOI: 10.1111/fcre.12671

© 2022 Association of Family and Conciliation Courts.

706 Family Court Rev. 2022;60:706–721.

wileyonlinelibrary.com/journal/fcre

Key points

•Faculty can incorporate experiential learning into existing

courses to teach legal knowledge and skills as well as cre-

ate an inclusive classroom, promote equity, and develop

students' professional identity. This work can be done

one class session at a time with short group exercises.

•The family law classroom offers an ideal forum for pro-

moting inclusion and equity, as well as preparing law stu-

dents for practice.

•This Article outlines a pedagogical approach that uses

experiential learning to create an inclusive family law

classroom, promote equity, and prepare students for law

practice through the development of knowledge, skills,

and professional identity.

•The Article describes and analyzes a series of short, in-

class exercises I designed to teach third party custody

doctrine and build multiple foundational lawyering

skills—such as statutory interpretation, client inter-

viewing, client-centered lawyering, and oral advocacy—in

a single class session. The exercises also promote inclu-

sion and equity and help students develop their profes-

sional identity.

•Faculty can incorporate one or more of these experien-

tial exercises into a course that focuses on or includes

family law without a complete overhaul of the course

design, and regardless of the length of class sessions.

Legal education is changing. As law schools diversify their student bodies, they are being more intentional about the

creation of an inclusive and equitable learning environment.

2

Law schools also are engaging in curricular and peda-

gogical reform to better prepare students for law practice. Incorporating experiential learning into the law school cur-

riculum has been a significant component of these reform efforts.

3

The development of students' professional

identity also has become a focus of preparation for practice.

4

The changing landscape of legal education is reflected in amendments to the American Bar Association (ABA)

accreditation standards over the past decade, recent amendments to the requirements, and new proposals for

2

See, e.g., Rutgers Law School Minority Student Program,RUTGERS LAW SCHOOL,https://law.rutgers.edu/minority-student-program (last visited Feb. 14, 2021);

Georgetown Law School Rise Program,G

EORGETOWN LAW SCHOOL,https://www.law.georgetown.edu/your-life-career/campus-services/office-of-the-dean-of-

students/rise/ (last visited Feb. 14, 2021).

3

See generally Allison Korn & Laila L. Hlass, Assessing the Experiential (R)Evolution,65VILL.L.REV.713 (2020).

4

See, e.g., Louis D. Bilionis, Professional Formation and the Political Economy of the American Law School,83TENN.L.REV.895, 901–902 (2016) (discussing

multiple programs to develop students' professional identity). See also Eduardo R.C. Capulong, Andrew King-Ries & Monte Mills, Antiracism, Reflection, and

Professional Identity, 18 Hastings Race & Poverty L.J. 3, 5 (2021).

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