In the policy clinic, students work at least 25 hours per week (average) for two semesters. Half of this time is highly structured interaction between students and faculty, which creates a blueprint for independent student work. Expectations for student-faculty interaction are average hours per week.

Highly structured interaction – 12.5 hrs/wk.

• Seminars – 6.5 hrs/wk. Starting with orientation, seminars convey the theory and methods of policy lawyering. In a typical class, students learn by using a skill or analytic method to present an aspect of their project, and the faculty will explain the relevant evaluation criteria.
• Team meetings – 1.5 hrs/wk. Policy team meetings involve all students and staff who work on a general topic, either trade or health. Team meetings are a forum in which students (1) report on independent work (“rounds”) and ask each other questions, (2) rehearse presentations to clients or conferences, (3) brainstorm on project methodology (clients sometimes participate), and (4) learn substantive law and policy in greater depth through mini-seminars (e.g., implementing legislation for trade agreements or reimbursement standards for health programs).
• Supervisor meetings – 1.5 hrs/wk. In weekly supervision meetings, students develop planning skills and receive feedback on all aspects of performance. Students manage this meeting. They prepare an agenda of analytic questions, reactions to faculty comments on their work, and reflections on the previous seminar. Non-routine topics of supervision meetings include end-of-semester evaluation and students’ personal learning memos on goals and career interests.
• Client or constituency meetings – 2 hrs/wk. Students interact with clients or other constituencies in a variety of settings. For example, students may present to a planning session or a larger coalition meeting, or they may observe a coalition meeting or conference to gather information for strategic planning.
• Peer critique – 1 hr/wk. It is human nature that one can be more objective in diagnosing the flaws in someone else’s work. We began using peer critique to teach presentation skills in seminars and are now using it selectively to strengthen editing skills that students can apply to their own writing.

Independent work – 12.5 hrs. per week.

For every hour of highly structured time, students spend an hour reflecting and developing their skills through planning, research and analysis, drafting, formatting of work products, and practicing presentations. Students are encouraged to work at clinic facilities, but they are free to work when and where they choose.