{"id":3975,"date":"2026-02-02T15:59:10","date_gmt":"2026-02-02T15:59:10","guid":{"rendered":"https:\/\/law.temple.edu\/aer\/?p=3975"},"modified":"2026-02-02T16:52:18","modified_gmt":"2026-02-02T16:52:18","slug":"3975","status":"publish","type":"post","link":"https:\/\/law.temple.edu\/aer\/2026\/02\/02\/3975\/","title":{"rendered":"TAKE YOUR CHILD [STUDENT] TO WORK [COURT] DAY"},"content":{"rendered":"

We teach in classrooms and mock trial courtrooms, talking to and sometimes with our students and then making them speak and demonstrate skills.\u00a0 But I suspect that many of us don\u2019t have the time in our syllabuses to add a \u201clet\u2019s go to court\u201d requirement.\u00a0 Some recent research suggests that we should.<\/p>\n

But before we go there, let\u2019s remember where we have done something similar.\u00a0 How many of us have had a \u201ctake your child to work\u201d experience?\u00a0 [Mine involved bringing my pre-teen son to observe a federal criminal trial where Mafia members were being prosecuted and where I ended up having him seated with some of the defendants\u2019 family members, resulting in some too-colorful stories.]\u00a0 But we felt something was gained with those activities \u2013 we \u201cshared\u201d our lives with our children and made them more familiar with what we do and how it impacts others and ourselves.<\/p>\n

The idea of \u201cshared experience\u201d as a teaching\/educational tool is more than a decade old.\u00a0 Shteynberg, G., and E. P. Apfelbaum. \u201cThe Power of Shared Experience: Simultaneous Observation With Similar Others Facilitates Social Learning.\u201d Social Psychological and Personality Science 4, no. 6 (March 5, 2013): 738\u2013744.\u00a0 The paper explained that<\/p>\n

individuals\u2019 cognitive resources are particularly likely to be devoted to information that is co-attended with their group members…Research indicates that, beginning as early as 4 months of age, objects that are jointly attended to by infants and their caregivers are more deeply encoded and are better recognized than are objects that infants attend to alone\u2026<\/p>\n

After conducting experiments, the authors confirmed this and concluded that<\/p>\n

our results support the general notion that contexts characterized by shared ingroup attention are particularly conducive to social learning.\u00a0 Specifically, we demonstrated that shared observation with a similar other heightened subsequent imitation of the observed written exchange.<\/p>\n

Id.<\/em>\u00a0 The \u201csimilar other\u201d referred to is a peer [fellow\/sister student].<\/p>\n

Move forward to 2025.\u00a0 A law librarian tested this by having students in a legal research course attend a state Supreme Court argument.\u00a0 Tracey McCormick, Watching from the Bench: Exploring Shared Experience (SE) in the Legal Research Classroom.\u00a0 ssrn-5366444.pdf<\/p>\n

The librarian illustrated the way shared experience learning impacts the brain:<\/p>\n

\"\"<\/p>\n

And the student response? Again, the poster presentation shows the outcomes:<\/p>\n

\"\"<\/p>\n

 <\/p>\n

So, does this go beyond the Legal Research classroom to advocacy courses \u2013 Moot, Trial Ad and DR?\u00a0 To get answers I wrote Ms. McCormick, a librarian at the University of Wyoming and someone with multiple degrees, including a Masters in Psychology and Education, and posed the following questions:<\/p>\n

    \n
  1. How far along is the research on this form of learning?\n
      \n
    1. Your poster shows the student belief that the experience improved learning and understanding. Has that been tested (e.g. against a control group) to see if the effect is found in the classroom?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

      \u00a0<\/em>Shteynberg and others have tested the effects of \u201cshared experience\u201d in savoring chocolate, using online chat functions, viewing advertisements, mood manipulation, goal pursuit, judgment, and behavioral learning. References to Shteynberg\u2019s \u201cshared experience\u201d show up in literature reviews across a variety of academic domains\u2014psychology, medical and health education, computer science, organizational science, teacher education, English language learning, instructional design, remote learning\u2014the list continues. It does not appear that anyone, in any discipline, has tested the hypothesized positive learning impacts of shared experience in the classroom against a control group. I sense a challenge!<\/em><\/p>\n

       <\/p>\n

        \n
      1. Would\/should it apply to skills courses such as Trial Advocacy, Appellate Advocacy and Mediation\/Arbitration?<\/li>\n<\/ol>\n

        Shteynberg references social learning theorists Bandura (1977) and Vygotsky (1978) in his research. Learning historically, evolutionarily, has been social. Why not leverage relevant learning, experiential learning, and the shared experience of social learning for more positive outcomes? Why not layer the intellectual endeavor with a social experience? Let\u2019s capitalize on the possibility of creating a positively, emotionally charged learning event and turning it into a core memory, vis-a-vis the movie Inside Out?<\/em><\/p>\n

         <\/p>\n

          \n
        1. Please explain if this has to be an in-person shared experience or if it can be an online shared experience?<\/li>\n<\/ol>\n

          Shteynberg used online conditions to test his hypotheses around shared attention and shared experience, so the research base has already been established. For those seeking to create shared experiences, here\u2019s a quick checklist:<\/em><\/p>\n

            \n
          1. Co-attention with others to a single object or event is paramount.<\/em><\/li>\n
          2. Co-attendees must be aware or believe they are sharing an experience with others during the event.<\/em><\/li>\n
          3. A sense of \u201cwe\u201d must emerge from attendance at the event: \u201cwe\u201d attended, not \u201cI\u201d and others were there.<\/em><\/li>\n
          4. Similarity with others in co-attendance.<\/em><\/li>\n
          5. Finally, what question should I have asked that I didn\u2019t?<\/em><\/li>\n<\/ol>\n

            I\u2019m not sure about missing questions, but here is some additional info for those seeking to deepen student learning in their classes. Shared experiences can benefit from the reflection and debriefing that is so important to experiential learning. After attending Supreme Court oral arguments in person, I demonstrated the legal research that went in to the arguments, moving seamlessly from one legal database to another and demonstrating the best use of each. Before doing that, I asked open-ended questions about the experience so students could share their emotional responses: \u201cThat was cool!\u201d and \u201cI\u2019ll remember that for the rest of my life.\u201d<\/em><\/p>\n

            To frontload the shared experience, hype it up! Use \u201cwe\u201d language; predict what will occur in the shared event; provide insights into what to look for\/pay special attention to; and if it\u2019s remote, create a synchronous chat option where informal or emoji-ed reactions are welcome. For in-person events, dressing professionally helps create anticipation and the \u201cwe\u201d sense of things: \u201cWe all dressed up.\u201d<\/em><\/p>\n

            Further Reading (courtesy of Professor McCormick)<\/strong><\/p>\n

            Bandura, A. Social Learning Theory<\/em>, (1977).<\/p>\n

            Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development<\/em>, (1984).<\/p>\n

            Vygotsky, L.S. Mind in Society,<\/em> Development of Higher Psychological Processes, <\/em>(1978).<\/em><\/p>\n

            Shameless plug: Professor McCormick\u2019s chapter on cognitive load in libraries will be published December 2025 by Bloomsbury in From Chaos to Order: Addressing Cognitive Overload in the Learning Journey<\/em>.<\/p>\n

            https:\/\/www.bloomsbury.com\/us\/from-chaos-to-order-9798765160329\/<\/p>\n

            So what does this all mean?\u00a0 Group \u201cwatch parties\u201d via ZOOM or TEAMS to view a trial or appellate argument or arbitration with real-time chatting?\u00a0 Carving out a day in a syllabus for a courtroom visit?\u00a0 Asking a court to \u2018sit\u2019 for a day at your Law School?<\/p>\n

            Even if the jury is out on how solid the supporting research, shouldn\u2019t we all be taking our \u2018kids\u2019 to \u2018work?\u2019<\/p>\n","protected":false},"excerpt":{"rendered":"

            We teach in classrooms and mock trial courtrooms, talking to and sometimes with our students and then making them speak and demonstrate skills.\u00a0 But I suspect that many of us don\u2019t have the time in our syllabuses to add a \u201clet\u2019s go to court\u201d requirement.\u00a0 Some recent research suggests that we should. But before we<\/p>\n","protected":false},"author":31,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"generate_page_header":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5],"tags":[],"coauthors":[330],"class_list":["post-3975","post","type-post","status-publish","format-standard","hentry","category-brain-lessons"],"yoast_head":"\nTAKE YOUR CHILD [STUDENT] TO WORK [COURT] DAY - Advocacy and Evidence Resources<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/law.temple.edu\/aer\/2026\/02\/02\/3975\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"TAKE YOUR CHILD [STUDENT] TO WORK [COURT] DAY - Advocacy and Evidence Resources\" \/>\n<meta property=\"og:description\" content=\"We teach in classrooms and mock trial courtrooms, talking to and sometimes with our students and then making them speak and demonstrate skills.\u00a0 But I suspect that many of us don\u2019t have the time in our syllabuses to add a \u201clet\u2019s go to court\u201d requirement.\u00a0 Some recent research suggests that we should. 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