“It’s the balancing of how much responsibility to give the student so they have experience doing something versus how much do you do, do I do. For example, if we’re at a mediation or if we are doing litigation around a trial, frankly, I’d probably be more of the effective advocate just because I’ve done a whole bunch of them, but… it doesn’t give an opportunity for the students to experience it… If I think it’s a really complex case, I may take it on. If it’s a more simple case or if a student has seen one, seen a hearing before where they participate in a hearing before, maybe I’ll allow the student to do it, but there’s always gonna be a bit of a trade-off. The student learning versus is the client getting the best services that’s available.” (8)
