McGeorge alumnus Mathys Briers-Louw ’11

1. How did your LLM coursework reshape the way you approach cutting-edge legal challenges and how have you put those insights into practice in your current role?

The LLM coursework at the University of the Pacific McGeorge School of Law deepened my appreciation for comparative legal analysis and the interplay between legal frameworks and global policy shifts. Particularly, the focus on international business transactions and regulatory compliance reshaped how I assess risk across jurisdictions. In practice, this has enabled me to proactively identify potential cross-border compliance pitfalls, especially relevant when advising South African clients with offshore companies, trusts or foreign investments. I now approach legal problems more systemically, integrating strategic foresight with precision.

2. Can you describe a moment during your LLM when collaborating with someone from a radically different legal system led to an unexpected professional opportunity or inspired a new way of solving problems?

During a cross-border merger and international contracts course, I worked closely with a peer from Europe whose approach to legal hierarchy and negotiation strategy was shaped by civil law traditions. While initially challenging, our dialogue opened my eyes to how legal culture influences deal structuring. That collaboration did not just enhance my academic understanding; it led to a referral relationship that has since grown into a steady stream of inbound South African investment advisory work from European clients.

3. Can you share some legal “aha” moment you experienced during your LLM at McGeorge?

One of the most formative “aha” moments came during Professor Stephen McCaffrey’s Transnational Litigation course in 2011. We were exploring the complexities of enforcing judgments across jurisdictions and how divergent procedural systems, particularly between civil and common law traditions, could create both barriers and strategic opportunities in cross-border disputes. What struck me was how seemingly procedural rules could dictate substantive outcomes in transnational matters.

Professor McCaffrey’s method of bridging theory with real-world international disputes helped me realise that global legal practice is not just about knowing the law but mastering the pathways through which it is enforced across borders. That realisation sharpened my strategic thinking as a litigator and later informed how I structure transactions and risk mitigation strategies for clients operating across multiple jurisdictions, particularly where enforcement risks or parallel proceedings may arise.

4. In what ways has your U.S. LLM experience influenced how you mentor junior lawyers, lead teams or drive cultural change within your organization?

The LLM cultivated a mindset of open intellectual exchange and cross-disciplinary engagement, traits I now prioritize in mentoring junior colleagues. I encourage curiosity beyond local statutes and advocate for a global perspective on even the most domestic of issues. The experience also shaped how I structure internal legal training: our sessions now draw on comparative case studies and invite diverse viewpoints, which has measurably improved both morale and problem-solving capacity within our team.

5. If you could design a “LLM Success Toolkit” for incoming students, what three strategies or habits would you include to help them get the most — academically, professionally and personally—from their year abroad?

  • Engage Early and Widely: Do not just focus on classes; join legal clinics, attend conferences, and talk to professors outside lecture halls. Relationships built informally often turn into professional alliances.
  • Document Your Growth: Keep a reflective journal on what you are learning, legally and culturally. This will help crystallise your voice and vision as a global legal professional.
  • Say Yes to the Unexpected: Some of the richest insights come from courses or conversations you did not plan for. Lean into discomfort; it is where real growth happens (outside one’s comfort zone).

Bio

Mathys Briers-Louw ’11 is a seasoned cross-border legal advisor and executive attorney with over a decade of experience in private client, tax, and corporate law. Specializing in trust regulation, international transactions, and exchange control compliance, Mathys combines deep technical expertise with an international perspective gained through U.S. postgraduate study. Founder and CEO of legal-tech and financial services companies, with a focus on simplifying global structures and building compliance-ready strategies for high-net-worth individuals and corporate clients.

McGeorge alumnus Kseniia Kochneva ’22

1. What triggered your desire to study an LLM, and why McGeorge School of Law?

I launched my career on the corporate team at DLA Piper in St. Petersburg, Russia. Getting in took grit; thriving there took even more. That team taught me how to think and deliver like a lawyer. From day one I handled cross-border matters, so an LLM wasn’t a luxury — it was the logical next step for an international corporate practice.

University of the Pacific McGeorge School of Law was an easy choice: several colleagues and classmates from Europe had excellent experiences and strongly recommended it (they were right). I wanted practical training, close faculty access, and strong bar-prep support; McGeorge offered all three.

2. What led you to run your own practice instead of staying at a consulting firm?

After more than seven years in Big Law — starting as a summer associate and working my way up to running complex transactions on my own — I reached a crossroads: keep climbing the corporate ladder or create something that reflected my own values. I chose the latter.

I wanted the freedom to work directly with builders — founders, makers, and innovators — without draining their budgets. Running my own practice allows me to offer my Big Law expertise with startup-friendly pricing, transparent scopes, and flexible structures.

On a personal level, I craved the ability to travel, recharge, and actually have weekends with my family — luxuries that are rare in Big Law. Leaving was daunting, no question. But over time, I’ve grown into solo practice, and now I’m not just sustaining it — I’m shaping it into exactly what I want it to be. It’s a long road ahead, but it’s mine to walk, and I’m committed to building it step by step.

3. How did the LLM’s diversity shape your perspective and growth?

My classmates expanded my world — in and out of the classroom. I still remember sharing Iranian rice, Turkish tea breaks, and first-hand discussions about legal systems across Africa, South Asia, and Europe. We all aim for the same outcomes, but cultural context matters in negotiation and strategy. That awareness makes deals smoother. Plus, I now have a trusted global network when a project needs a local expert.

The U.S. venture market is wonderfully diverse. Many founders are first- or second-generation immigrants who value counsel who “gets” global perspective — moving countries, navigating different systems, seeing the world as open and interconnected. My LLM degree sharpened that understanding and made me a better partner to them.

4. Which course or professor had the most lasting impact — and why?

Two unforgettable anchors: Professional Responsibility with Professor John Sprankling and Business Associations with Professor Michael Malloy.

Professor Sprankling turned ethics into a high-stakes craft — engaging and exacting. His “Where’s the conflict?” still rings in my head when I scope multi-party matters or draft engagement letters.

Professor Malloy made corporate law feel kinetic; his sharp — and genuinely funny — hypotheticals are still my go-to for explaining cap tables, fiduciary duties, and board mechanics to clients. If I could, I’d retake both courses tomorrow.

5. Did graduating from a U.S. LLM program open more doors?

Definitely. The California Bar Exam was the goal; McGeorge provided the map, the mileage, and the mentors to get me there. For a foreign-trained lawyer, that path isn’t easy — an active license is essential and hard-won. The credential opened doors; the community keeps them open. Law school isn’t just about classes; it’s one of the most powerful ways to build a lasting, supportive professional network. 

Bio 

Kseniia Kochneva ’22 is a venture capital and corporate lawyer with a global perspective and a founder-first mindset. Raised in a small village in Western Siberia, she began her career in Big Law, where she built a strong foundation in high-stakes corporate work. Having traveled to more than 35 countries, she brings a broad, cross-cultural understanding to advising clients across diverse markets. Today, Kseniia runs an independent practice dedicated to helping startups and investors navigate growth with clarity and confidence. She advises on the full spectrum of early-stage corporate matters — structuring entities, building pragmatic governance frameworks, and keeping records investor-ready. She guides venture financings, from SAFEs and convertible notes to priced equity rounds, translating complex terms into plain language so clients can make informed decisions. 

McGeorge alumnus Kayvan Hazemi-Jebelli ’08

1. Looking back, which professor, clinic, or course at McGeorge School of Law most influenced your professional thinking, and why?

I didn’t know any lawyers growing up, the ones I knew were on TV in criminal law procedural dramas, and that’s what I thought being a lawyer was. But in the summer of my first year I had a course on international business lawyering from Professor Joseph Smallhoover, and that changed my trajectory completely. I realized that there were massive problems that large international companies had to deal with, and that thinking about and solving these problems could be endlessly interesting. It set me on the course of pursuing a career focused on international law, and the problems that multinationals face.

2.  You went on to earn an LLM in Competition Law at King’s College London. How did that experience complement or challenge the foundation you built during your JD at McGeorge?

At University of the Pacific McGeorge School of Law, I learned how to think and write like a lawyer. But for the area that I wanted to practice, I needed to dive deeper into a subject matter that wasn’t offered at McGeorge. I supplemented my antitrust and competition classes with courses on economics and regulatory policy. I also began to develop an understanding of European perspectives, and started my own personal integration into Europe. It was my first concrete step and commitment to being an international lawyer, and it opened up doors for me in Brussels where most firms required a masters degree. 

3. As someone familiar with U.S., U.K., and EU law, and with a background in computer engineering, how do legal landscape in these regions affect tech-driven startups and entrepreneurs?

To generalise broadly, in Europe, things are forbidden unless they’re allowed, while in the U.S. and the UK it’s the opposite. The default is liberty and freedom, unless there’s a specific prohibition. Entrepreneurs don’t have to ask for permission for everything they wish to do, and that means there is more air to breathe. They aren’t stifled by having to win approval in order to begin. They don’t need to have pre-existing relationships and favor from the powers that be. In the US and the UK, you can just do things. You can build. But in Europe it’s a lot harder, and there’s a lot more pressure on “doing it the right way” rather than the outcome. I think that’s why a lot of European tech entrepreneurs end up leaving.

4. As a lawyer and computer engineer serving as Senior Director for Europe at the Chamber of Progress, what are your views on AI development and its impact on the practice of law?

I think the AI revolution is going to be more transformative than the internet has been. It will change the way we do business, across the board. The legal landscape won’t be saved either. We’ve already seen how much emails and blackberrys changed clients’ demands and expectations for outside counsel. I think AI tools will increase expectations even further, and make it harder for average firms to compete. I think the bigger firms will get even bigger, and a bigger share of the biggest clients’ work.

From a progressive perspective, AI will democratize so many things. The value that it will generate for average people who use it correctly will be mind-boggling. What is accessible only to the top 1 percent today, all forms of personalized services — from teaching to delegating — will become accessible to so many more people thanks to AI.  

5. How should countries and unions shape their AI policies to support innovation while also protecting competitors and users?

Like with the early days of the internet, I think we just have to accept that we’re entering a bit of an unknown period, and try to address harms as they arise, with targeted regulation against the most foreseeable and likely risks. Because of AI’s transformative potential, there’s just too much pressure to not fall behind internationally. Even EU Member States are now calling for the EU’s AI Act to be paused, because they are concerned about over-regulation causing their economies to fall further behind. There’s also a lot of benefit for being a second, or third, mover. To see how the regulatory approach pans out before jumping in. At the end of the day, it’s a lot easier to regulate well, and convince other jurisdictions to take a similar approach, if you have something of your own to regulate. AI regulation’s success will ultimately be measured by what it safely enables, rather than what it prevents. 

Bio

Kayvan Hazemi-Jebelli (Kay) ’08 is Senior Director for Europe at the Chamber of Progress, based in Brussels. Kay previously worked as Competition & Regulatory Counsel to the Computer & Communications Industry Association, and has over a decade’s experience working as a competition lawyer in private practice, in the European Commission Directorate-General for Competition, as a visiting researcher at King’s College London, and as Senior Legal Counsel at a leading UK media and communications company. Before that, he worked as a computer engineer. 

Kay received a BSc degree in computer science and engineering from UCLA, a JD degree from the University of the Pacific McGeorge School of Law, and a LLM degree in Competition Law from King’s College London. Kay enjoys teaching and knowledge sharing, and has lectured on competition law and policy in several universities, in Europe and the U.S. He also started a podcast on European tech policy.

Kay has been passionate about technology ever since his dad brought home an x286 based PC in the ’80s. He grew up in Silicon Valley and learned to build computers in high school (which he then sold on the internet, in the ’90s). When he’s not working to help all people benefit from technological leaps, he enjoys visiting museums, live music, and walking in nature. 

My time at McGeorge School of Law’s Elder and Health Law Clinic was a defining experience in my legal education and career. It allowed me to build on my foundation of service from my time in the Marine Corps while deepening my dedication to serving vulnerable populations with compassion and diligence.

In the Marine Corps, I served on the military honor guard, providing funeral honors for fallen marines. Working alongside retired marines gave me insight into the challenges aging individuals face. I had always viewed the marines of the past as strong and invincible, but I came to see how aging made them vulnerable. This experience instilled in me a commitment to advocate for the elderly — a commitment I carried into my work at the Elder and Health Law Clinic.

During my second year of law school, I took on a leadership role at the clinic, representing clients under the supervision of a licensed attorney in Elder Abuse Restraining Orders and complex elder abuse litigation. One significant case involved an elderly couple who transferred the title of their home to family members, believing they retained a life estate. They were later served with an unlawful detainer and a restraining order that barred one client from returning home. I filed a civil complaint alleging fraud and answered the unlawful detainer action. I also filed a motion to consolidate the cases, which was hotly contested. Successfully arguing the motion, while negotiating a stay on the restraining order, was a pivotal moment in my development as a legal advocate. It taught me the importance of preparation, thorough research, and strategic thinking.

In addition to managing my caseload, I mentored newer students in the clinic, helping them navigate complex cases and build their legal skills. This mentorship role deepened my understanding of teamwork and leadership and reinforced the value of collaboration in legal practice.

The skills I developed at the Elder and Health Law Clinic — working with vulnerable clients, thorough case preparation, and courtroom advocacy — have had a lasting impact on my work today as a Deputy District Attorney for the Los Angeles District Attorney’s Office. I now prosecute serious and violent felonies, often working with crime victims who are under immense stress. My time at the clinic taught me how to establish trust, listen actively, and communicate legal concepts clearly — skills that are essential in working with victims and their families. The clinic’s emphasis on detailed case preparation also laid the foundation for my ability to handle high-stakes felony cases with confidence and care.

The Elder and Health Law Clinic gave me critical legal tools while reinforcing the importance of empathy and advocacy. It also allowed me to make a meaningful impact on the lives of vulnerable individuals, something that remains central to my career today. For any student seeking a transformative experience, I wholeheartedly recommend it. It’s an opportunity to hone your legal skills while deepening your understanding of the law’s potential to uplift those in need.

By McGeorge School of Law alumnus Daniel M. Ilacqua, ’19.

“PDSAs are a tool from the Transformational Change Partnership that we have integrated into our work and decision-making at our agency. We often ask our clients to help develop PDSAs so we can incorporate their change ideas into our system.”

– Placer County Behavioral Health Professional and TCP Participant

The value of continuous quality improvement

Transformational change in public systems doesn’t happen overnight. It requires thoughtful experimentation, learning, and adaptation. One powerful tool for this process is Plan-Do-Study-Act (PDSA)—a structured, iterative approach that allows organizations to test small-scale changes before committing significant resources to full-scale implementation.

The Transformational Change Partnership (TCP) has seen firsthand how PDSA cycles empower counties to make data-informed decisions, reduce risks, and create sustainable improvements in behavioral health, education, and other public systems. By focusing on continuous learning, PDSA prevents costly missteps, preserves goodwill, and leads to more effective solutions.

What is PDSA?

PDSA is a structured, low-cost, rapid cycle approach that guides organizations through testing and refining changes to learn what works best before full implementation:

  • Plan: Define the objective, make predictions, and outline the steps for testing a change, including data collection methods.
  • Do: Carry out the test on a rapid small scale, document observations, and begin analyzing data.
  • Study: Analyze results, compare findings to predictions, and summarize lessons learned.
  • Act: Refine the change based on insights gained, determine modifications, and plan the next test.

Why PDSA Matters for System Transformation

When counties and public agencies adopt PDSA, they gain three critical benefits:

  1. Saves Resources: Instead of investing time and money into an untested implementation that may not work well, PDSA allows teams to test small changes first and learn what works best. This ensures that only effective strategies are scaled up, maximizing impact while minimizing waste.
  2. Preserves Goodwill: Too often, well-intentioned initiatives fall short, leaving stakeholders frustrated and disengaged. PDSA helps build confidence by ensuring that changes are refined and validated before full-scale implementation.
  3. Drives Better Outcomes: Learning through PDSA leads to stronger solutions than simply launching an initiative and making adjustments later. By iterating and improving at every step, organizations create programs that are not only functional but truly responsive to community needs.

Real-World Examples of PDSA in Action

Across multiple counties participating in the Transformational Change Partnership, PDSA has helped agencies navigate complex challenges and improve services. Here are a few examples of how public-serving organizations have leveraged this approach:

  • Enhancing Mental Health Transitions for Justice-Involved Individuals: Placer County is applying PDSA to improve communication between in-custody providers and community-based mental health services. By testing how mental health clients booked in jail can be successfully connected to an appointment within 14 days of release, the county is identifying and addressing gaps in coordination and information sharing before expanding the approach.
  • Expanding Youth Engagement in Service Design: Monterey County is using PDSA to test how to better involve students in shaping behavioral health services. By piloting empathy interviews, they aim to refine the questions and interview format to ensure youth voices are meaningfully included in decisions about service offerings and providers.
  • Improving School-Based Behavioral Health Guidance: Santa Cruz County is using PDSA to test how best to disseminate and support the use of state materials on privacy regulations (HIPAA/FERPA) for school-based counselors. By piloting these materials with a small group of counselors and families, they aim to refine the content and its distribution strategy before a broader rollout.

Centering Equity in PDSA

In order to maximize the quality and effectiveness of a change, it is helpful to investigate who is at the table when designing and implementing PDSAs. Each phase of the PDSA cycle can integrate an equity lens by asking:

  • Where did the change ideas being tested come from? Were impacted communities involved in generating potential solutions?
  • Who was involved in planning and testing? Are diverse voices, including those most affected by the issue, engaged?
  • Who is analyzing the results? Are stakeholders contributing to the interpretation of findings?
  • How are disparities being addressed by the change? Are changes leading to improved equity in outcomes, or do they reinforce existing inequities?

Making PDSA a Standard Practice

Embedding PDSA into everyday operations shifts an organization’s culture from reactive to proactive. It creates a mindset of continuous improvement, where learning is valued, and innovation is encouraged. For counties engaged in transformational change, this approach ensures that new strategies are not just well-intentioned but proven to work before being widely adopted.

The Transformational Change Partnership supports counties in integrating PDSA into their system improvement efforts, helping public agencies move beyond guesswork to data-driven, community-informed solutions. As more organizations embrace this tool, they position themselves to create meaningful, lasting change—one cycle at a time.

Final Thoughts

Transformation is not about making one big change; it’s about making small, strategic changes that add up to something bigger. PDSA provides a roadmap for testing, refining, and implementing solutions that truly serve communities. By embracing this approach, public agencies can avoid costly missteps, sustain trust, and build systems that are both effective and equitable.

Interested in learning more about how PDSA can support your system improvement efforts? The Transformational Change Partnership is here to help.

Diksha Jagga is a third-year student at McGeorge School of Law. 

Participating in the Elder and Health Law Clinic was a defining experience in my legal education. I joined the clinic to gain practical experience in estate planning and elder law, building on my background in financial planning and wealth management. While I expected to work on trusts, developing estate plans, modifying existing trusts, and addressing issues related to guardianships and healthcare directives, I didn’t anticipate how much I would learn about the personal and emotional side of legal practice.

Many of the clients I worked with were facing difficult situations, from concerns about diminished capacity to family disputes over trusts. Others needed guidance on how taxes would affect their estate plans. In those moments, tax concepts became less about numbers and more about what they meant for a client’s family and future. Explaining these issues in a clear and supportive way made conversations that could feel overwhelming much more manageable.

The experience I gained expanded my understanding of how the law intersects with family dynamics. While my financial background gave me a solid foundation, applying it in real-world scenarios showed me how careful planning can provide reassurance and stability.

I’m especially grateful for the mentorship of Professor Melissa Brown, Staff Attorney Lacey Mickleburgh, and Professor John Cary Sims. Their guidance challenged me to think critically, refine my legal analysis, and build confidence in my ability to serve clients. They showed me how to approach legal problems with both technical skills and genuine care for the people involved.

This experience solidified my commitment to estate planning and elder law. Behind every legal issue is a person, often facing a major life transition. Carrying that understanding forward, I’m dedicated to practicing law in a way that blends expertise with empathy — ensuring clients feel supported as they make decisions that shape their futures.

By Diksha Jagga, a third-year student at McGeorge School of Law. 

Malina Walker, ’22.

I have a JD because I graduated from law school. I’m licensed to practice law because I passed the California Bar Exam. But, I’m an attorney doing some good in the world because of the McGeorge School of Law Elder and Health Law Clinic.

Going to law school and passing the Bar Exam are important (critical!) things to do if you want to be a lawyer, but practicing law in the real world requires doing just that. It requires handling tangible files, looking at real evidence, reading statutes that apply to actual facts, navigating physical courts and clerks, and working with living human beings.

When I started working for Senior Legal Services of El Dorado County as a brand-new attorney, I knew how to do the actual work of lawyering from day one: how to manage a client file and meeting, keep good records, and ask good questions. I knew how to navigate client questions, deceptions, fears and furies. I knew how to take quiet moments to listen with compassion and how to re-direct to the matters at hand. I knew how to clarify and manage expectations and how to honestly address disappointments. I learned all of this because I worked with real clients and had continuous, expert, and supportive mentorship in the clinic. 

None of this means I didn’t have a lot to learn when I started working — I did, and still do. But, I had a strong base to start my career because I worked at the clinic. It is critical, I think, to appreciate this — the clinic is a law firm. It is staffed by licensed attorneys and student attorneys who don’t just offer “tips and tricks” or direct clients to other resources — they are the resources, and they do the work. 

A final note for those interested in the Elder and Health Law Clinic: If you’re uncertain whether this is the right area for you, but are curious about the valuable experiences it offers, then I would argue do it anyway. Because even if you don’t practice Elder Law, the kinds of nuanced and sophisticated legal and human skills you’ll develop will serve you wherever you practice in the future. Knowing how to assess capacity, having the skill to navigate sensitive human issues like independence, or dignity, and practicing with the awareness that your clients are people with context will make you a better lawyer. The “context” in Elder Law might involve issues like early dementia, loss of independence, or hearing impairments. However, if you’re trained to recognize these types of human challenges, you’ll become more attuned to the unique “context” of any client. This could include concerns such as a desire for revenge, fear of homelessness, lingering distrust of lawyers due to a past divorce, or any other personal matters they bring with them, beyond the legal issue they want you to address. And sometimes, they don’t even have a legal problem, but you can help them anyway — yet another skill you can learn in the clinic.

By McGeorge School of Law alumnus Malina Walker, ’22.

Lauren Sorokolit, ’13.

The Elder and Health Law Clinic at the University of the Pacific McGeorge School of Law introduced me to topics and issues that shaped my current legal career in the healthcare field. As a student in the Clinic, I was given the tools to find out what it would feel like to work with different subjects and in different forums, which helped me map out my future path.

As a first-year law student, I learned that the McGeorge Legal Clinics were the best way to gain insight into life as an attorney, as well as to help people in the Sacramento community. I was drawn to the Elder and Health Law Clinic because of the diverse issues those clients faced. I learned that students working in the Elder and Health Law Clinic could expect to encounter clients wishing to execute wills and trusts and powers of attorney; clients having difficulty navigating public benefits; interpersonal disputes; and housing crises.

Through the Clinic, I was exposed to different forums for addressing issues, which helped me to build confidence in myself as an emerging attorney. There was no “one-size-fits-all” answer in the Clinic. I enjoyed getting to know my clients and helping them with issues that were often different from the issues that had brought them in the door. Professor Melissa Brown encouraged us to investigate and independently craft unique solutions for our clients.

One of my clients was denied a prescription drug benefit through the Medicare program. Prior to law school, I had no experience with public healthcare benefits, but I gained a foundational knowledge through the Elder and Health Law class, and learned even more in the Elder and Health Law Clinic. I ultimately filed an appeal with the Center for Medicare and Medicaid Services (CMS) on behalf of my client. I submitted briefing on the issue to CMS and argued my case before a federal administrative law judge. My client was ultimately able to obtain his needed prescription medication.

Additionally, I drafted multiple wills, trusts, and powers of attorney. When we had a client approach us for help with an abusive family member, I appeared before a Family Court judge to obtain a temporary restraining order. When I didn’t have the tools to help my clients, I worked with other community organizations to help them find appropriate help.

I found myself drawn to healthcare issues while working in the clinic. I was able to connect with multiple alumni in the healthcare field through McGeorge’s Career Services Office in order to gain a better understanding of the different types of healthcare attorneys. I also signed up for relevant internships (e.g. the Center for Medicare Advocacy) and externships (e.g. Office of the Attorney General, Bureau of Medi-Cal Fraud and Elder Abuse) and took classes such as Health Care Law, Administrative Law, and Health Care Policy.

Ultimately, I found myself drawn to in-house healthcare practice. I liked the idea of collaborative problem-solving within an organization of people dedicated to helping others. I am now in-house counsel with a children’s health care system in Fort Worth, Texas. The healthcare field can be complex and difficult to navigate. I am thankful for my experience in the McGeorge Elder and Health Law Clinic, which set me up for success in my field.

By Lauren Sorokolit, ’13.

Crystal Viruet Witherell, ’19.

Like many students, I went to law school to use my education to make a meaningful impact in the world. As a first-generation student, I did not fully grasp all I would need to learn to be an effective advocate one day. The Elder and Health Law Clinic at the University of the Pacific McGeorge School of Law was a key part of that journey. I gained practical experience, and I saw positive results through the clinic even before graduating. That kept me motivated to keep going because my experiences in the clinic often reminded me of why I chose to pursue law in the first place and equipped me with the foundation I needed for the future.

Working directly with elderly clients, often on protective restraining order cases and estate planning, was eye-opening. Learning from professors, like Melissa C. Brown, and other supervising attorneys was invaluable. Professor Brown emphasized serving the whole client. That meant meeting people where they were and guiding them through their transitions with empathy and clarity. I saw firsthand how much of a difference digestible legal information and having a reliable advocate could make. Making people feel heard and respected empowered them along their journey. The assistance provided in the clinic translated to a real impact in people’s daily quality of life. I knew I wanted to continue doing that in my work for years to come.

The clinic also helped me practice time management. It gave me experience with legal software which became an advantage in the real world. I learned how to communicate effectively with distressed clients and about Probate Court procedures, both of which have been applicable daily in my current and past roles. As a new attorney, the skills I gained in the clinic helped me hit the ground running, ready to learn and grow. I took what I learned about the law, communication, and the importance of preparation with me during my years in private practice and my transition back to public interest work.

Now, as a guardianship attorney, I continue to help clients through significant life transitions. Thanks to the foundational training in the clinic, approaching each case with compassion and confidence is natural for me. The clinic didn’t just prepare me for work — it helped me grow as a person, lawyer and better understand how to help people. I will continue to carry those skills for the rest of my career. I’m incredibly grateful for that experience. I can’t recommend legal clinics enough if you’re a law student.

By Crystal Viruet Witherell, ’19. Crystal is a guardianship attorney in the Child Abuse Prevention Program at Legal Aid of Sonoma County.

Natalia Osorio-Elizondo, ’24

When I started law school, I knew I wanted to use the opportunity to explore ways to advance my passion for serving marginalized communities with my law degree. While I had experience in nonprofit immigration work, I was eager to branch out and explore new areas of law. My commitment to advocacy and social justice ultimately led me to the Prisoner Civil Rights Mediation Clinic in my final year of law school.

Before joining the clinic, I had no prior experience working with incarcerated individuals or engaging in mediation. It was exciting to learn about the mediation process and its objectives. Serving as a neutral co-mediator was a significant shift in perspective for me, as my previous legal work had always been on one side of a claim.

Professor Ederlina Co encouraged us to critically examine the systemic forces that shape the mediation process and the experiences of incarcerated individuals. Early in the semester, reading The New Jim Crow by Michelle Alexander provided crucial context for understanding the challenges that incarcerated litigants face when bringing their claims. Additionally, visiting Folsom State Prison solidified my understanding of the conditions in which these litigants live and the barriers they navigate.

The clinic offered a unique and rewarding experience that deepened my understanding of civil rights litigation and mediation. Beyond gaining substantive knowledge, I developed valuable legal skills, including working with incarcerated clients and maintaining neutrality and impartiality.

Working with the plaintiffs reaffirmed my commitment to serving marginalized communities in client-centered work. Every litigant I worked with expressed gratitude that we were there to hear their stories, and I felt honored that they trusted us enough to share them. Although we did not represent them, it was essential to me that we accurately conveyed their narratives and interests to the judges through our bench memos. Even as neutral co-mediators, I believe that meeting with the prisoners, either by phone or in person, before their mediations, helped to mitigate the inherent power imbalance in these cases and the broader system.

Furthermore, adopting a neutral stance throughout the mediation process and collaborating with judges allowed me to see the bigger picture and assess critical information effectively. Learning to remain neutral was a valuable lesson in my legal career, as my prior experiences had always positioned me as an advocate for one side. The judges we worked with provided invaluable insights into neutral mediation, helping me refine my ability to analyze cases objectively. Even if I only represent one side in my future career, I now have a greater capacity to assess a case’s strengths and weaknesses from an unbiased perspective.

Overall, my experience in the Prisoner Civil Rights Mediation Clinic has made me a better lawyer. Engaging with plaintiffs in this setting was an invaluable opportunity for any law student, and I am grateful for the skills and insights I gained. This experience has reinforced my dedication to using my legal education to support and advocate for marginalized communities.

By Natalia Osorio-Elizondo, ’24.