Neil W. Hamilton and Louis D. Bilionis continue their all-star efforts to guide and support law school faculty and staff tasked with meeting the new requirements in ABA Standard 303. Their new book, Law Student Professional Development and Formation: Bridging Law School, Student, and Employer Goals (Cambridge University Press, 2022) is now available to help those charged with providing substantial opportunities for the development of their students’ professional identity, as well as education on bias, cross-cultural competency, and racism. The book has received praises and endorsements from many deans and professors, including Professors Patrick Longan, Daisy Hurst Floyd, and Timothy W. Floyd who just published a book review in the July/August NALP Bulletin (viewable by members only). As explained in that review, “[t]he book is aimed primarily at law school professors and administrators who understand professional identity and appreciate its importance but who are at schools where professional identity formation has not yet taken root. For members of that audience, the book provides wise advice about how to proceed step-by-step and a detailed look at the best practices for promoting professional identity formation.”
Highlights of the Hamilton and Bilionis book were shared in a two-part article published in the May and June NALP Bulletins. Because of the importance of the topic and the value of their work, those two articles are available to the public as NALP Bulletin highlights: Revised ABA Standards 303(b) and (c) and the Formation of a Lawyer’s Professional Identity, Part 1: Understanding the New Requirements, and Revised ABA Standards 303(b) and (c) and the Formation of a Lawyer’s Professional Identity, Part 2: Action Steps to Benefit Students, Law Schools, and the Legal Profession. I understand Part 3 will be published soon!
In their work, Hamilton and Bilionis encourage law schools to start with a group of enthusiastic faculty and staff who are already interested and then empower them to engage in professional identity work that will meet the students “where they are.” Their book provides a plan for creating programming that will benefit “students, legal employers, clients, the legal system, and the law school.” Their goal is to assist law schools as they effectively and practically address the new 303(c) requirement. They note ABA Standard Interpretation 303-5 which recognizes that the work of “developing a professional identity requires reflection and growth over time,” and therefore, law schools should provide students with “frequent opportunities for such development during each year of law school and in a variety of courses and co-curricular and professional development activities.”
As Longan, Floyd and Floyd add, “[i]n Law Student Professional Development and Formation: Bridging Law School, Student, and Employer Goals, Professors Hamilton and Bilionis have done legal education a tremendous service by setting forth the opportunities for professional identity formation in this moment and providing a practical playbook for taking advantage of those opportunities, even in the face of some expected institutional resistance.”
This is critically important work in legal education! We appreciate all of you for your dedication to better preparing law students for their future work as professionals and leaders.