Describe the equity strategy that you plan to implement into your course. What is it? How is it intended to work?

There are a number of the suggestions generated in our small groups that I will incorporate into class this semester. Some I have always attempted to do, but this FLC gave me some suggestions to be more intentional and grounded in the approach.

Make space for difficult conversations in the classroom

• Students will confront insecurities in how they present themselves, along with tackling new subject matter content

• I will provide time in class to debrief how they experience the various exercises, as well as a Blackboard discussion board to continue the conversation

Define respect for the context of your class and how it is practiced.

• I will engage the students to produce a list of norms for how we will interact, emphasizing mutual respect and courtesy

Representation

• I bring in guest speakers (likely on zoom this semester, which gives me greater freedom of geography) and will ensure that I have a mix of races and ethnicities, as well as professional trajectories, among my visiting attorney and judge colleagues

Share personal experience of not being an expert in the subject matter and how I learned the material from doing

• This I have always done. Nothing like a few “green lawyer” war stories to get students to understand there is nothing like practice to learn how to be an effective advocate.

• (In case you are wondering, one of those stories is the time a judge yelled at me to “stop rolling your eyes at me, counsel!”) Managing one’s face is a real skill!

Provide multiple options for “succeeding” in class–addressing different styles

• Although oral advocacy is a huge part of this experiential course, I have a lot of leeway since it is a credit/ no credit course;

• I give a lot of positive feedback for students who put in the effort to understand the principles and practices we are exploring, and not just those students who get very polished results

• Demonstrating leadership and flexibility (there are many opportunities) are other ways to get recognition and to be a success.

What is needed in terms of planning and resources?

I don’t need any additional resources, beyond the pool of people that I tap into to guest lecture, to be mock jurors, and to serve as judges in the tournament. I have a pretty great pool of these folks, from having a long legal career in California.

What is your rationale for choosing and implementing this strategy?

I want my students to see and hear from legal professionals with a variety of backgrounds and whose race, gender, and ethnicities demonstrate that the legal profession in California reflects the diversity of the state. Many attorneys I know have very humble backgrounds, including being the first generation to attend college (and, so, law school). Their personal stories are sometimes the most powerful evidence that my students have what it takes to succeed in this ostensibly elite field. Many of my guests have made themselves available, in the past, to serve as networking support and mentors to my students. Students get a small taste of what it means to practice legal advocacy in this course. But more than that, they begin to truly picture themselves within the field, which I believe is an important step to fulfilling those personal and professional goals.