The University of Montana School of Law joins many other schools in exploring ways to implement the ideas in Best Practices. Here is one example from the Land Use Clinic, which I direct, and the narrative comes from a summary of a poster presentation I will make at the upcoming AALS Conference on Clinical Legal Education (which is dedicated to Carnegie and Best Practices):

Introduction: In the Spring of 2009 the Land Use Clinic at the University of Montana School of Law began a workshop series in which clinic students train governing bodies on the legal aspects of issuing land use decisions under local laws. Inspired by the “experiential learning” and “contextual practice” approaches described in the Carnegie Report and Best Practices, the workshop series serves as a direct bridge from classroom to practice by placing the student in the role of both an expert communicator and a professional servant in the community. This workshop model — which supplements more “traditional” clinic work of representing clients in specific land use matters — has quickly grown to be a favorite part of both the students’ and the clients’ clinical experience and produces remarkable student learning in a relatively short time frame.

Summary of Workshop Model: In various Montana communities, the clinic students present to planners, scientists, elected officials, and interested citizens, cultivating the skills of gathering legal authority and translating the law to laypersons. Then, the students place the audience in working groups to practice decision making in the context of a hypothetical land use fact pattern that raises legal and factual questions. (The students develop this fact pattern based on real land use cases they have observed in the community, thus synthesizing law and practice). Students move among the groups observing and providing feedback to participants. Because group discussions invariably involve conflicting political perspectives, the students are immersed in on-the-ground mediation and diplomacy skills. Finally, students lead a discussion during which audience members clarify questions and solidify their understanding of the law. This discussion portion helps students gain confidence in listening and thinking on their feet. The students leave the workshop with actual professional experience and established relationships with community leaders in the land use arena. The Clinic Director observes and supports the students during the workshop and provides immediate feedback to each student after the workshop concludes.

The workshop model directly supports ideas within the Carnegie Report and Best Practices. In particular, it: (1) furthers the goal of “achieving educational objectives effectively and efficiently,” Best Practices, p. 168; (2) helps students adjust to their professional roles and develop professional skills, Best Practices, p. 170; and (3) engages students in the “formation of a professional identity,” Carnegie Report, p. 158.