The recent legal and humanitarian crisis on the Southern Border has concentrated attention on the ways lawyers, including clinicians and law students, respond to emergencies in an already deficient legal system. This summer, a spike in the number of Central American women and children entering the United States to seek asylum led the government to open three family detention centers in rural, under-resourced towns in New Mexico and Texas. The government’s stated intention was to deport the women and children as quickly as possible; without immigration representation, many women were unable to successfully articulate their fears of persecution despite having valid claims for asylum in the United States. Several Immigration Clinics around the country organized student trips to the detention centers to help represent migrant families. This panel will explore the different clinical and pedagogical models that were utilized in order to educate student attorneys on how to effectively respond to this legal and humanitarian crisis. The panelists will address whether there is still the need to train lawyers to be “change agents” in light of the “new normal,” and if so, how clinicians can respond most effectively within this context to emergent situations. The pedagogical benefits and limitations of engaging clinical students in a chaotic, rapidly changing, crises environment will be explored. To the extent that some clinics are undertaking remote representation, the role of technology in facilitating this representation will be also explored, along with the pedagogical benefits and limitations of remote representation.