The Case for Structured Rounds

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”.