One example we discussed at the institute related to teaching students how to form an effective attorney-client relationship. One aspect of that is the goal of establishing rapport. So establishing rapport would be the desired result.

The next step is for the teacher to consider what information will be considered as evidence that the goal is met? I view this under the category of “measure” or assessment. Depending upon what is being taught, you will be able to achieve different levels of “proof”. Wiggins believes that assessment is about “judicious sampling.”

As a group, we discussed the kinds of things that would satisfy us that the goal of establishing rapport was met: some of our ideas included client disclosure of harmful or embarrassing facts, client asking questions, frequent communication by the client, ease of conversation, body language, etc.

Evidence that may indicate rapport was not being established might be body language, lack of self-disclosure, the lawyer’s difficulty in getting information, etc.

The next step would be the planning the “method” – what kinds of learning experiences and instruction must be engineered to teach students how to work with clients to develop rapport. This could be a mixture of activities, including teaching an understanding of the inhibitors of client communication, role plays where students practice conversations with one another, and simulations involving the use of actors, volunteers or others.

Of course, I am going to be developing more detailed examples this summer as I plan for some new classes in the fall, including interdisciplinary classes. I will share my progress here and hope that others will offer their ideas as well.

Can you give us a specific example of mission, method, and measure?

Roy