By: Stevie Leahy & Trevor Pilkington (Suffolk ‘28)
What type of law do you want to practice? All law students are asked this question at some point in their journey, and many continue to grapple with it once in practice. Choosing a professional track from the vast possibilities can be daunting. To this end, the American Bar Association’s new standards mandate that schools offer substantial opportunities for students to develop their professional identity (Standard 303). Professional identity formation rests on two norms students must internalize: first, a responsibility to serve clients, the profession, and the rule of law; and second, a commitment to continuous professional development and excellence.[1] This formation begins in the classroom, where students explore principles necessary not only to legal practice but also to their well-being and satisfaction as attorneys.
Suffolk’s commitment to 303 is reflected through new Professional Identity Formation (PIF) classes offered to first-year students in different subject areas. One new PIF course offered in the Spring 2025 was “Introduction to Writing for Litigation,” or W4L, which I designed and taught with my teaching assistant Trevor Pilkington (J.D. ’28). The course exposed students to civil litigation documents, emphasizing the importance of that style of writing. Students examined litigation documents not typically covered in Legal Practice Skills, such as privilege logs, deposition outlines, and motions in limine. We also hosted guest speakers from the Boston legal community, including Suffolk alumni Attorney Kirsten Demoga, Massachusetts State Representative Joshua Tarsky, and Judge Myong J. Joun. Each shared how writing shaped their practice and how they developed their professional identities over time.
Following each speaker, the W4L students wrote a 1-2 page reflection on their thoughts about what they heard. These submissions showed that the speakers had a profound impact on our students. Reflecting on our conversation with Attorney Demoga, one student highlighted her “remarkable ability to remain composed under pressure . . . [in] high-stakes negotiations and emotionally charged disputes.” Another student discussed how Demoga’s message of self-assurance shined through, sharing that they would be “better equipped to advocate for themselves and navigate challenges with resilience” as a result. Students also found Rep. Tarsky’s path to becoming a state lawmaker “inspiring,” highlighting how he exemplifies the many ways one can use their legal training to affect positive changes in the world. Tarsky’s path was not a straight line, and this resonated with students who feel the pressure of having to have it all figured out the first day they step into Sargent Hall. One student wrote: “Representative Tarsky provided me reassurance that it is never too late to switch career paths, or to figure out what your life’s purpose may be. I can see Representative Tarsky’s persistence throughout his life, and when I step back even further, I can see it in my own life.”
Our semester ended with Judge Joun sharing the major role his teachers played in supporting his career. This deeply resonated with students, with one reflecting that it is often “those closest to us [who] often see our potential more clearly than we do ourselves, and their support can be instrumental in achieving success.” Another student noted that “His honesty about struggling, doubting himself, and growing into his role over time really stood out to me. As the first Asian man appointed as a federal judge in Massachusetts, his presence alone is historic—but it’s his story of perseverance and humility that resonated the most.”
It is hard to say who enjoyed this class more—me or my students. It was an honor to be able to engage with the Suffolk alumni community in these conversations. The W4L course at Suffolk shows the powerful impact of integrating real-world experience and personal storytelling into legal education. As one student noted “This class helped me get through my first year of law school by continuing to remind me of my own personal drive.” By connecting students with professionals who candidly shared their journeys and challenges, the course provided a practical and emotional framework for students to explore their own identities as future attorneys.
[1] What Is a Law Student’s Professional Identity and What Is Professional Identity Formation?, Halloran Ctr., (Sept. 2022), https://law.stthomas.edu/_media-library/documents/holloran-center/professional-identity-definition1.pdf.