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they are thinking, feeling, assuming, and doing as professional beings. In a word, we must intentionally teach to self-awareness. We must help students navigate both inward as well as outward in addressing the demands of professional role and encourage them to bring an integrated self to client representation – a thinking and feeling self, able to monitor and tap, with a self-conscious eye on consequences, the intellectual, emotional, and experiential resources necessary for sizing up and sculpting solutions to client problems and sustaining professional relationships.6 Thus, my own academic experiences in non-clinical settings [like my Professional Visions course, which uses literary characters to explore the interpersonal and emotional dimensions of professional identity and judgment] confirm what clinical legal educators have known for decades – that teaching intentionally to the whole person and helping students to develop as self-aware practitioners who consciously pause to consider – in a metacognitive way7 – what they (and pertinent others) are thinking, feeling, assuming, and doing, can reap priceless practical professional dividends for our graduates. If I may highlight but five of those advantages: First: Given the multifaceted nature of professional judgment, the conscious ability to identify and synthesize the various factors at play – both legal and non-legal – is critical. Those who have been explicitly trained to see the importance of making integrative links between work domains and to consciously self-explore and evaluate whether there are different or better links to be made, can not only Professor Alleva teaching in the classroom in 1991. The crowd delivers a standing ovation for Professor Alleva at the conclusion of her talk during the law school homecoming celebration of her career on September 21, 2018. SPRING 2019 7