COLUMBIA LAW SCHOOL
HEALTH JUSTICE ADVOCACY CLINIC
PROFESSOR EMILY A. BENFER
FALL 2019 SYLLABUS
(REVISED 11.2.19)
COURSE GOALS
The Health Justice Advocacy Clinic is a systemic advocacy clinic that prepares law and public health
students to be effective advocates and complex problem solvers. This preparation occurs through the
process of representing clients to address the social and legal underpinnings of poor health outcomes for
low-income people. Economic, cultural, environmental and social conditions threaten the health of nearly
40 million individuals nationwide. The healthcare industry, even at its optimal level of functioning,
cannot improve the health of the population without addressing the underlying causes of poor health.
Clinic students will work through these root problems and gain critical skills for application in future
professional endeavors. Students will 1) collaborate in interprofessional teams to effectively define, assess
and respond to health inequity and social injustice, 2) represent non-profits, individuals and community
groups to advance policy proposals or engage in impact litigation, and 3) engage in creative advocacy
strategies from media campaigns to coalition building, among other activities to achieve client goals.
By the end of the course, students will be able to:
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Apply legal and public health doctrine and practice advocacy skills.
Recognize the importance of interprofessional collaboration in order to meet the needs of clients
and to resolve social problems.
Identify both traditional and “preventative” lawyering approaches and the use of legal and nonlegal remedies to address client needs.
Think independently and examine their own learning processes, experimenting with multiple
techniques and approaches in order to find the ones that work best for them.
Recognize the role of social justice, service, and values in the professions of law and public
health and contemplate their professional responsibility to ensuring health equity and social
justice.
Connect legal and public health theory to practice and identify and respond to the legal doctrine,
social structures, legal systems and regulatory schemes that contribute to poor health among lowincome and minority populations.
Learn about a unique patient population and develop tools, such as self-awareness and empathy,
to overcome assumptions and other barriers to effective representation and advocacy.
Realize their own personal philosophy of practice through reflection on their development of
advocacy skills, interaction with the social, justice and health systems in which their cases
originate, and work to elevate communities affected by the social determinants of poor health.
Recognize the interconnected nature of social problems and the importance of overcoming silos
to frame the issue.
Engage in interprofessional complex problem-solving and apply creative strategies to address a
public health issue.
Self-evaluate and engage in professional development.
Please See Health Justice Advocacy Clinic Student Competencies (Student Competencies) for
additional student learning outcomes and evaluative criteria.
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COURSE REQUIREMENTS
1. Interprofessional Collaboration: Every aspect of the Clinic involves collaboration among diverse
professionals. Students from law and public health fields will be assigned to teams, which meet
weekly, and challenged to examine social determinants of poor health. Together, and on behalf of a
client, students will identify the multifaceted roots of the issues and bring critical resources to the
solution. This level of interprofessional and interdisciplinary collaboration is a vital aspect of public
policy, public health, and the provision of legal services. Students should be prepared to dedicate time
to interprofessional team building and collaboration throughout the semester.
2. Clinical Approach to Student Learning and Skill Attainment: The Clinic is a very intensive
experiential learning experience designed to give students the opportunity to “learn, plan, do, reflect,
transfer.” Seminars are designed to introduce advocacy skills (learn). Client representation and moots
provide opportunities to practice advocacy skills (do). Supervision, case rounds, and dedicated
assignments allow students to both prepare for (plan), unpack the advocacy experience (reflect),nand
apply lessons learned to other settings (transfer). Students’ success in the Clinic requires a
nonjudgmental approach to oneself and others. In lawyering and advocacy work, there are few right
answers. Rather, there are problems or issues to identify and define and choices to be made among a
multitude of options and based on client goals and the given context. The Clinic emphasizes
intentionality in decision making and encourages students to take ownership over their own learning
process.
3. Class Participation and Attendance: The success of the Clinic is dependent on each student’s
interest and active involvement. Students are expected to be prepared for each meeting and contribute
actively to class discussions, including case rounds. Students who must be absent should inform
Professor Benfer as far in advance of class as possible, or as soon as possible thereafter. Students may
be permitted to make up two absences by completing an additional assignment. More than two
absences will affect a student’s final grade.
Class will meet in JG602 on Tuesdays and Thursdays from 1:20-3:10 pm and will be divided into seminar
and case rounds, as follows.
a. Seminar: The seminar component is designed to provide students with the substantive
training and resources necessary to successful skill development. In the clinical setting,
students are expected to operate as active learners, as opposed to passive recipients of
information. The seminar structure will include facilitated group discussions, lecture, and
skill-based simulations to provide opportunities for hands on experience.
b. Case/Project Rounds & Strategy Sessions: Case rounds and strategy sessions are guided
group discussions about the status of clinic cases and projects. Because no two cases/projects
are alike, these classes provide all students with an opportunity to learn from the issues
arising out of the entire Clinic caseload. During rounds and strategy sessions, students
collaborate and brainstorm to resolve issues and devise solutions in furtherance of the case.
These sessions may also be used for mock simulations or moots arising out of clinic cases.
For classes that are dedicated to case rounds and strategy sessions, students are expected to
come to class prepared to discuss every aspect of their project and answer questions. The
student responsible for the case or project being discussed should distribute any relevant
materials at least 48 hours prior to class meeting time.
4. Reading Assignments: All required seminar reading assignments are included in this syllabus and,
where links are not provided, will be posted on the course site or emailed to students in advance of
class. Students are responsible for completing all assigned readings and should come to class prepared
to discuss them thoughtfully, especially as the reading applies to their project or case. The reading
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assignments and the order of seminar classes are subject to change due to the timely nature of the
topics and faculty effort to ensure the relevance of the course materials. Please note, this syllabus
does not include readings, research, or assignments related to client representation. Students
should make time in their schedule for client-related work.
5. Client Advocacy: During the Spring 2019 semester, students will represent a non-profit organization,
community group, association, and/or coalition to advance one or more projects that may include: 1)
eliminating health hazards in federally assisted housing through federal legislative reform, 2) advising
a state on public policy to address one or many social determinants of poor health, 3) comments to
federal rulemaking related to children’s health and the environment, or 4) conducting know your
rights training and intake related to recently passed health-based legislation.
Note: The process of working with individual or organizational clients and partners can be
challenging and requires respect, sensitivity, and tact. If a student has any questions or is having a
difficult time working with clients or colleagues, he or she should immediately inform Professor
Benfer.
6.
Supervision Meetings: Student teams will meet weekly with Professor Benfer to discuss the status of
cases and projects, including any challenges, obstacles, opportunities, and next steps. Team members
will rotate team leader responsibility to provide students with an opportunity to facilitate a meeting.
The team leader of the week is responsible for preparing an agenda in advance of the meeting,
facilitating the discussion, and preparing a memo to the file summarizing the discussion and any
deliverables. Team leaders should reserve five minutes at the end of the meeting for feedback on their
facilitation. The team leader may request a notetaker for the meeting. In addition to team meetings,
Professor Benfer will periodically meet with individual students to discuss their casework.
7. Reflection Papers: At multiple points during the semester, students will be asked to complete a
reflection paper about the themes of the course, their experience, and the skills they are developing.
Students will include their thoughts about the opportunity to work on issues that directly impact lowincome communities. The goal of these papers is for students to unpack and reflect on their
experiences throughout the semester in order to gain insight, hone skills, and apply lessons learned in
future practice. This practice can be replicated throughout the student’s career to increase skill
building and further improve as a professional.
CONFIDENTIALITY AND PROFESSIONAL RULES
All Clinic students, including law and public health students, are members of the Morningside Heights
Legal Clinic and must abide by the New York Rules of Professional Conduct and the confidentiality rule.
Members of the Clinic may not reveal information related to representation of Clinic clients without
express and informed consent. Please see the Morningside Heights Legal Services Clinic Manual for
additional information.
COLLEGIALITY AND PROFESSIONALISM
Given the extremely sensitive nature of much of the material we will be examining, it is particularly
important that students maintain a professional and respectful manner. In the classroom and Clinic spaces,
we will encounter difficult topics and challenging issues. Students’ success as learners and advocates
depends upon everyone’s commitment to honesty and mutual respect, especially during times of
disagreement. If students have any questions or concerns on this subject, they should speak with Professor
Benfer.
● Cell Phones Must Be Off: Cell phones are disruptive to Clinic members, particularly in a class
setting where everyone is expected to participate in discussion. Unless you have a pressing reason
to be available by phone during client, class, or team meetings, please turn your phone off or to
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silent mode at these times.
Prohibited Laptop Use: Students are responsible for using laptops in a way that is relevant to
Clinic work. Please do not use your laptop to surf the Internet, Gchat, instant message, play
games, respond to emails, etc.
Academic Integrity: Students should familiarize themselves with the school’s Code of Conduct,
particularly the provisions relating to academic honesty.
OFFICE HOURS
Professor Benfer maintains an “open door” policy for case-related and urgent matters and is available to
meet with students by appointment for all other matters. If Professor Benfer is not in her office (JG 827),
and it is an urgent matter, please call or text her at 202.580.5581. If a student plans to discuss a
substantive question, the student is expected to research the question in advance and be prepared to
discuss his or her findings. Where possible, please inform Professor Benfer of the topic in advance to
allow an opportunity to reflect on the question and offer the best assistance.
GRADING
In order to successfully complete the Health Justice Advocacy Clinic and advance client goals, students
must satisfactorily complete each course requirement, as described in the syllabus and Health Justice
Advocacy Clinic Student Competences. Each student’s grade in the Clinic will be based on his or her
client advocacy and seminar performance. The seminar grade will depend on the quality of the student’s
engagement in the course, including attendance, in-class commentary, respectful interaction with faculty
and each other, success in engaging with outside experts, and, most importantly, ability to work well with
and support each other. The student’s client advocacy grade will be based upon his or her development of
three major skillsets: complex problem-solving, advocacy, and professional development. (Please refer to
the Student Competencies for a description of the three skillsets.) The advocacy and seminar grade will be
added together, as opposed to averaged. Per Columbia Law School policy, the Clinic is graded on a curve.
The following should serve a general guide as to how student work will be evaluated:
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A+/A/A-: The student demonstrates an exceptional understanding of the subject matter and
relevant skills, is able to thoroughly explain the themes of the course to multiple audiences, and
demonstrates excellent mastery of competences, leadership and teamwork abilities. The student
has achieved substantial growth in the professional areas selected in conjunction with faculty
during the pre-semester learning goals meeting.
B+/B: The student demonstrates a strong understanding of the subject matter and relevant skills,
is able to clearly explain the themes of the course to multiple audiences, and demonstrates strong
mastery of competences, leadership and teamwork abilities.
B-/C+/C/C-: The student demonstrates a basic understanding of the subject matter and relevant
skills, is able to accurately describe the themes of the course to multiple audiences, and
demonstrates basic mastery of competences, leadership and teamwork abilities.
D/F: The student is not able to accurately describe the themes of the course to multiple
audiences, fails to effectively develop relevant skills, or is unable to effectively work
independently or on a team.
Students will meet individually with Professor Benfer for a pre-semester goal setting meeting, midsemester evaluation during week 7 of the semester, and a final evaluation during week 13 of the semester.
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HEALTH JUSTICE ADVOCACY FALL 2019 SEMINAR SCHEDULE AND ASSIGNMENTS
Students should immediately record the dates and deadlines in this schedule in their own calendar. This
schedule does not include the dates of client meetings, advocacy events, team meetings, individual
case deadlines, case-related assignments, or supervisory meetings. These additional deadlines will
be set throughout the semester. In addition, it does not include the research and reading related to client
work. The course schedule, reading assignments, and deadlines are subject to change as pressing client
matters arise. Any changes will be announced as early as possible.
SEMINAR TOPIC
SEMINAR ASSIGNMENTS
DEADLINES &
MEETINGS
WEEK 1
September 2-6, 2019
Class 1, Sept. 3
Introduction to the
Health Justice
Advocacy Clinic &
Clients
Class 1
Questions to Consider:
● How are health, poverty, equity and justice linked?
● Does a lawyer have a role in overcoming health inequity? Does
a public health practitioner have a role in addressing social
injustice?
● How should we define health justice? What role should it play
in what we call the justice system?
● How have our societal conceptions of health and justice
changed over time?
● What partners are critical to achieving health justice, if any?
● Do all members of society have access to justice? To health?
● How does injustice affect health outcomes?
Readings
● Health Justice Advocacy Clinic Syllabus and Student
Competencies
● Morningside Heights Legal Services, Clinic Manual
● Excerpt, Emily A. Benfer, Health Justice: A Framework (and
Call to Action) for the Elimination of Health Disparities and
Social Injustice, 5 Am. U. L. Rev. 2, 277-334 (2015)
● Paula Braveman, Health Disparities and Health Equity:
Concepts and Measurement, ANNU. REV. PUBLIC HEALTH
(2015).
● Atul Gawande, The Hotspotters, THE NEW YORKER, Jan.
24, 2011
● Amartya Sen, Why Health Equity? HEALTH ECON. 11: 659-666
(2002).
● Health Justice in Larry Gostin, Lindsay Wiley eds., PUBLIC
HEALTH LAW AND ETHICS (2018).
Deadlines
● Confidentiality
agreement (distributed
and collected during
class)
● Individual learning
goals meeting (sign up
for learning goal
meeting by August 26,
2019)
Meetings
● Individual learning
goals meeting
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Class 2, Sept. 5
Interprofessional
Collaboration
Class 2
Questions to Consider
● How does your work relate to that of your team members and
other Clinic colleagues?
● How do interprofessional differences and similarities affect
collaboration?
● What strengths and weaknesses are you likely to bring to a
collaborative relationship?
● How would you describe the contribution of students and
professionals from other fields to your work?
● What is the value of interprofessional collaboration in the
health and legal settings? Does interprofessional collaboration
have a benefit in other areas of legal practice?
Readings
● Checklist for Collaboration Readiness
● Benefits of Collaboration
● D.School, Assume a Beginner’s Mindset
● Excerpt, Leigh Thompson, CREATIVE CONSPIRACY: THE NEW
RULES OF BREAKTHROUGH COLLABORATION 37-62, 151-176
(2013).
● Steffan Surdek, Five Easy Ways to Effectively Collaborate with
Your Team, FORBES (Aug. 22, 2017).
Optional Readings
● Diane R. Bridges, et al., Interprofessional Collaboration: Three
Best Practice Models of Interprofessional Education, MED.
EDU. ONLINE, v.16 (2011).
● Bart N. Green, Interprofessional Collaboration in Research,
Education, and Clinical Practice: Working Together for a
Better Future, J. CHIROPR EDUC. (Mar. 29, 2015)
● 10 Ways Lack of Communication is Ruining Healthcare at
https://www.forbes.com/sites/nicolefisher/2017/05/02/10-wayslack-of-communication-is-ruining-health-care/#1c5e11183c9a
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WEEK 2
September 9-13, 2019
Class 1, Sept. 10
Interviewing for
Client Goals
Class 1
This class is designed to help students prepare for an initial interview
with clients. During class, students will learn client interviewing
strategies. Before class, review any material you believe might be
useful to gain insight into your client’s objectives for the clinic work, as
well as the client’s overarching goals and how clinic work fits into
them. Before class, discuss your thoughts with a team member.
Questions to Consider
● What is the goal of a client interview?
● What is your greatest concern about conducting an interview?
● What makes an interview successful?
● Can you anticipate any obstacles to a successful interview?
● What strategies can you implement to have a successful
interview?
● How will you describe your role to the client?
Readings
● Client Retainers
● Case/Project Memorandum and Supporting Materials
● Faith Fitzgerald, On Being a Doctor: Curiosity, 130 Annals of
Internal Medicine 70 (1999)
● Roy M. Sobelson, Interviewing Clients Ethically, 37 No. 1
Prac. Law 13 (1991).
● Paul R. Tremblay, Counseling Community Groups, 17 Clin. L.
Rev. 389, 404-413 (2010)
● Stanford Design School, Interview for Empathy
Class 2, Sept. 12
Advanced
Interviewing
Meeting
● Team supervision
meeting
● Initial client meeting
● Myers Briggs Type
Indicator Workshop,
September 12, 3:205:30pm, room 101
(optional but highly
recommended)
Deadline
● Complete the Myers
Briggs Type Indicator
Assessment by
Monday, Sept. 9 at
12pm
● Respond to Interview
Preparation
Memorandum
questions and prepare
interview igenda
Class 2
This class is dedicated to mooting client interviews. Please be prepared
to simulate portions of the interview, including the beginning and end.
Prior to the interview, each team should finalize a detailed internal
agenda for the meeting. Prior to creating the agenda, please answer for
yourself and as a team the questions in the Interview Preparation
Memo. At a minimum, your interview agenda should include: 1)
client's goals and priorities, 2) the substance of the project, 3)
outstanding questions, 4) proposed clinic tasks on behalf of client, 5)
expectations for communication with client.
Readings
● Jean Sternlight & Jennifer Robbennolt, Good Lawyers Should
be Good Psychologists: Insights for Interviewing and
Counseling Clients, 23 Ohio St. J. on Disp. Res’n 437, 492-99,
507-13 (2008).
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WEEK 3
September 16-20, 2019
Class 1, Sept.17
Client Counseling
Class 1
Questions to Consider
● What is the value of a client-centered approach to advocacy?
● How does client-centered counseling differ from traditional models
of lawyering?
● What are the benefits and drawbacks of client-centered counseling?
● When working with clients, how can you ensure you are crediting
your client’s values, rather than enforcing your own?
● When working with clients, how can you be sure you are offering
your client your best professional advice, rather than making
choices based on an effort to avoid conflict?
Readings
● Excerpt, David A. Binder, Paul Berman, Paul R. Tremblay & Ian S.
Weinstein, Principles Underlying Effective Counseling, in
LAWYERS AS COUNSELORS: A CLIENT-CENTERED APPROACH 270
(2d ed. 2004).
● Peter De Jong & Scott D. Miller, How to Interview for Client
Strengths, 40 SOC. WORK 7829 (1995).
Class 2, Sept. 19
No Seminar Reserved for
Additional Team
Meetings
Meeting
● Team supervision
meeting
● Case-related meetings
Deadlines
● Reflection 1 due
September 17 at 1pm
(see assignment memo)
● Send “deliverables”
letter to client by
Monday, September
16th
Class 2
During team meetings, we will finalize proposed deliverables and set a
schedule for semester deadlines, objectives and goals.
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WEEK 4
September 23-27, 2019
Class 1, Sept. 24
Health Justice
Storytelling &
Frames
Class 1
Assignment
Before completing the readings, please submit one paragraph via email
to Professor Benfer in response to the following prompt: Think of a
time when someone told you a story. What was the most memorable
detail of the story? What made it so memorable? What aspects of the
storyteller’s body language, gestures, eye contact, pace, voice
inflection, or other stylistic factor contributed to the effectiveness of the
story? How did they do so?
Readings/Videos
● TED Radio Hour Framing the Story (51 minutes)
● Marjorie Brady, Presentation Power: Four Ways to Persuade,
Six Minutes (Jan. 9, 2011)
Class 2, Sept. 26
Health Justice
Case Rounds
Meeting
● Team supervision
Meeting
● Case-related meetings
Deadlines
● Case-related
deadlines
● Schedule check in
meeting with client
Class 2
This class is reserved for case rounds that may be scheduled during this
class or another class time, depending on the status of cases.
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WEEK 5
September 30-October 4, 2019
Class 1, Oct. 1
Defining the
Problem
Class 1
This class will be held at Columbia’s Design Studio. During this class,
students will learn to think in systems to iterate the problem statement
and identify the structural, attitudinal and transactional enablers and
inhibitors to problem solving.
Meeting
● Team supervision
meeting
● Check in meeting with
client
Class Preparation
Prior to class, please write down 1) your definition of the problem you
are tasked with addressing this semester, 2) the specific factors that
created the problem, 3) current barriers to resolving the problem, and 4)
any gaps in information, data or research.
Deadlines
● Case-related deadlines
Questions to Consider
● What is a problem?
● How can perspective, bias, or silos affect a problem statement?
● What makes you equipped to “solve” a problem?
● What is your role in achieving health justice this semester?
● Who is your client? For what population, individual,
organization are you working? Are you the right
representative?
● What obstacles or assets might affect your ability to succeed?
● What are your goals? How did you identify them?
● What information do you need?
● What is your responsibility for any outcomes?
Readings and Podcasts
● Brian W. Head, Problem Definition and the Policy Process:
Wicked Problems
● Eugene Bardach & Eric M. Patashnik, A Practical Guide for
Policy Analysis, pp. 1-11 (2012). (Available for check out in
the Clinic Office.)
● Race: The Power of an Illusion: The House We Live In,
Episode 3
● Carlos Guerrero-Bosagna, What is epigenetics? TedEd (5
minutes)
● Advocacy Institute Policy Maps
● Ideo breaks its silence on design thinking critics, October 2018
● Jeanne Liedtka, Why Design Thinking Works, Harvard Business
Review (October 2018)
● Jon Kolko, Design Thinking Comes of Age, Harvard Business
Review (September 2015)
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Class 2, Oct. 3
Confronting
Assumptions
Class 2
This class is designed to help students recognize when an assumption is
being made and how to prevent it from interfering in advocacy. Prior to
class, please submit one to two paragraphs via email to Professor
Benfer in response to the following prompt: What traits and experiences
have informed who you are and your unique perspective? Have you had
any moments where your perspective on a situation was very different
than another’s?
Questions to Consider
● Has an assumption ever interfered with your communication with a
client, system or community actor in the course of representing a
client?
● Have you ever experienced a situation in which your version of
events was different than another person’s? What factors
contributed to the different understanding?
● How is the ability to understand and communicate well essential to
a lawyer’s or public health expert’s ability to effectively represent a
client or create effective public health interventions?
Readings and Podcasts
● NPR TED Radio Hour, Playing with Perceptions (49 minutes)
● Chimamanda Ngozi Adichie, The Danger of a Single Story,
(2009)(15 minutes)
● Scannell, A Case of Baffling Fatigue with a Spectral Twist, The
Permanente Journal (Winter 2012)
● Excerpt, Bryant and Peters, Reflecting on the Habits: Teaching
About Identity, Culture and Difference, in TRANSFORMING
LEGAL EDUCATION, 364-374 (2014).
● Ahmad et al, Teaching Our Students to Challenge Assumptions: Six
Practices for Surfacing and Exploring Assumptions, and Designing
Action.
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WEEK 6
October 6-11, 2019
Class 1, Oct. 8
Know Your
Rights: Train the
Trainer
Class 2, Oct. 10
Oral and Written
Health Justice
Advocacy:
Effectively (and
Persuasively)
Conveying
Information
Class 1
During this class, students will learn strategies for training tenants
about their legal rights and how to exercise them in a way that will
work in their lives. These skills will be employed during the Know
Your Rights Trainings in Harlem and South Bronx on the New York
City asthma law. Students should prepare to interview lawyers form
New York Lawyers for the Public Interest about the asthma law during
a portion of class.
Meeting
● Team meeting
● Case-related meetings
Deadline
● Case-related deadlines
● Sign up for midsemester evaluation
Class 2
Assignment
In preparation for class, please review the assignment memo and
prepare a: 1) three-minute presentation on the issue and solution you
are working on this semester and 2) draft “leave behind” handout on
your project. (See samples in course materials.) Please bring thirteen
copies of your leave behind to distribute during class and be prepared to
moot your presentation.
Questions to Consider
● Who is your audience? How does that affect your advocacy?
● What is the context of the advocacy? Length?
● What are your goals in advocacy? At the outset and closing of
the presentation?
● What concerns do you have about your ability to advocate
(from public speaking to written materials)?
● Do you have/need a call to action? Is it clear? Are there barriers
to action? Did you highlight the benefit to the audience?
Readings
● Andrew Dlugan, 25 Public Speaking Skills Every Speaker Must
Have, http://sixminutes.dlugan.com/25-skills-every-publicspeaker-should-have/
● Alex Rister, 10 Presentation Bad Habits My College Students
and You Must Un-Learn http://sixminutes.dlugan.com/10presentation-habits-unlearn-p1/
● Arlen Busenitz, 7 Habits for Highly Effective Speakers,
http://www.speakinginfo.com/7habits-d.pdf
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WEEK 7
October 14-18, 2019
Class 1, Oct. 15
Health Justice
Causal Loops and
Systems
Class 1
This seminar will be held at Columbia’s Design Studio. During this
class, students will construct causal loops, identify high leverage
opportunities and stakeholders who can test assumptions, and prepare
to gather information during advocacy meetings.
Meeting
● Team meeting
● Case-related meetings
● Mid-semester
evaluation
Questions to Consider
● What theory of policy change has your project followed thus
far (if any)?
● What theory of policy change do you think will be helpful as
you continue your work?
● What is the client’s policy objective, if any? Has it evolved or
remained static?
● Who are the stakeholders and what are their interest?
● What strategies have you identified to achieve the policy
objective?
● What is the most effective point of intervention? Are causal
loops clear?
● Who are the stakeholders?
● How can you protect client confidentiality and interest and still
gather information from stakeholders?
● How do you assess their importance to the client project?
● How do you determine stakeholder interest in the issue?
Deadline
● Submit mid-semester
self-evaluation at least
48 hours prior to
meeting
● Case-related deadlines
Readings
● Sarah Stachowiak, Pathways for Change: 6 Theories About
How Policy Change Happens (2013)
● Bardach, pp. 18-26, 94-106
● Zsuzsa Varvasovszky, How to do (or not to do) A Stakeholder
Analysis, Health Policy & Planning 15(3): 338-345 (2018).
Class 2, Oct. 17
Moots: Health
Justice Advocacy
Meetings
Class 2
During this class, students on all teams will moot their advocacy
meeting presentations. Please be prepared to moot the entire meeting,
including delivery of talking points, distribution of any “leave behind”
materials, facilitation of discussion, and fielding of questions.
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WEEK 8
October 21-25, 2019
Class 1, Oct. 22
Health Justice
Advocacy
Meetings: New
York State
Working Group
Presentation
Class 2, Oct. 24
Health Justice
Advocacy
Meetings:
Congressional
Briefing and
Staffer Meetings in
Washington, DC
Classes 1 & 2
These classes are reserved for advocacy meetings that will take place
during the semester. Report to advocacy meetings 30 minutes prior to
the start for a team meeting. Plan on reserving 30 minutes after the
meeting for a team debrief. Teams should designate a team leader
responsible for bringing materials. After the advocacy meetings, please
reflect on your experience and email Professor Benfer responses to the
following questions:
● Was your advocacy meeting successful or unsuccessful? Why?
How did you define success?
● What contributions did you make during the advocacy
meeting? Did your contributions achieve the effect you
intended? Why or why not?
● What advocacy skills did you use during the meeting? Would
you employ them again?
● What did you contribute to the meeting that makes you proud?
● In what advocacy areas would you like to continue to improve?
What is your plan for doing so?
● What did you appreciate about the contributions of your
colleagues?
Meeting
● Team meeting
● Case-related meetings
Deadlines
● Case-related deadlines
● Reflection 2 by
October 25 at 12pm
(see assignment
memo)
● Schedule check in
meeting with client
Note: If advocacy meetings are not scheduled during class time,
students may elect to moot their presentations, practice an advocacy
skill, or hold case rounds with Professor Benfer and clinic colleagues.
WEEK 9
October 28-November 1, 2019
Class 1, Oct. 29
No Seminar –
Class is Reserved
for Debrief with
Clients on Health
Justice Advocacy
Meetings
Class 1
Please prepare and send the client a memorandum describing and
assessing the Health Justice Advocacy Meetings. You should include
any unanticipated questions you received, any outcomes achieved and
proposed next steps.
Class 2, Oct. 31
Health Justice
Design
Class 2
This class will be held at Columbia’s Design Studio. During this class
we will practice design techniques to advance client goals. Depending
on the stage of the client representation, possible activities include
empathy mapping, ideation, prototyping, and defining goals for the
client’s consideration.
Meeting
● Team meeting
● Case-related meetings
● Meeting with client
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WEEK 10
November 4-8, 2019
Class 1, Nov. 5
What does bias
have to do with
health justice and
advocacy?
Class 1
Prior to class, please visit the Implicit Association Test (IATs) website
and take two IATs of your choosing.
Meeting
● Team meeting
● Case-related meetings
Questions to Consider
● Why does identity matter?
● How have your experiences shaped your perspective?
● How do you define your own culture? How is it unique?
● How would you describe your last conversation about race?
● What role does bias have in the delivery of healthcare, the
practice of law, or the achievement of health justice?
● What strategies could help you control bias?
Readings/Podcasts
● Schueete v. Coal. To Defend Affirmative Action, 572 U.S. 291,
380-382 (2014).
● Jerry Kang, Immaculate Perception (13 minutes)
● Camara Phyllis Jones, Levels of racism: A theoretical
framework and a gardener’s tale, American Journal of Public
Health (2000).
● Jennifer Jee-Lyn Garcia, et al., Black Lives Matter: A
Commentary on Racism and Public Health, American Journal
of Public Health (2015).
● M. Hatzenbuehler, et al., The Impact of Institutional
Discrimination on Psychiatric Disorders in Lesbian, Gay, and
Bisexual Populations: A Prospective Study, American Journal
of Public Health (2010).
Class 2, Nov. 7
Revisiting the
“Solution”
Class 2
This class will be held at Columbia’s Design Studio. During this class
we will finalize causal loops and develop a problem-solution timeline to
inform your final client work product. Please review your project
materials to date and evaluate for gaps in reasoning, areas for iteration,
and expanded problem statement. Please come to class prepared to
provide a detailed overview of your work, discuss your findings and
determine if the proposed solution should be revised.
Questions to Consider
● What rules can be broken? When? Why?
● What skills or traits are necessary to tackling a problem?
● What is the value of iterating a solution?
Podcast/Video
● NPR, Hidden Brain, You 2.0: Rebel with a Cause
https://www.npr.org/2018/07/23/631524581/you-2-0-rebelwith-a-cause (47 minutes)
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WEEK 11
November 11-15, 2019
Class 1, Nov. 12
Case Rounds
Class 1
This class is reserved for case rounds that may be scheduled during this
class or another class time, depending on the status of cases.
Class 2, Nov. 14
Health Justice
Advocacy
Meetings: Buffalo
Stakeholder &
New York Senate
Meetings
Class 2
This class is reserved for advocacy meetings that will take place during
the semester. Report to advocacy meetings 30 minutes prior to the start
for a team meeting. Plan on reserving 30 minutes after the meeting for a
team debrief. Teams should designate a team leader responsible for
bringing materials. If advocacy meetings are not scheduled during class
time, students may elect to moot their presentations, practice an
advocacy skill, or hold case rounds with Professor Benfer and clinic
colleagues.
Meeting
● Team meeting
● Case-related Meetings
● Schedule final client
meeting
WEEK 12
November 18-22, 2019
Class 1, Nov. 19
Case Rounds &
Debrief on Health
Justice Advocacy
Meetings
Class 2, Nov. 21
Transfer
Class 1
This class is reserved for case rounds and a debrief on advocacy
meetings and events. After the advocacy meetings, please reflect on
your experience and be prepared to discuss the following questions in
class:
● Was your advocacy meeting successful or unsuccessful? Why?
How did you define success?
● What contributions did you make during the advocacy
meeting? Did your contributions achieve the effect you
intended? Why or why not?
● What advocacy skills did you use during the meeting? Would
you employ them again?
● What did you contribute to the meeting that makes you proud?
● In what advocacy areas would you like to continue to improve?
What is your plan for doing so?
● What did you appreciate about the contributions of your
colleagues?
Deadline
● Final client meeting
outline due 48 hours
prior to meeting.
Meeting
● Team meeting
● Case-related meetings
Class 2
This class is dedicated to identifying the lawyering and advocacy skills
students developed over the course of the semester and determining
how they might be employed in the future. In preparation for class,
please review the student learning competencies and make a list of
every skill you believe you have attained and/or mastered this semester.
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WEEK 13
November 25-29, 2019
Class 1, Nov. 26
Final Client
Meetings
Class 1
Class time is reserved for final client meetings. Students will discuss
the outcome of representation with client at the meeting and any
recommendations for next steps. 72 hours prior to the meeting, please
prepare and submit to Professor Benfer a final outline or detailed
agenda for the meeting that includes a summary of the client’s
objective, advocacy activities, any deliverables, successes, barriers to
success, next steps in the project for the client.
Class 2, Nov. 28
Thanksgiving
Break
Class 2
Happy Thanksgiving! Thank you for your important health justice
advocacy, for the difference you have made on behalf of your clients
and the people they serve, and for investing in your learning this
semester.
Deadlines
● Final work product to
client
● Final client meeting
outline due 72 hours
prior to meeting
Meeting
● Team meeting
● Final client meeting
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WEEK 14
December 2-6, 2019
Class 1, Dec. 3
Final Class:
Achieving Health
Justice
Class 2, Dec. 5
No Seminar –
Reserved for Final
Semester Tasks
and Evaluations
Class 1
Readings
Please select one of the following readings. Students are encouraged,
but not required, to read multiple articles. Please feel free to seek
approval for an additional reading related to achieving health justice.
● Florence Wagman Roisman, Thirteen Principles for Effective
Advocacy
● Marge Piercy, To be of use; Marge Piercy, The low road
● William Quigley, Letter to a Law Student Interested in Social
Justice
● Gary Williams, Drum Majors for Justice, 37 Loy. L.A. L. Rev.
925 (2004).
● Excerpt, William Quigley, Revolutionary Lawyering:
Addressing the Root Causes of Poverty and Wealth, 20 Wash.
U. J.L. & Pol’y 101 (2006).
● Understanding Inequality with Data
● Dr. Seuss, HORTON HEARS A WHO (available in Clinic).
● Excerpt, Laura van Dernoot Lipsky, TRAUMA
STEWARDSHIP: AN EVERYDAY GUIDE TO CARING
FOR SELF WHILE CARING FOR OTHERS (available in
Clinic).
● Judge Patricia M. Wald, Ten Admonitions for Legal Services
Advocates Contemplating Federal Litigation, Clearinghouse
Review (May 1993).
● Excerpt, Paul Loeb, THE IMPOSSIBLE WILL TAKE A
LITTLE WHILE: A CITIZEN’S GUIDE TO HOPE IN A TIME
OF FEAR (available in Clinic).
● Derrick Bell, Serving Two Masters: Integration Ideals and
Client Interests in School Desegregation Litigation 85 Yale L.J.
(1976)
Deadlines
● Final self-evaluation
document due 48
hours prior to meeting
with Professor Benfer
● Reflection 3 due Dec.
6 by 5pm (see
assignment memo)
Meeting
● Final team meeting
● Final evaluation
meeting
Class 2
Seminar time is reserved for final tasks, team meetings, and
evaluations. Students are expected to complete any work product
promised to the client, even if it means working past the last day of
classes.
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